Reading Interventions that Work! Barb Denbow Brenda Schulz January 24, 2008.
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Transcript of Reading Interventions that Work! Barb Denbow Brenda Schulz January 24, 2008.
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Reading Interventions that Work!
Barb DenbowBrenda Schulz
January 24, 2008
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“The Big Five”Components of a Balanced Literacy
Program
• Phonemic Awareness• Phonics• Vocabulary• Fluency• Comprehension
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Research Based Instruction
• Research addresses results in achievement in reading
• Achievement is evident in the larger populations of students - generalizable
• Research proves effectiveness as compared to groups not using the strategy
• Research is high quality – peer reviewed
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Forsyth’s Response to Intervention
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Professional Learning
Summer 2007• Leadership teams from all schools• AIMSWeb overview• Materials databaseOngoing• Title I / EIP Personnel – effective instructional practices and book studies• Intervention Specialists• System resource website - ANGEL
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Research Based Strategies
What we discovered• There is a need for deeper understanding
of effective reading research and instruction – what works.
• Teachers needed confidence in the strategies they were currently using as well as knowledge about other research based strategies.
• Everyone needed a “refresher” course in differentiation.
• Professional learning is needed on how to provide targeted instruction that effectively addresses each child’s need.
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Consider Student Needs
• Phonemic awareness and phonics
• Phonics and fluency
• Fluency and comprehension
• Vocabulary and comprehension
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Phonemic Awareness and Phonics
• Letter names and sounds• Reviewing letters and
sounds previously taught• Manipulating phonemes• Blending sounds• Segmenting phonemes
automatically• Elkonin Boxes
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Phonics and Fluency
• Work on decoding and reading decodable text
• Provide activities to learn new letter patterns
• Review, review, review• Work with words during small
group time
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Fluency and Comprehension
• Guided reading format• Modeling fluent reading • Repeated Readings• Echo Reading, Choral
Reading, Partner Reading• Cross Age Reading• Poetry Corner• Phrasing
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Who Needs Fluency Help? 1
Who Needs Fluency Help? 1
*WCPM = Words Correct Per Minute
Hasbrouck, J., & Tindal, G.A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading
Teacher 59(7): 636-644.
Who needs fluency help?
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5th Grade Reading Rates
0
25
50
75
100
125
150
175
200
225
250
Fall Winter Spring
Season
Wo
rds
Co
rre
ct
Pe
r M
inu
te
Low Risk(50%ile andabove)
Monitor (50%ilescore to 10words below)
Intervention (10words below 50%ile score anddown)
Who needs fluency help?
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Fluency Activity
Kllr Bs During this activity, look
for the following strategies:
Teacher modelingRepeated ReadingProgress Monitoring
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Vocabulary
“Increasing the volume of students’ reading is the single most important thing a teacher can do to promote large scale vocabulary growth.”
Nagy, 1998
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Vocabulary
Recognizing basic sight words
Recognizing prefixes, suffixes
Try this:Name the 13 words that
account for approximately 25% of all the words in school text.
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Vocabulary
A AndFor HeIn IsIt OfThat TheTo WasYou
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Comprehension
Teachers merely assess comprehension rather than teach it. Teachers need to explain or model the process that the reader engages in when comprehending a text.
Durkin, 1978
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Vocabulary and Comprehension
• Think Alouds• 3 X 3 Vocabulary• Concept Definition Maps• Semantic Feature Analysis• List – Group – Label• Text Structure• Story Mapping• Summarization
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Vocabulary and Comprehension
• QAR (Raphael 1986)– Right There – The answer is
easy to find– Think and Search – The
answer is in the reading but comes from more than one sentence
– Author and you – The answer is not in the reading. You think about what the author tells you and what you know
– On my own – The answer is not in the reading. You think about what you know.
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Comprehension
Four research-based strategies
for comprehension are:– Predict– Question– Clarify– Summarize
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Reciprocal Teaching
• Video Clip from Reading Rockets
• www.readingrockets.org
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Reciprocal Teaching
Activity• Work with your neighbor and
write the four parts of Reciprocal Teaching on the corresponding four flaps of your paper.
• Open the flap and write questions, draw a picture, or add notes that help you remember each part and its function.
• Share with your neighbors.