Full Presentation Slides - Middle Tennessee State University
Transcript of Full Presentation Slides - Middle Tennessee State University
Saturday, August 24, 2013
COMMON CORE STATE
STANDARDS:
WHAT THEY MEAN FOR THE
K-12 STRUGGLING READER
Aimee Holt,
PhD
Middle
Tennessee
State
University
EXECUTIVE FUNCTIONING
STRATEGIES FOR
IMPROVING READING
The Standards define what all students are expected
to know and be able to do, not how teachers should
teach
The Standards are
(1) research and evidence based,
(2) aligned with college and work expectations,
(3) rigorous, and
(4) internationally benchmarked
WHAT ARE THE COMMON CORE
STANDARDS
Grade-by-grade “staircase” of increasing text
complexity
growing ability to discern more from and make
fuller use of text, including:
making an increasing number of
connections among ideas and between texts,
considering a wider range of textual
evidence, and
becoming more sensitive to inconsistencies,
ambiguities, and poor reasoning in texts.
WHAT IS RTI2?
A systematic and data-based method for addressing academic concerns:
identifying
defining &
resolving
Brown-Chidsey & Steege (2010)
• Multi-tiered system of support
for ALL students
• specific
• intense
Brown-Chidsey & Steege (2010)
RTI2 IS A GENERAL EDUCATION
INITIATIVE….
Components of RTI2
High-quality instruction
Frequent assessment of academic
skills
Data-based decision making
Brown-Chidsey & Steege (2010)
WHAT IS TIER I?
Scientifically based CORE instruction
Universal screening 3X a year for ALL
students
Decisions about students’ academic
needs are data-driven
WHAT IS TIER II?
Small-group intervention practices
30 min daily
suggested ratios
Grade Ratio
K-5 1:5
6-12 1:6
WHAT IS TIER III?
Tier III addresses 3-5% of students who
have received Tier I instruction and Tier II
interventions and continue to show
marked difficulty in acquiring necessary
reading, mathematics, and writing skill(s).
WHAT IS TIER III?
Tier III is NOT Special Education
It is functionally relevant, individualized
small group interventions
40-60 min of instruction in addition to Tier I
Suggested Ratio:
Grade Ratio
K-5 1:3 6-12 1:6
WHAT IS EXECUTIVE FUNCTIONING?
EXECUTIVE FUNCTIONING PROCESSES
Planning/Prioritizing
Working memory
Inhibition
Flexibility/Shifting
Task initiation
Organizing/Time Management
Sustaining attention
Checking/ self monitoring
Emotional control
Domain
Specific Effort
Executive
Functioning
Strategies
Homework
Long-Term
Projects
Overall
Performance
Effective Strategy Use
Efficient Performance
Academic Success
Positive Academic
Self-Concept
Focused Effort
WHAT ARE CORE READING SKILLS?
ACADEMIC INSTRUCTION IN READING
Both NCLB and IDEA require that instruction in
the general education setting cover all 5 areas
of reading identified by the National Reading
Panel
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension Strategies
LINKING THE 5 SKILL AREAS TO 3 SLD
AREAS IN READING
Reading Comprehension
Vocabulary Text Comprehension
Strategies
Reading Fluency
Fluency
Basic Word Reading (Dyslexia)
Phonemic Awareness Phonics
LINKING EXECUTIVE FUNCTIONING SKILLS
TO READING
PRINCIPLES OF EFFECTIVE
STRATEGY INSTRUCTION
Strategy instruction should be directly linked with the curriculum
Strategy should be taught in a structured, systematic way, using scaffolding and modeling
Time should be provided for practicing and applying the strategy
Motivation and self-understanding should be addressed, to ensure that they generalize their use of the strategy
Hard work and effort should be encouraged and rewarded
Meltzer (2010)
PHONOLOGICAL AWARENESS
A metacognitive understanding that words we hear have internal structures based on sound
Research on PA has shown that it exerts an independent causal influence on word-level reading. (Berninger & Wagner, 2008)
Phoneme – smallest unit of speech
The English language has 44-46 phonemes
•identifying initial, final & medial sounds in words
Alliteration
•blending individual sounds to make a whole word
Blending
•breaking a whole word into it’s individual parts
Segmenting
•Deleting: saying the new word created by omitting a syllable or individual sound in a word
•Substituting: changing the initial, final, or medial sound in a word to create a new word
•Reversing: saying the sounds of a word in reverse order to create a new word
Manipulating
Daly, Chafouleas, & Skinner (2005)
PHONEMIC AWARENESS HIERARCHY
PHONICS
Alphabetic principle - Linking
phonological (sound) and orthographic
(symbol) features of language (Joseph, 2006)
Important for learning how to read and spell
National Reading Panel –students with
explicit AP instruction showed benefits
through the 6th grade
Phonological awareness is a prerequisite skill
Word Reading Skills - (McCormick, 2003)
Word identification: the instance when a reader accesses one or more strategies to aid in reading words (e.g., applying phonic rules or using analogies)
Decoding – blending sounds in words or using letters in words to cue the sounds of others in a word (Joseph, 2006)
Word recognition: the instant recall of words or reading words by sight; automaticity
SELF-MONITORING STRATEGY FOR
WORD READING
Symbol Word-Reading Strategy
Did I recognize the word right away?
Did I sound it out?
Did I break it apart?
Did I use other clues in the sentence?
FLUENCY
“ The ability to read a text quickly,
accurately, and with proper expression” (NRP, 2000 p.3-5)
Most definitions of fluency include an
emphasis on prosody – the ability to read
with correct expression, intonation and
phrasing (Fletcher et al., 2007)
National Reading Panel -Good reading fluency skills
improved recognition of novel words, expression
during reading, accuracy and comprehension
VOCABULARY & TEXT COMPREHENSION
SKILLS
Vocabulary knowledge – including understanding multiple meanings of words; figurative language etc..
Identifying stated details
Sequencing events
Recognizing cause and effect relationships
Differentiating facts from opinions
Recognizing main ideas – getting the gist of the passage
Making inferences
Drawing conclusions
INSTRUCTION USING STRATEGIES FOR
VOCABULARY DEVELOPMENT
Vocabulary instruction does lead to gains in comprehension, but methods must be appropriate to the age and ability of the reader
Vocabulary should be taught both directly and indirectly
Repetition and multiple exposure to vocabulary items are important
STRATEGIES FOR
VOCABULARY DEVELOPMENT
Word Maps
For each of these new vocabulary words the child (with the support of the adult) creates a graphic organizer for the word. At the top or center of the organizer is the vocabulary word. Branching off of the word are categories
Word maps help readers develop complete understandings of words.
This strategy is best used with children in grades 3-12.
STRATEGIES FOR SHIFTING WITH
MATH VOCABULARY
Graphic organizers
can be used to help
students when
having to shift
between different
types of math word
problems
TEACH SIGNAL WORDS
Enumeration Time Order
Comparison/Contrast Cause-Effect Problem Solution
to begin with
on (date) however because because
first not long after
but since since
secondly
now as well as therefore therefore
next
as on the other hand consequently consequently
then
before not only….but also as a result as a result
finally
after either…or this led to this led to
most important
when while so that so that
also
although nevertheless nevertheless
in fact
unless accordingly accordingly
for instance
similarly if…then if…then
for example
yet thus thus
TEXT COMPREHENSION
STRATEGY INSTRUCTION
• Teaching a combination of reading comprehension techniques is the most effective
• e.g., strategies that assist with recall, answering questions, generation questions, and summarizing texts
• Advanced Organizer
• Directive reading guides
• Selective reading guides
• Story frames
• Teach metacognitive strategies
• determine the purpose for reading
• monitor comprehension
• build mental images
COMPREHENSION RESEARCH FINDINGS
TEXT COMPREHENSION INSTRUCTION
• Cognitive Strategies
• Mental Imagery, Active Listening, Cooperative Learning, Graphic Organizer, etc.
• * insufficient data for meta-analysis
• Recommendations
• Teach multiple strategies.
• Reading guides, & model actions reader can take
• Work with students until they can perform these strategies alone.
DIRECTLY TEACH TEXT STRUCTURES
Skillful readers use text structure to construct meaning. Guide
students through a sample text, emphasizing its organization.
Fiction: Beginning, a middle and an end
Below are several examples of expository/nonfiction text
structures:
Structure Type Used To
Description or Explanation Define or describe a thing or concept
Cause and Effect Explain why or how something happens
Sequence Give a timetable of events over a period of time.
Lists State items – all with the same status/ importance – with bullets or numbers
Compare/Contrast Show similarities and differences
Problem and Solution(s) Identify what needs to be changed, improved, or eliminated and suggestions of how to do so
Supported Opinion Present a theory or opinion and give evidence or reasons for it.
Question and Answer Pique interest
PLANNING & PRIORITIZING STRATEGIES FOR
READING COMPREHENSION
Use calendars to plan and break down reading
long texts
Have students use active reading strategies
that ask them to look for specific aspects of
the text
Teach the student to use different strategies
for narrative and expository texts
ORGANIZING STRATEGIES FOR READING
COMPREHENSION
Students can use post-it-notes to
summarize chapters of a novel or
sections in expository text
Students can use graphic organizers to
summarize information or take notes
SELF-REGULATION STRATEGIES
STORE
• S – setting (who what where when)
• T – trouble (what is the trouble or problem)
• O – order of events (what happens)
• R – resolution (what is done to solve the problem)
• E – end (how does the story end)
SQ3R
• S- survey the chapter
• Q – question yourself
• R – read to answer questions
• R – reflect - summarize what you have read
• R – review go back & look over notes
Strategy for Narrative Stories Strategy for Expository Text
SHIFT STRATEGIES FOR
READING COMPREHENSION
Have students
predict endings to
a story
Have students
rephrase topic
sentences as
questions and use
context cues
context clues to
understand
ambiguities and to
interpret questions
Vin diagrams help
student
compare and
contrast
constructs
EXAMPLES OF ELABORATION ACTIVITIES
• Ask the student to tie knowledge from different content areas together
• Have students discuss other related concepts
• Ask student to generate their own examples & applications of a concept
• Make evaluation – judge, decide, select
• Analyze – categorize, classify, compare, contrast, discriminate
• Synthesize – put together, develop, create
ADDITIONAL ORGANIZATIONAL
STRATEGIES FOR NOTE TAKING FROM
EXPOSITORY TEXTS Skim: Look at
Chapter objectives
Headers/subheaders
Bold/italicized words
Margin notes and side bars
All visuals and cartoons
Summary questions at the end of chapter
RAP
Read all parts of each section
Ask questions (turn heading and subheading into a question
Paraphrase
MAP
Set up two-column notes
Write the RAP question on the left, and map the answer on the right
CORNELL METHOD NOTE TAKING
Key Terms and Concepts Running Notes Reflections, questions,
links to personal
experiences