The Big Picture

Teaching Reading Sourcebook 2nd edition

For All Educators Working to Improve Reading Achievement.

The Reading Deficit

 The state of reading today  National Assessment of Educational Progress (NAEP)  Nation’s response to the Reading Deficit  No Child Left Behind (NCLB)  Reading First

The Brain and Reading

 Functional Magnetic Resonance Imaging (fMRI) reveals that brain activation patterns of good readers and poor readers are different.

 Evidence-based reading instruction in phonemic awareness and phonics has been shown to assist poor readers to activate the areas of the brain used by good readers.

Scientific Approach to Reading Instruction

 How to recognize effective research    Has the research been published in a peer reviewed journal?

Have the research results been replicated by other scientists?

Is there a consensus within the research community?

Essential Components of Reading Instruction

 Print awareness  Letter knowledge  Phonemic awareness  Phonics  Irregular word reading  Multisyllabic word reading  Fluency  Vocabulary  Comprehension

Reading Assessments

 Types of reading assessments     Screening Progress Monitoring Diagnostic Outcome

Comprehensive Assessment Plan

 Identify students at risk of reading difficulty or who need extra support or intervention  Monitor student progress  Collect assessment data to inform instruction  Assess whether instruction is sufficient to ensure that all students meet grade level standards

Downward Spiral of Reading Failure

   Stumbling blocks to becoming a proficient reader “Matthew Effects” the “Fourth Grade Slump”  Motivation and interest in reading  Academic language

Differentiated Instruction

 Instruction that supports the needs of all learners  advanced, benchmark, strategic, intensive  Adolescent struggling readers  alliterate, functional illiterate, illiterate    English Language Learners (ELLs) National Literacy Panel on Language-Minority Children and Youth Practical Guidelines for Education of ELLs