Post on 27-Dec-2015
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K-3 Scientifically Research BasedComprehensive Reading Programs
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Why Scientifically Based Research?
• is not subject to fads and fashions
• makes teaching more effective, productive, and efficient
• can be better generalized and replicated across many sites
Scientific Research…
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What Is Scientifically Based Reading Research (SBRR)?
SBRR is research that:
• applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties; and
• employs systematic empirical methods that draw on observation or experiment;
• involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
1. Insert 4 characteristics of scientific research from Reading First legislation and discuss what each one means for our confidence in findings
• #2
• #3
• #4
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• relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and
• has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review
SBRR is research that…SBRR is research that…
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Important Research Documents
Preventing ReadingDifficulties in YoungChildren
Catherine E. Snow, M.Susan Burns, and PegGriffin, editors
National ResearchCouncil, 1998
Reading Research Summary
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Reading First Expectations
All students will read at level by the end of third grade
Sub-Grantees will use scientifically research based reading programs
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Reading First Grade Level Expectations
States need to know, annually, whether theya) are making progress towards reducing the
number of students who are reading below grade level,
b) have significantly increased the number of students reading at grade level or above; and
c) have significantly increased the percentages of students in ethnic, racial, and low-income populations who are reading at grade level or above.
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System for Individual Solutions
Research-BasedComprehensive Reading Program
For All Students
Research-Based In-Class Interventions
System for More Students Reading At-Level
Research-Based School Designed Interventions
Teacher (90 minutes)
School
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System forIndividual Solutions
Research-BasedComprehensive Reading Program
For All Students
Research-BasedIn-Class Interventions
System for More Students Reading At-Level
Research-Based School Designed Interventions
Professional DevelopmentCoaching Mentoring
School
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Research-BasedSchool Designed Interventions
System for Individual Solutions
Research-BasedComprehensive Reading Program
For All Students
Research-Based In-Class Interventions
System for More Students Reading At-Level
Data
Data
Data
Data
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System for Individual Solutions
Research-BasedComp. Reading Program
For All Students
Research-Based In-Class Interventions
System for More Students Reading At-Level
Research-Based School Designed Interventions
90 minutesSmall groups
185 days a year
Strategy instruction Correct difficulty
Systematic
Explicit
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Types of K-3 Scientifically Research Based
Reading Programs
1. Comprehensive reading programs
2. Supplemental reading programs
3. Intervention reading programs
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K-3 Scientifically Research BasedComprehensive Reading Programs
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Purpose of Comprehensive Reading Programs
Increase the number of students reading at level by:• Providing complete instruction in the
core components of reading• Providing systematic and explicit
instruction• Providing ample practice for mastery• Reducing number of students needing
intervention
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Purpose of Supplemental Reading Programs
Provide additional instruction in one or more components of reading:
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension
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Purpose of Intervention Reading Programs
Provide sufficient additional instruction to students performing below grade level to bring them to level in one or more components of reading:
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension
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More AboutK-3 Scientifically Research Based
Comprehensive Reading Programs
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Scientifically Based Perspective: 2003
1980
Basal Reading
Programs
Basal Reading
Programs
1990
Literature-based Instruction
and
Basal Reading Programs
Literature-based Instruction
and
Basal Reading Programs
2003
Scientifically Based Comprehensive
Reading Programs
Scientifically Based Comprehensive
Reading Programs
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Defining Characteristics of Scientifically Based
Comprehensive Reading Programs
1. Instructional Content
2. Instructional Design
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Instructional Content of Comprehensive Reading Programs
These components present at the appropriate levels:
1. phonemic awareness instruction
2. systematic, explicit phonics instruction
3. fluency instruction
4. vocabulary instruction
5. comprehension instruction
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Instructional Design of Comprehensive Reading Programs
Well-designed programs include:1. explicit instructional strategies
• Specific teacher instructions for teaching directly• Teacher modeling• Explicit student examples
2. coordinated instructional sequences
3. ample practice opportunities
4. aligned student materials
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Louisiana’s Reading Program Evaluation Process
• Team of reading experts from around the country
• Consumers’ Guide to Evaluating a Core Reading Program by Drs. Kame’enui and Simmons
• Assessed the degree to which the core content and instructional design are scientifically based
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Classification Process
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More AboutInstructional Content of
Comprehensive Reading Programs
These components present at the appropriate levels:
1. phonemic awareness instruction
2. systematic, explicit phonics instruction
3. fluency instruction
4. vocabulary instruction
5. comprehension instruction
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1. Phonemic Awareness Instruction
• “Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words.”
• “Phonemic awareness instruction helps children learn to read.”
• Put Reading First, pp. 10, 6
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2. Systematic and Explicit Phonics Instruction
• “Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction.”
• “Systematic and explicit phonics instruction significantly improves children’s reading comprehension.”
• Put Reading First, pp. 13, 14
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3. Fluency Instruction
• “Reading fluency is the ability to read a text accurately and quickly.”
• “Repeated and monitored oral reading improves reading fluency and overall reading achievement.”
• Put Reading First, pp. 21, 24
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4. Vocabulary Instruction• “Although a great deal of vocabulary is learned
indirectly, some vocabulary should be taught directly.”
• “Students learn vocabulary directly when then are explicitly taught both individual words and word-learning strategies. Direct vocabulary instruction aids reading comprehension.”
• Put Reading First, p. 35-6
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5. Comprehension Instruction
• “Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.”
• “Effective comprehension strategy instruction is explicit, or direct.”
• Put Reading First, pp. 49, 53
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More About Instructional Design of Comprehensive Reading Programs
Well-designed programs include:1. explicit instructional strategies
• Specific teacher instructions for teaching directly• Teacher modeling• Explicit student examples
2. coordinated instructional sequences
3. ample practice opportunities
4. aligned student materials
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Design Features:
1. Explicit Instructional Strategies
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Design Features:
2. Coordinated Instructional Sequences
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Design Features:
3. Ample Practice
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Design Features:
4. Aligned Student Materials
Example
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4. Aligned Student MaterialsExample
Research suggests that:“… a high proportion of the words in the earliest
selections children read should conform to the phonics they have already been taught. Otherwise they will not have enough opportunity to practice, extend, and refine their knowledge of letter-sound relationships.”
• Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the commission on reading. Champaign, IL: Center for the Study of Reading.
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System for Individual Solutions
Research-BasedCore Reading Program
For All Students
Research-Based In-Class Interventions
System for More Students Reading At-Level
Research-Based School Designed Interventions
Professional DevelopmentCoaching Mentoring
Reading Leadership TeamCreation
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Reading Programs PLUS Professional Development
• Reading programs contain numerous activities:
• Professional development should help teachers choose those activities essential for effective reading instruction.
Weekly Count for First Grade Reading Programs
Program
A
Program
B
Program
C
Program
D
Program
E
Instructional Activities 179 227 165 190 165
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Reading Programs PLUS Assessment and Intervention
• Assessment• Screening• Progress
monitoring• Outcomes
• Intervention• Daily in-class
interventions• More explicitness• More modeling• More practice• More corrective
feedback
• Schoolwide interventions
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Research-BasedSchool Designed Interventions
System for Individual Solutions
Research-BasedComprehensive Reading Program
For All Students
Research-Based In-Class Interventions
System for More Students Reading At-Level
Data
Data
Data
Data
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Improving the Reading Program by Adding Assessment and Intervention
• Hartsfield Elementary School Characteristics:– 70% Free and Reduced Lunch (increasing)– 65% minority (mostly African-American)
• Elements of Curriculum Change:– Movement to a more research-based reading
curriculum beginning in 1994-1995 school year for K-2 (incomplete implementation)
– Improved implementation in 1995-1996
• Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk students
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Early Screening Identifies Children Who Need Additional Intervention
• 201 randomly selected children from five elementary schools serving children from mixed SES and ethnic backgrounds were followed from the beginning of first grade to the end of fourth grade.
• Children who scored low on phonemic awareness and letter knowledge at the beginning of first grade– Started with lower skills– Made less progress– Fell further and further below grade level as they
progressed from first through fourth grade.
For example, in one longitudinal study:
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Early Screening Identifies Children At Risk of Reading Difficulty
Grade level corresponding to age 1 2 3 4
Re
ad
ing
gra
de
lev
el 3
2
1
K
4
2.5
5.2
At Risk on Early Screening
Low Risk on Early Screening
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Additional Instructional Intervention Changes Reading Outcomes
• Four years later, the researchers went back to the same schools. Two major changes were implemented:
• First, a research-based comprehensive reading program was implemented for all students, and
• Second, children at risk for reading difficulty were randomly assigned to a control group or to a group receiving substantial instructional intervention.
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1 2 3 4
Re
ad
ing
gra
de
lev
el 4
3
2
1
5
2.5
5.2
Early Intervention Changes Reading Outcomes
At Risk on Early Screening
Low Risk on Early Screening
3.2
Control
With research-based core but without extra instructional intervention
4.9
Interventio
n
With substantial instructional intervention
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Improved implementation of research-based comprehensive reading program
Screening at beginning of first grade, with additional instructional intervention for those in bottom 30-40%
1995 1996 1997 1998 1999
Proportion falling below the 25th percentile in word reading ability at the end of first grade 10
20
3031.8
20.4
10.96.7
3.7
Average Percentile 48.9 55.2 61.4 73.5 81.7for entire grade (n=105)
Hartsfield Elementary SchoolProgress Over Five Years
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How will Reading First help schools and teachers produce successful readers?• By focusing on high
quality, comprehensive K-3 classroom reading instruction for all children
• By basing instructional decisions on what works
• By putting the solid research base about reading instruction into the hands of teachers
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How will Louisiana schools know if they have a strong
reading system?
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Every third grader will be reading at-level!