Eread and report white paper

White Paper for eRead and ReportIndependent eReading with Comprehension and Vocabulary

Assessment

Vocabulary and Comprehension are two of the five essential components of reading instruction. These core components include phonemic awareness, phonics, fluency, vocabulary and comprehension (National Reading Panel, 2000). Both of these instructional components are becoming more prevalent in language arts standards across the country.

Vocabulary Instruction

Vocabulary knowledge is critical to our understanding of many aspects of our lives. Vocabulary knowledge provides access to schema and allows us to express our thoughts and ideas. There is a tremendous need for more vocabulary instruction at all grade levels. The number of words that students need to learn is exceedingly large; on average students should add 2,000 to 3,000 new words a year to their reading vocabularies (Beck, McKeown & Kucan, 2002).

There is a strong correlation between vocabulary and reading comprehension. It is absolutely crucial that that as readers we have a comprehensive vocabulary. When readers understand the words that are part of our reading we are able to comprehend the text more easily. Reading comprehension is more than just being able to recognize words and understand their meanings. If a reader is struggling with the meanings of words in a text reading comprehension is not possible. Experts in the reading field believe that a reader must know 90 to 95 percent of the words in a text to comprehend the text (Hirsch, 2003).

Comprehension Instruction

In order for students to comprehend text they are reading; they need certain strategies. Strategic readers make connections, infer, question, visualize and synthesize continuously as they read. According to Harvey and Goudavis in Strategies That Work, proficient readers do the following;

Search for connections between what they know and the new information they encounter in the texts they read

Ask questions of themselves, the authors they encounter and the texts they read Draw inferences during and after reading Distinguish important from less important ideas in the text Are adept at synthesizing information within and across texts and reading experiences

These levels of comprehension refer to the thinking processes that are stimulated in order to arrive at answers to reading comprehension questions. Researchers have studied how levels of comprehension

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affect reading comprehension, and the most recognized research is that of Benjamin Bloom. Bloom’s Taxonomy demonstrates a hierarchical order of thinking skills that students should master in order to assure that learning is thorough. Research has shown that the solution is to produce materials that force students to synthesize and evaluate ideas, hence moving them higher on Bloom's Taxonomy (Bloom 1956). Linking this fact to current educational objectives, driven by student-centered learning, the most important result is the learner's ability to progress up the "pyramid" and begin to achieve new knowledge and deeper levels of understanding.

eRead and Report Overview

Rourke’s eRead and Report is the answer to many concerns about vocabulary and comprehension instruction. Rourke’s eRead and Report provides the reader with eBook content on any available device such as computer, tablet or Smart phone. Once students have read the eBook they are provided with the opportunity to take vocabulary and comprehension assessments.

eRead and Report allows for students to work at their own pace while reading highly engaging eBooks. The students take a quick assessment to measure their understanding of the text. The assessment in eRead and Report is presented in multiple-choice format designed to mimic standardized state tests. The student is encouraged to refer back to the facts, details and examples explicitly stated in the text. The student’s responses are recorded, scored, and immediately available for student, teacher, and administrator review.

eRead and Report Vocabulary Assessment

The first part of the eRead and Report assessment is the vocabulary assessment. The students will read the definition of the vocabulary word and then select the correct usage sentence or sentences. In eBooks with a Guided Reading Level (GRL) of A through M the student will complete five vocabulary questions with each containing visual support from the eBook. In eBooks with a GRL of N through Z the student will complete 10 vocabulary questions without visual support.

The vocabulary assessment has a strong emphasis on Tier II and Tier III vocabulary words. It is important for students to have access to Tier II and III words as they contain the high frequency words across a variety of domains and also the domain specific vocabulary words.

In addition to a total score for vocabulary, students and teachers will have access to a listing of the specific vocabulary words that the students answered incorrect in each vocabulary assessment. This will provide an opportunity for the educator to guide instruction based on the student performance.

eRead and Report Comprehension Assessment



The comprehension assessment is done when the student has completed the vocabulary assessment. The student must complete the vocabulary assessment in order to move to the comprehension. The comprehension assessment consists of five comprehension questions. The comprehension assessment questions provide a variety of comprehension question types. The comprehension questions types are:

Using and interpreting text features Determining importance or central idea and identifying key details Synthesizing or Summarizing complex concepts or processes Visualizing Making inferences Making connections Asking Questions

Each of these question types are included to provide the students with practice that replicates the comprehension types available on standardized state tests. In addition to a total score for comprehension, the student and teacher are able to see the specific questions the student answered correctly. This provides an opportunity for the educator to guide comprehension instruction based on the questions answered correctly and incorrectly.

Why eRead and Report?

Rourke’s eRead and Report provides eContent in a format that is engaging and fun for today’s students. Students can access eRead and Report from any device nearly anywhere. The program allows for student progress to be monitored throughout the year and even stores assessment data from year to year. The program assists with teaching the high level standards in place throughout the country. The content provided addresses even the highest levels of text complexity.



Bibliography of Resources Used in Development of eRead and Report

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (1996) Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, NJ: Merrill.

Beck, I.L., McKeown, M.G., and Kuncan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. NY: Guiford Press.

Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the Common Core: Accelerating Achievement. Portsmouth, NH: Heinemann.

Farstrap, A.E. & Samuels, S.J. (2008). What Research Has to Say About Vocabulary Instruction. Newark, Delaware: International Reading Association.

Fisher, D. & Frey, N. (2007). Checking for Understanding: Formative assessment techniques for your classroom. Alexandria, Virginia: ASCD.

Fisher, D., Frey, N. & Lapp, D. (2012). Text Complexity Raising Rigor in Reading. Newark, Delaware: International Reading Association.

Gambrell, L.B., Mandel Morrow, L. & Pressley, M. (2007). Best Practices in Literacy Instruction, Third Edition. New York, New York: Guilford Press.

Hirsch, E.D. (2003). Reading comprehension requires knowledge – of words and the world: Scientific insights into the fourth-grade slump and the nation’s stagnant comprehension scores. American Educator, Spring, 2003. American Federation of Teachers

Marzano, R. J. (2004). Building Background Knowledge for Academic Achievement. Alexandria, Virginia: ASCD.



National Reading Panel (2000). Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institutes of Health.

Samuels, S.J. & Farstrup, A.E. (2011). What Research Has to Say About Reading Instruction, Fourth Edition. Newark, Delaware: International Reading Association.

Sibberson, F. & Szymusiak, K. (2003). Still Learning to Read: Teaching students in grades 3-6. Portland, Maine: Stenhouse.



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