1. Agenda
Interactive Approach to Reading
Informal Measures (Intro and Practice Score and Hypothesize)
DIBELS
Dominie
Word/Language Tests (CTOPP, PPVT, TOSWRF, TOWRE)
Formal/Technical Term Understanding (Ch. 2 McKenna)
Judgment Free Writing (Looking at Language in Report Writing)
Informal Reading Report (Based on the Observational Survey)
Formal Clinic Sample and Test Backgrounds

2. Ten Characteristics of Texts
Genre
Text Structure
Content
Themes and Ideas
Language and Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
The Continuum of Literacy Learning, Grades K-2 – p. 9 – 11
The Continuum of Literacy Learning, Grades K-8 – p
Teaching for Comprehending and Fluency – p. 160

3. Models of Reading Bottom-up processing (decoding) Top-down processing
Interactive approach

4. The cat is in the lady’s lap.
The cat is in the grass.
The cat is in the lady’s lap.
Using MSV to decode Cross checking visual information against structure and meaning.
Oh no, the cat is in the tree.

5. Peter led Bridget into the waiting room.
He realized that she was extremely nervous, so he gently suggested that she sit down.
Bridget ignored him and began to pace frantically.
The other patients watched her warily and several also began pacing.
As a scream rang out from the inner office, Peter angrily forced Bridget to sit down.
Bridget moved closer to Peter, who leaned down and tenderly scratched her ears.
Listen and discuss what you are comprehending bullet by bullet

7. Bottom-up Processing
Reader builds meaning from the smallest units of meaning to achieve comprehension.
Example
letters  letter clusters  words  phrases  sentences  longer text  meaning = comprehension

8. Top-down Processing
Reader generates meaning by employing background knowledge, expectations, assumptions, and questions, and reads to confirm these expectations.
Example
Pre-reading activities (i.e. activating schema, previewing, and predicting) + background knowledge (cultural, linguistic, syntactic, and historical) = comprehension
Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.

9. Interactive Approach
Reader uses both bottom-up and top-down strategies simultaneously or alternately to comprehend the text.
Example
Reader uses top-down strategies until he/she encounters an unfamiliar word, then employs decoding skills to achieve comprehension.
Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.

10. Interactive Approach
Knowledge base + bottom-up strategies + top-down strategies = comprehension

11. Which model should be adopted?
The reader must be competent in both bottom-up and
top-down processing.
Nunes, T. (1999). Learning to read: An integrated view from research and practice. Dordrecht, The Netherlands: Kluwer.

12. Assessment Trade-Offs
Norm-referenced
Comparability
Group administered
Informal
In depth information
Individually administered
WE will always look to keep balance.

13. Rule of Thumb
The finer the grain size at which we monitor a process, like reading or writing, the greater the likelihood that we will end up teaching and testing bits and pieces rather than global processes like comprehension and composition.
P. David Pearson, UC Berkeley

14. Universal Screening Diagnostic Progress Monitoring Outcome
CORE Pages 8-9
Typical Questions
Types of Assessments
Purpose
Who is at risk?
Who needs close monitoring?
Formative
Universal Screening
“First Alert”
What are a student’s strengths? weaknesses?
Are other students exhibiting similar profiles?
Diagnostic
“In-depth View”
Who needs extra support?
How should groups be formed?
Which skills need to be emphasized
Progress Monitoring
“Growth Charts”
Have we accomplished our goals for a student? a class? a school?
a district?
What aspects of the literacy program need revision?
Summative
Outcome
“Reaching Our Goals”

15. Effective instruction is the only solution
Children differ
Struggling readers differ
Intervention designs must be based on knowledge of these differences
Figuring out how to best teach each struggling reader is the essential task
Allington
Allington

17. Fluency & Comprehension
Progress Monitor
Phonics Phonemic Awareness
Phonics, Phonemic Awareness, Fluency
Vocabulary and Comprehension

25. Dominie Reading and Writing Portfolio
My dad loves to fly a kite. He makes it go high above the trees.
My dad loves to fly a kite. He makes it go high above the trees.

26. Two different students same task. Write the words you know in 10minutes.
One in a safety zone? Taking chances?
Words to use from known to new

27. Look at tasks. Authentic?

28. Shifting From Being a Teacher to an Assessor
Reviewing Tests
Test Protocols
Materials Picture Walk

30. The only way to create fewer students with limited reading proficiency is to provide those students with more and better reading instruction than that provided to the other students.”
(Allington, 2009, p.11)