Reflections on Reading First and the Path Ahead: Our Continuing Challenges and Responsibilities Dr....

Reflections on Reading First Reflections on Reading First and the Path Ahead: Our and the Path Ahead: Our

Continuing Challenges and Continuing Challenges and ResponsibilitiesResponsibilities

Dr. Joseph K. TorgesenDr. Joseph K. TorgesenEastern Regional Center for Reading First Eastern Regional Center for Reading First

Technical AssistanceTechnical Assistance

North Carolina Reading First, June, 2006North Carolina Reading First, June, 2006

ChloeChloe

PaigePaige

Why do we have Reading First?Why do we have Reading First?

1. Far too many poor and minority children are 1. Far too many poor and minority children are being “left behind” when it comes to growth being “left behind” when it comes to growth of proficient reading skillsof proficient reading skills

““Current difficulties in reading Current difficulties in reading largely originate from rising largely originate from rising demands for literacy, not from demands for literacy, not from declining absolute levels of declining absolute levels of literacy” literacy” Report of the National Research CouncilReport of the National Research Council

The nature of the reading crises….The nature of the reading crises….

Increasing demands for higher Increasing demands for higher levels of literacy in the levels of literacy in the workforce require that we workforce require that we do do better than we have ever done better than we have ever done beforebefore in teaching all children in teaching all children to read well.to read well.

Assessment reading proficiency at the Assessment reading proficiency at the national levelnational level

No difference

Slight long term improvement -No recent difference

Recent improvement is largest in 30 years

Latest results from the National Assessment of Latest results from the National Assessment of Educational ProgressEducational Progress

Why do we have Reading FirstWhy do we have Reading First

2. Prevention of reading problems is far 2. Prevention of reading problems is far more effective and humane than trying to more effective and humane than trying to remediate after children failremediate after children fail


There are serious consequences that follow from getting a slow start in learning to read….

Poor readers get less reading practice from the beginning of first grade

90

80

70

60

50

40

30

20

10

Good Average Poor

October January April

Mean words read by each child in reading sessions at three points in the year

Biemiller, 1977-78

Reading Reading stimulates stimulates general general cognitive cognitive growth—growth—particularly particularly verbal skillsverbal skills

3. New discoveries from scientific research 3. New discoveries from scientific research about reading can provide the basis for about reading can provide the basis for improved outcomes for all children improved outcomes for all children

Why do we have Reading FirstWhy do we have Reading First

2. Prevention of reading problems is far 2. Prevention of reading problems is far more effective and humane than trying to more effective and humane than trying to remediate after children failremediate after children fail


The most important Reading First The most important Reading First goals:goals:1. I1. Increasencrease the percentage of students reading the percentage of students reading

“at grade level” each year at each grade “at grade level” each year at each grade level from kindergarten through third gradelevel from kindergarten through third grade

2. 2. DecreaseDecrease the percentage of students with the percentage of students with serious reading difficulties each year at each serious reading difficulties each year at each grade levelgrade level

These goals are to be met while considering These goals are to be met while considering all children taking the year end test, not just all children taking the year end test, not just those who have received the full treatmentthose who have received the full treatment

The most important Reading First The most important Reading First goals:goals:Overall student performance should increase Overall student performance should increase

each year do to two factors:each year do to two factors:

In each successive year, many of the In each successive year, many of the students will have had the advantage of students will have had the advantage of previous RF instructionprevious RF instructionBy year 3, many 3By year 3, many 3rdrd grade students – 3 grade students – 3

years years By year 3, many 2By year 3, many 2ndnd grade students – 3 grade students – 3 years years By year 3, many 1By year 3, many 1stst grade students – 2 grade students – 2 years years

Each year, instruction at each grade level, Each year, instruction at each grade level, and school-level systems as a whole, and school-level systems as a whole, should be strongershould be stronger

Data from four other states – Florida, Data from four other states – Florida, Oregon, Pennsylvania, and MichiganOregon, Pennsylvania, and Michigan

A total of 601 SchoolsA total of 601 Schools

Percent qualifying for FR Lunch = 74Percent qualifying for FR Lunch = 74

Percent minorities = 64Percent minorities = 64

Percent English Language Learners = 15%Percent English Language Learners = 15%

Data from four other states – Florida, Oregon, Data from four other states – Florida, Oregon, Pennsylvania, and MichiganPennsylvania, and Michigan

0

10

20

30

40

50

60

1st grade 2nd Grade 3rd Grade

First year

Second year

Percent of Students at “grade level” on measure of reading comprehension

About a 4% About a 4% increase each increase each

yearyear


0

5

10

15

20

25

30

35


First year

Second year

Percent of Students with “serious difficulties” on measure of reading comprehension

About a 4% About a 4% decrease each decrease each

yearyear

What remains What remains to be to be

accomplishedaccomplished??


0

10

20

30

40

50

60


First year

Second year

Percent of Students at “grade level” on measure of reading comprehension


0

5

10

15

20

25

30

35


First year

Second year

Percent of Students with “serious difficulties” on measure of reading comprehension

About a 4% About a 4% decrease each decrease each

yearyear

The development of reading fluency for The development of reading fluency for students in Reading First Schools: A lesson students in Reading First Schools: A lesson from Florida’s experiencefrom Florida’s experience

For the first two years of Reading First, Reading First For the first two years of Reading First, Reading First schools in Florida “lost ground” in the development of schools in Florida “lost ground” in the development of reading fluency in 2reading fluency in 2ndnd grade. grade.

Many students who entered second grade with reading Many students who entered second grade with reading fluency at “grade level” left second grade below grade fluency at “grade level” left second grade below grade level level

37th percentile

53rd percentile

:

Instructional Emphasis for Second Grade

Comprehension42%

Non-instructional6%

Writing or lang. arts 3%

Fluency4%

Spelling2%

Word study/phonics21%

Text reading22%

Fluency – 4%

About half our second graders began second grade not having met the February 1st grade benchmark in NWF

Slightly more than 20% still hadn’t met the 1st grade benchmark at the end of second grade

One problem that arises from so many students One problem that arises from so many students coming into 2coming into 2ndnd grade still weak in effective, grade still weak in effective, accurate word reading strategiesaccurate word reading strategies

Growth in fluency requires Growth in fluency requires accurateaccurate practice practice

A A majormajor factor underlying growth in fluency factor underlying growth in fluency for struggling readers is how fast the number for struggling readers is how fast the number of words they can recognize “by sight” of words they can recognize “by sight” increasesincreasesChildren must read unfamiliar words with Children must read unfamiliar words with perfect perfect accuracy on multiple occasions before accuracy on multiple occasions before they can become sight wordsthey can become sight words

Sight vocabulary must grow Sight vocabulary must grow very rapidlyvery rapidly in in second grade to keep pace with normative second grade to keep pace with normative developmentdevelopment

47th percentile

62nd percentile

Over ½ of our students did not make the benchmark on time

Students at Benchmark in Oral Reading Fluency at Grades 1-3, at Fall, Winter, and

Spring, 2006

Fall Winter Spring

1st Grade

2nd Grade

3rd Grade

72% 64% 65%

56% 54% 53%

45% 44% 49%

0

10

20

30

40

50

60

70

80

K 1 2 3

year 1year 2

We have 317 Schools that have participated in the Reading We have 317 Schools that have participated in the Reading First program for two year—how are they doing?First program for two year—how are they doing?

3838 3939 4141 4343 44444747

43434747

% of students above the 40% of students above the 40thth percentile on the PPVT, and percentile on the PPVT, and percent below the 20percent below the 20thth percentile percentile

34 34 38 37 34 31 3229

What must What must we do to we do to

contiunue to contiunue to improve?improve?

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom

2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling readersreading growth to identify struggling readers

3. Provide more intensive interventions to 3. Provide more intensive interventions to “catch up” the struggling readers“catch up” the struggling readers

The prevention of reading difficulties is a The prevention of reading difficulties is a school-level challengeschool-level challenge

A broad, three pronged plan for meeting A broad, three pronged plan for meeting the needs of all studentsthe needs of all students

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom

If lots of students in the school are at risk, the If lots of students in the school are at risk, the first level of interventionfirst level of intervention is spending is spending more timemore time and and improving qualityimproving quality of initial instruction- of initial instruction-everyone gets this – everyone gets this –

Lessons learned about current core reading programsLessons learned about current core reading programs

90 minute block is an 90 minute block is an interventionintervention120 minute block is a stronger 120 minute block is a stronger interventionintervention

Most instruction in phonics is “whole group”. Frequently, Most instruction in phonics is “whole group”. Frequently, not enough guidance is provided on ways to provide not enough guidance is provided on ways to provide differentiated instruction in small groups differentiated instruction in small groups

There is typically not enough review to improve retention There is typically not enough review to improve retention and fluencyand fluency

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 of instruction in every K-3 classroomclassroom

Instruction during the Reading Period is Instruction during the Reading Period is typically divided into two sectionstypically divided into two sections

Whole group instruction - Whole group instruction -

Small group, differentiated instruction, timeSmall group, differentiated instruction, time

Classroom organization should Classroom organization should be related to teaching be related to teaching objectivesobjectives

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 of instruction in every K-3 classroomclassroomInstruction during the Reading Period is Instruction during the Reading Period is

typically divided into two sectionstypically divided into two sections

Whole group instruction - Whole group instruction -

Small group, differentiated instruction, timeSmall group, differentiated instruction, time

Teacher works with small groups of Teacher works with small groups of homogeneously grouped students to meet homogeneously grouped students to meet specific instructional needsspecific instructional needsWhen not in a teacher-led group, students work When not in a teacher-led group, students work on “independent student learning activitieson “independent student learning activities

Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups

• Teacher-Led Center (for part of time)Teacher-Led Center (for part of time)- Small group instruction (teaching station)Small group instruction (teaching station)

• Teaching “on purpose”Teaching “on purpose”• Careful observation of individual studentsCareful observation of individual students• Addresses particular individual needsAddresses particular individual needs

• Student Centers (for part of time)Student Centers (for part of time)

- Academically engaged- Academically engaged

- Accountability- Accountability

- Group, Pair, Cooperative, Individual- Group, Pair, Cooperative, Individual


Points of vulnerability with this systemPoints of vulnerability with this system

Students waste time at independent learning Students waste time at independent learning centers because they are not engaged and centers because they are not engaged and centers are not focused and leveled properlycenters are not focused and leveled properly

Effective independent student Effective independent student learning activities…learning activities…




To download up to 240 independent student To download up to 240 independent student learning activities for K-1 classrooms, go tolearning activities for K-1 classrooms, go to

http://www.fcrr.org/activities/. Activities for 2-3 will be posted this summer

Instructions for using centers are also available, plus 70 Instructions for using centers are also available, plus 70 minutes of streaming videominutes of streaming video

http://www.fcrr.org/activities/




Behavior management issues interfere with Behavior management issues interfere with teacher-led small group instructionteacher-led small group instruction

Small group instruction is not really Small group instruction is not really differentiated (time, frequency, focus) by differentiated (time, frequency, focus) by student needstudent need

A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.

Increasing the quality and power of Increasing the quality and power of teacher-led, small-group, differentiated teacher-led, small-group, differentiated instructioninstruction

Instruction should be differentiated to meet the Instruction should be differentiated to meet the needs of individual students in at least needs of individual students in at least fourfour waysways

Frequency and duration of meeting in small Frequency and duration of meeting in small groupsgroups – every day, three times per week, etc. – every day, three times per week, etc.Size of instructional groupSize of instructional group – 3 students, 6 – 3 students, 6 students, 8 students, etc.students, 8 students, etc.

Focus of instructionFocus of instruction – work in phonemic – work in phonemic awareness in phonics, work in fluency and awareness in phonics, work in fluency and comprehension, etc.comprehension, etc.Lesson formatLesson format – guided reading vs. skills – guided reading vs. skills focused lessonsfocused lessons

Teachers should provide differentiated Teachers should provide differentiated instruction using at least two different lesson instruction using at least two different lesson formatsformatsGuided Reading Lesson StructureGuided Reading Lesson Structure

Purpose: Purpose: to allow students to integrate their new to allow students to integrate their new acquired skills and knowledge while reading text acquired skills and knowledge while reading text for meaningfor meaning

Selecting the textIntroducing the textReading the textDiscussing the textTeaching for strategic activitiesExtending meaning (optional)Word Work (optional)

Guided Reading Lesson StructureGuided Reading Lesson Structure

The Guided Reading lesson structure provides teachers the opportunities to monitor how well students are applying skills to reading of text, encourage and support application of skills during text reading (e.g., word level skills and comprehension skills), engage students in thinking about the meaning of text, and build a sense of reading as a meaningful, enjoyable activity.

Guided Reading Lesson StructureGuided Reading Lesson Structure

Limitations for students still acquiring initial skills Limitations for students still acquiring initial skills

Does not support systematic instruction and Does not support systematic instruction and practice on foundational knowledge and skills practice on foundational knowledge and skills

Does not provide enough opportunities for Does not provide enough opportunities for mastery oriented practice on foundational skillsmastery oriented practice on foundational skills

Does not provide a good structure for Does not provide a good structure for systematic review required by struggling systematic review required by struggling readersreadersOften, the leveled books used in guided reading Often, the leveled books used in guided reading lessons do not provide good practice on early lessons do not provide good practice on early phonemic decoding skillsphonemic decoding skills

The Skills focused lesson formatThe Skills focused lesson format

PurposePurpose: :

Provide explicit and systematic instruction

Provide targeted and teacher-planned instruction in areas of weakness

Provide mastery and fluency oriented practice in critical skills and knowledge

Differentiated instruction in Differentiated instruction in small groupssmall groups

The Skills focused lesson formatThe Skills focused lesson format

Strengths Strengths

Allows explicit re-teaching (I do it, we do it, Allows explicit re-teaching (I do it, we do it, you do it)you do it)Provides extended opportunities for mastery Provides extended opportunities for mastery oriented practice to solidly establish oriented practice to solidly establish fundamental skillsfundamental skills

Challenges Challenges Can be dull and boring if not fast paced, Can be dull and boring if not fast paced, energetic, and positiveenergetic, and positive

Once skills are established, they must be Once skills are established, they must be integrated during reading for meaningintegrated during reading for meaning

Three good books for summer Three good books for summer readingreadingBringing Words to Life:Bringing Words to Life:Robust Vocabulary InstructionRobust Vocabulary InstructionBeck, McKeown, & Kucan: Guilford (2002)Beck, McKeown, & Kucan: Guilford (2002)

Comprehension Process Instruction:Comprehension Process Instruction:Creating Success in Grades K-3Creating Success in Grades K-3Block, Rogers, & Johnson (2004)Block, Rogers, & Johnson (2004)

Making Sense of Phonics:Making Sense of Phonics:The Hows and WhysThe Hows and WhysIsabel Beck: Guilford (2006)Isabel Beck: Guilford (2006)

Can we alter Can we alter children’s lives children’s lives if we provide if we provide very strong very strong

early early instruction?instruction?

Temple, 2001, CONB

Visual CortexAuditory

Cortex

Recent Functional Neuroimaging findings on Adults

Magnetic Source ImagingMagnetic Source Imaging

• Detects small bio-

magnetic brain signals

• Provides real-time information about which brain areas are active and when during task performance

Early Development of Reading Skills: A Cognitive Neuroscience

ApproachJack M. Fletcher – PI

Students were identified as at risk for reading difficulties in kindergarten

Received one year of intervention in first grade

S#1

S#31

KindergartenKindergarten

Weak activationWeak activation

Left HemisphereLeft Hemisphere Right HemisphereRight Hemisphere

Not Not At Risk At Risk

At Risk At Risk


S#1

S#31


Strong Strong activationactivation



At Risk At Risk

S#1

S#31


Weak activationWeak activation

Strong Strong activationactivation



At Risk At Risk

Kindergarten

First Grade

Left RightAt Risk Reader

Before Before InterventionIntervention

After After InterventionIntervention


A final concluding thought….A final concluding thought….There is no question but that it will be There is no question but that it will be difficult to continue making improvements difficult to continue making improvements after initial successes in Reading First after initial successes in Reading First schools…schools…It will require continued professional It will require continued professional development, more powerfully differentiated development, more powerfully differentiated instruction, more powerful and sustained instruction, more powerful and sustained interventions, and strong leadership interventions, and strong leadership commitment…commitment…

However, let’s remember its not the most However, let’s remember its not the most difficult thing we could be faced with…difficult thing we could be faced with…

Consider this task for example…Consider this task for example…

Thank Thank YouYou

www.fcrr.orgScience of Reading SectionScience of Reading Section

http://www.fcrr.org/

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