1. The Big Picture Teaching Reading Sourcebook 2nd edition
For All Educators Working to Improve Reading Achievement.

2. The Reading Deficit The state of reading today
National Assessment of Educational Progress (NAEP)
Nation’s response to the Reading Deficit
No Child Left Behind (NCLB)
Reading First
National Assessment of Educational Progress (NAEP) reports students at below basic, basic, proficient, and advanced levels of achievement.
4th grade 68% below basic
8th grade 70% below basic
12th grade 65% below basic
Reading First: a key component of NCLB (grades K-3) that focuses on the use of SBRR (scientifically based reading research) for reading instruction.
Gains were made across all socio-economic, racial/ethnic, and language ability subgroups.

3. The Brain and Reading
Functional Magnetic Resonance Imaging (fMRI) reveals that brain activation patterns of good readers and poor readers are different.
Evidence-based reading instruction in phonemic awareness and phonics has been shown to assist poor readers to activate the areas of the brain used by good readers.
Areas in the brain that are important for skilled reading include:
parieto-temporal of the brain: slow, analytic decoding function
occipito-temporal: rapid, automatic word identification
Evidence-based reading instruction in phonemic awareness and phonics has been shown to:
Change brain activity in struggling readers.
Assist in the activation and use of the areas in the back of the brain (Shaywitz et al. 2004).

4. Scientific Approach to Reading Instruction
How to recognize effective research
Has the research been published in a peer-reviewed journal?
Have the research results been replicated by other scientists?
Is there a consensus within the research community?
Scientifically based reading instruction is the application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, instruction, and difficulties.

5. Essential Components of Reading Instruction
Print awareness
Letter knowledge
Phonemic awareness
Phonics
Irregular word reading
Multisyllabic word reading
Fluency
Vocabulary
Comprehension

6. Reading Assessments Types of reading assessments Screening
Progress Monitoring
Diagnostic
Outcome
Screening: Identifies students at risk and to determine a starting point for instruction.
Progress Monitoring: Determine if students are making adequate progress. This type also includes Curriculum Embedded and General or External.
Diagnostic: Pinpoints specific area of difficulty and provides in-depth information.
Outcome: Is appropriate for all students at the end of a unit, a semester or a year, and provides evaluation of the effectiveness of program.

7. Comprehensive Assessment Plan
Identify students at risk of reading difficulty or who need extra support or intervention
Monitor student progress
Collect assessment data to inform instruction
Assess whether instruction is sufficient to ensure that all students meet grade level standards
Monitor student progress
To determine if at-risk students are making adequate progress and
To identify any other students who are falling behind

8. Downward Spiral of Reading Failure
Stumbling blocks to becoming a proficient reader
“Matthew Effects”
the “Fourth Grade Slump”
Motivation and interest in reading
Academic language
Stumbling Blocks to Becoming a Proficient Reader
Difficulty in learning to read words fluently
Insufficient vocabulary, general knowledge, and reasoning skills
Absence or loss of motivation to read or failure to appreciate the rewards of reading

9. Differentiated Instruction
Instruction that supports the needs of all learners
advanced, benchmark, strategic, intensive
Adolescent struggling readers
alliterate, functional illiterate, illiterate
English Language Learners (ELLs)
National Literacy Panel on Language-Minority Children and Youth
Practical Guidelines for Education of ELLs
Instruction that supports the needs of all learners
advanced, benchmark, strategic, intensive
Adolescent Struggling Readers
alliterate, functional illiterate, illiterate
English Language Learners (ELLs)
Instruction of the essential components of reading
Additional instruction in language development, vocabulary, and text comprehension
Tapping into first language literacy can be used to facilitate literacy development in English