1. Grimes Reading Institute www.grimesreadinginstitute.com. A Road Map for School Leaders to Navigate the Land of Reading New York State Reading First and Adolescent Literacy Conference Presented by Sally Grimes June 30-July 1, 2008

2. Grimes Reading Institute www.grimesreadinginstitute.com. Agenda School Change &Reading How We Read-What We’ve Leaned……..A Brief Look The Nuts and Bolts of a Reading Initiative

3. Grimes Reading Institute www.grimesreadinginstitute.com. Three Definitions of Schools A series of autonomous classrooms that are connected by a common parking lot. A place where the relatively young watch the relatively old work. A complex organization that is built upon relationships that require individuals to work interdependently. Banios

4. Grimes Reading Institute www.grimesreadinginstitute.com. What is Needed? VISION COMMITMENT

5. Grimes Reading Institute www.grimesreadinginstitute.com. There are many problems in our schools and in society about which we aren’t sure what to do. But we DO know what to do about reading problems. This is NOT a sped issue…it becomes a sped issue.

6. Grimes Reading Institute www.grimesreadinginstitute.com. One of the most compelling findings from recent reading research is that children who get off to a poor start in reading rarely catch up. Joe Torgeson, Ph.D. Numerous studies show: Poor readers in first grade almost invariably continue to be poor readers. Francis, Shaywitz, Stuebing, Shaywitz, Fletcher, 1996. Torgeson & Burgess, 1998) The vast majority of third graders who are poor readers remain poor readers. Juel,1988. Clay, 1979

7. Grimes Reading Institute www.grimesreadinginstitute.com. Reading: Word Identification & Comprehension

8. Grimes Reading Institute www.grimesreadinginstitute.com. Building Blocks of Successful Reading Oral Language Comprehension Vocabulary Fluency Phonics Phonemic Awareness

9. Grimes Reading Institute www.grimesreadinginstitute.com. © Pamela E. Hook, Ph.D. Orthographic Processing Phonological Processing Letter/Sound Association—Phonics Word Identification Comprehension Semantics Syntax Morphology Pragmatics (Vocabulary/ (Grammar) (Word Structure) (Social Use) Higher Order Thinking) (Letter Processing) (Sound Processing) (Memory Storage/Retrieval/Rapid Naming) Automaticity Fluency

10. Grimes Reading Institute www.grimesreadinginstitute.com. Sight Word Test smoak circus wagon first traid smoke cercus wagen ferst trade

11. Grimes Reading Institute www.grimesreadinginstitute.com. Phonemic awareness skills assessed in kindergarten and first grade serve as a potent predictors of difficulties learning to read… we can predict with approximately 92% accuracy who will have difficulties learning to read. Reid Lyon, NIH

12. Grimes Reading Institute www.grimesreadinginstitute.com. Reading Comprehension is Interaction Between Print ______ Level of text Book and Print Features Structure of Text Sentence Complexity Vocabulary/Language Content Reader Decoding Ability Language Competency Cognitive Processing Schemata Working Memory Metacognition Motivation Fluency Linda Crumrine, 01

13. Grimes Reading Institute www.grimesreadinginstitute.com. “There is no comprehension strategy that compensates for difficulty reading words accurately & fluently.” Torgesen 2003

14. Grimes Reading Institute www.grimesreadinginstitute.com. The Challenge: Teachers need to know how to temporarily tilt the balance toward one component of reading or another, depending on the child’s profile. In addition, within each component, teachers need to know which children require a very explicit, systematic and intense progression & which children do not.

15. Grimes Reading Institute www.grimesreadinginstitute.com. Contributing Factors Neurological –“Wiring” –Genes Environmental –Lack of early language experience –Inadequate instruction

16. Grimes Reading Institute www.grimesreadinginstitute.com. After Intervention LeftRight normali zed Good Intervention Normalized Brain Activation Patterns Before Intervention

17. Grimes Reading Institute www.grimesreadinginstitute.com. 5 Year Olds Before Learning To Read Right Left

18. Schoolwide Reading Improvement Model Goals Assessment Instruction Leadership Support Professional Development Instructional Support Teams Adapted from U Oregon; Ideal Consulting Services, Inc.

19. Grimes Reading Institute www.grimesreadinginstitute.com. ESTABLISH A LITERACY TEAM WITH GOALS 1.Assessment 2.Curriculum 3.Professional Development 4.Infrastructure

20. Grimes Reading Institute www.grimesreadinginstitute.com. DIBELS Assesses the Big Ideas Big Idea of LiteracyDIBELS Measure Phonological AwarenessInitial Sound Fluency Phoneme Segmentation Fluency Alphabetic PrincipleNonsense Word Fluency Accuracy and Fluency with Connected Text Oral Reading Fluency ComprehensionAt least through grade 3: A combination of Oral Reading Fluency and Retell fluency Vocabulary- Oral languageWord Use Fluency Indicator of RiskLetter Naming Fluency

21. Grimes Reading Institute www.grimesreadinginstitute.com. Many veteran teachers, as well as teachers new to the profession, do not have a clear understanding of the scientific research base for early reading instruction. District Professional Development programs must give teachers research-based tools/strategies to accelerate progress and meet the needs of individual students. Ongoing PD Needed

22. Grimes Reading Institute www.grimesreadinginstitute.com. Interventions should be organized in tiers Layers of intervention responding to student needs Each tier provides more intensive and supportive intervention Aimed at preventing reading disabilities TIER I TIER II TIER III

23. Grimes Reading Institute www.grimesreadinginstitute.com. “To every complex problem, there is a simple solution…that doesn’t work.” Mark Twain

24. Grimes Reading Institute www.grimesreadinginstitute.com. Contact Info Sally Grimes, Director The Grimes Reading Institute 978-546-2144 Sallygrimes@comcast.net www.grimesreadinginstitute.com