Transcript Read to Succeed - International Reading Association

Read to Succeed:
A Second Chance for Struggling Readers
Liliana Borrero, M. Ed.
Costa Rica, July 29, 2008
22nd World Congress on Reading
Overview
• History & Background
• Description
• Theoretical Foundations
• Methodology
• Referral Process
• Criteria for Graduation
• Conclusions
History & Background
• Read to Succeed (R2S) has been
effectively implemented in Cold Lake,
Canada
• Article in Educational Leadership (March
2001)
• Developed by: Dr. Bruce Joyce,Emily
Calhoun, & Marilyn Hrycauk
Description
• R2S is a second chance for struggling readers
• R2S is offered in addition to the regular
Language Arts class
• Students move in and out of the program
• R2S is a program adopted from Canada and
adapted to embrace more research based
instructional strategies and to satisfy our needs
• R2S can be offered to multi-grade level students
Theoretical Foundations
Multidimensional
Literacy
Progaram
Based on
recommendations
of scholars in
the field
Current brain
research
findings
Best
Teaching
Practices
Liliana Borrero
7 Dimensions
1. Extensive reading at the developed level (fiction
& non-fiction)
2. Build sight word vocabulary for reading and
writing (PWIM)
3. Phonetical, contextual, and structural strategies
for decoding
4. Writing extensively to consolidate, elaborate and
share ideas
5. Reading comprehension process and strategies
6. Study the craft of writing
7. Continuous formative assessment
(Calhoun, Hrycauk 2005)
Brain Research
- The brain is the organ in which learning takes
place
- The brain is a pattern seeking device
- The brain learns through repetition
Emotion
Attention
Memory
Learning
Best Teaching Practices
Optimal Learning Model:
•
•
•
•
•
Background
Model
Guided Practice
Independent Practice
Closure & feedback
Gradual release of responsability
Methodology
1. PWIM: phonics, spelling, sight
words, word analysis,
writing process
(whole group activity)
2. Guided reading: fluency, reading
comprehension strategies
(small groups)
3. Mini-lessons: Letterland, Explicit Instruction,
Concept attainment &
Concept formation
(whole & small groups)
PWIM: Picture- Word Inductive Model
- Developed by Emily Calhoun (1999)
- PWIM is an inductive model of teaching
(picture-word, categories-concepts)
- Making generalizations, students learn the
conventions of the language
- PWIM can be used effectively in mono
or bilingual literacy instruction
- Starts from the speaking and listening vocabulary
PWIM Moves
Rationale
1. Select a picture
Source of information
and visual of vocabulary
to be studied
2. Shake out words
Sight words are from
the listening and
speaking vocabularies
3. See, say, spell
Words are recognized
by how they are spelled,
provides repetition
4. Prepare cards
Material for the
study of words
5. Students read the cards
Develops independent
skills
6. Students categorize
and classify words
Students form concepts
by studying attributes,
STM → LTM
7. Ongoing assessment
to guide instruction
Celebrate successes,
identify needs
8. Students dictate titles
Develops synthesizing
skills
9. Students classify
titles
Students work on
content
10. Students dictate
sentences
Students develop
research skills
11. Students categorize
Students inquire into
how sentences are
constructed
12. Teachers model
how to write
a paragraph
Provides models for
writing
13. Students read
paragraphs
Extensive reading
14. Students write
paragraphs
Extensive
writing
15. Formative assessment
Assessment guides
instruction
Calhoun, Emily. (1999). Teaching Beginning Reading and Writing with the
Picture Word Inductive Model. ASCD: Alexandria, VA.
Guided Practice
- Word
Recognition
3 cueing system
- Fluency
guided oral
repeated readings
of the same text
- Reading
Comprehension
before
during
after
Concept Attainment
• Teacher chooses a concept that needs to be
brought to the attention of the students
• Teacher selects and organizes material into
positive and negative exemplars
• Teacher sequences the exemplars
• Students figure out the attributes of the category by
comparing and contrasting to attain a concept
formed in the teacher’s mind
(Joyce, Weil & Calhoun, 2004)
Logistics
Who: students performing below grade level
in reading and writing
When: before school, in addition to the
regular Language Arts class, 50 minutes
block, 4 times per week
Where: in a classroom with walls for
displays and desks
Staff: qualified tutors (one tutor per 1-2
students)
Referral Process
Form
TEACHER
Based on:
Teachers fill
in format
with relevant
information
- Professional
judgment
- Performance
- Assessments
1 or 2
(Max)
YES
NO
When
YES
depends on
Availability
Eligibility
1st contact
2nd contact
HOMEROOM
TEACHER
phones parents
READ TO
SUCCEED
STAFF
Realistic Expectations
- Self-confidence
- Develop the joy of reading
- Average length of program: 24 weeks
- Self-awareness of learning style
- Become active learners
- Reach grade level performance in literacy
- Committed and passionate staff
Criteria for Graduation
• 7th dimension: continuous formative
assessment
• Assessment scores
• Homeroom teacher´s feedback
Triangulation of data
Conclusions
• Read to Succeed has been as effective at
CNG as it has been in Canada
• Despite the fact that more girls are
referred to the program, both boys and
girls made significant progress in R2S
• Entry scores do not seem to predict gains
• For some students with LD, R2S seems
not to be enough
Conclusions
Reading is the single most important skill
students will learn in school
List of Resources
Borrero, L. (2008). Enseñando a Leer: Teoría Práctica e Intervención.
Bogotá: Editorial Norma.
Calhoun, E. (1999). Teaching Beginning Reading and Writing with the
Picture Word Inductive Model. Alexandria: ASCD.
Joyce, B., Hrycauk, M., & Calhoun, Emily. (2001). A Second Chance for
Struggling Readers. Educational Leadership, March, 42-46.
Joyce, B., Weil, M., & Calhoun, E. (2004). Models of Teaching. Boston:
Pearson.
www.letterland.com
Liliana Borrero Botero, M. Ed.
Learning Center Specialist
Read to Succeed Coordinator
Colegio Nueva Granada (American School)
Bogotá, Colombia, South America
[email protected]
[email protected]