1. Response to Intervention www.interventioncentral.org 1 Savvy Teacher’s Guide: Reading Interventions That Work (Wright, 2000)

2. Response to Intervention www.interventioncentral.org 2 Assisted Reading Practice Listening Passage Preview (‘Listening While Reading’) Paired Reading Repeated Reading Interventions for… Increasing Reading Fluency

3. Response to Intervention www.interventioncentral.org 3 ‘Click or Clunk?’ Self-Check Keywords: A Memorization Strategy Main Idea Maps Mental Imagery: Improving Text Recall Oral Recitation Lesson Prior Knowledge: Activating the ‘Known’ Question-Generation Reciprocal Teaching: A Reading Comprehension Package Story Map Text Lookback Comprehension Interventions That Rely on ‘Gist’ Sentences

4. Response to Intervention www.interventioncentral.org 4 http://www.nichd.nih.gov/publications/nrppubskey.cfm

5. Response to Intervention www.interventioncentral.org 5 Building Reading Fluency

6. Response to Intervention www.interventioncentral.org 6 Reading Decoding ‘…Of course, when children cannot decode at all, there is little chance of comprehension. When they can decode but it requires a considerable effort, decoding competes with comprehension efforts for the limited capacity available for processing of text…so that effortful decoding consumes capacity that might otherwise be used to understand text.’ - Pressley & Wharton-McDonald, 1997

7. Response to Intervention www.interventioncentral.org 7 NRP Conclusions Regarding Importance of Oral Reading Fluency: “An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in reading expertise for students—for good readers as well as those who are experiencing difficulties.”-p. 3-3

8. Response to Intervention www.interventioncentral.org 8 Assisted Reading Practice Listening Passage Preview (‘Listening While Reading’) Paired Reading Repeated Reading Interventions for… Increasing Reading Fluency

9. Response to Intervention www.interventioncentral.org 9 Paired Reading (p.17) The student reads aloud in tandem with an accomplished reader. At a student signal, the helping reader stops reading, while the student continues on. When the student commits a reading error, the helping reader resumes reading in tandem.

10. Response to Intervention www.interventioncentral.org 10 Building Reading Comprehension

11. Response to Intervention www.interventioncentral.org 11 Reading Comprehension Skills Checklist: 2.30

12. Response to Intervention www.interventioncentral.org 12 Processing Before Reading (Pressley & Wharton-McDonald, 1997) Good readers –have clear goals in mind before reading –overview the text before reading to: determine whether text is worth reading identify sections that may be most relevant Create a ‘reading plan’

13. Response to Intervention www.interventioncentral.org 13 Processing During Reading (Pressley & Wharton-McDonald, 1997) Good readers –pay ‘differential’ attention to information that pertains to their goals –may jump back and forth in the text to clarify confusion, review specific information –anticipate what will come next in the text and updare their predictions based on new information –make inferences based on reading –‘demonstrate passion’ for their reading

14. Response to Intervention www.interventioncentral.org 14 Processing After Reading (Pressley & Wharton-McDonald, 1997) Good readers –may reread or ‘reskim’ the text just read –may take notes on text or attempt to restate main ideas –continue to think about and reflect on text once they are done reading

15. Response to Intervention www.interventioncentral.org 15 ‘Click or Clunk?’ Self-Check Keywords: A Memorization Strategy Main Idea Maps Mental Imagery: Improving Text Recall Oral Recitation Lesson Prior Knowledge: Activating the ‘Known’ Question-Generation Reciprocal Teaching: A Reading Comprehension Package Story Map Text Lookback Comprehension Interventions That Rely on ‘Gist’ Sentences

16. Response to Intervention www.interventioncentral.org 16 Create a ‘gist’ sentence for this passage… ‘…when skilled readers read, they implicitly parse the text into micropropositions, the smallest units of meaning that can be conceived as verbs or prepositions as well as semantic roles that are related by the verbs or prepositions. All of the micropropositions specified in a text combine to capture the full meaning of the text. Of course, no one remembers every idea specified in a text. What people remember is the gist-the main idea of the text.’- Pressley & Wharton-McDonald, 1997

17. Response to Intervention www.interventioncentral.org 17 ‘Click or Clunk’ Self-Check (p.25) Students periodically check their understanding of sentences, paragraphs, and pages of text as they read. When students encounter problems with vocabulary or comprehension, they use a checklist to apply simple strategies to solve those reading difficulties.

18. Response to Intervention www.interventioncentral.org 18 ‘Click or Clunk’ Check Sheet

19. Response to Intervention www.interventioncentral.org 19 ‘… The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher- level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher- level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘Click or Clunk?’ Example ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986)

20. Response to Intervention www.interventioncentral.org 20 ‘Student Reader’ Activity In your ‘elbow groups’: Review the ‘Reading Comprehension Checklist’ (p.8) Identify the 2-3 most frequent or important ‘comprehension blockers’ that you have observed in the population of ‘difficult-to-teach’ students with whom you work. Be prepared to share your selections with the larger group.