Transcript Document

School-wide Reading Support
School-wide Instructional Support:
Beginning Reading
Michael Coyne, Ph.D.
Neag School of Education
University of Connecticut
[email protected]
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The Science of Teaching Reading
Scientific Knowledge Base
 Over the past 20 years, our understanding
of reading acquisition and reading
instruction has increased dramatically.
 This understanding has been informed by
the ongoing consolidation of a substantial
scientific knowledge base in beginning
reading consisting of converging,
multidisciplinary research evidence.
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What the Science Tells Us
What does the science tell us
about teaching reading?
Converging evidence suggests that:
 Teaching Reading is Essential & Urgent
 However, Almost Every Child Can Learn
to Read
 But, Teaching Reading is Complex
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Teaching Reading is Essential
Reading is essential to success in our
society. (National Research Council)
 Increasing demands for higher levels
of literacy require that we do better
than we have ever done before in
teaching all children to read well.
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Teaching Reading is Urgent
According to the results of the 2005
National Assessment of Educational
Progress (NAEP), 36% of third graders are
performing below a “basic” level in
reading.
 Students performing below a “basic” level are
not able to demonstrate an understanding of
the literal meaning of grade level text, identify
main ideas, make inferences, or relate what
they read to personal experiences
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Teaching Reading is Urgent
5.2
Reading grade level
5
4
3
Low Risk
on Early
Screening
2.5
2
1
At Risk on Early Screening
1
2
3
Grade level corresponding to age
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(Florida Center for Reading Research)
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Teaching Every Child to Read
Results of Intervention Studies
 The results of well designed and carefully
controlled school-based studies suggest that
at least 95% of the total student population
can attain average word reading abilities
with the implementation of intensive and
systematic intervention.
Torgesen, Florida Center for Reading Research, 2004
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Teaching Every Child to Read
5.2
Reading grade level
5
4.9
With substantial
instructional
intervention
4
3
Low Risk
on Early
Screening
2.5
2
1
At Risk on Early Screening
1
2
3
Grade level corresponding to age
4
(Florida Center for Reading Research)
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Teaching Reading is Complex
To ev er y com plex pr oblem , th er e is
a sim ple solu tion …
that
t h a tdoesn’t
doesnwork
’t w or k
Mark Twain
 Teaching Reading is Rocket Science!
(Louisa Moats)
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Teaching Reading is Complex
 Developing and sustaining the use of
research-based practices is far more
complicated than announcing the existence
of a knowledge base and requiring teachers
to use it. (Gersten, Chard, & Baker)
 Because beginning reading instruction is such
a complex endeavor, it is unrealistic to assume
that individual teachers, working
independently, can implement and sustain the
host of research-based practices that we know
are necessary to prevent reading failure.
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Scaling Up the Science
The goal of school-wide
beginning reading support is to
help individual schools build
the capacity to support the
adoption and sustained use of
research-validated practices
while still acknowledging and
honoring their unique and
characteristic differences.
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School-wide Reading Support
OUTCOMES
PRACTICES
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School-wide Reading Support
Outcomes
 Reading Success:
All students will read at or above
grade level by the end of Grade
Three.
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School-wide Reading Support
The greatest danger for most of
us is not that our aim is too high
and miss it, but that it is too low
and we reach it.
Michelangelo
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School-wide Reading Support
Practices
 Development of coordinated and
differentiated instruction and
intervention for the full range of
learners.
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School-wide Reading Support
CONTINUUM OF
SCHOOL-WIDE
BEGINNING READING
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized, Individualized
Intervention for Students at
High Risk
Secondary Prevention:
Supplemental
Instruction for Students at
Some Risk
Primary Prevention:
Instruction with
Core Reading Program
For All Students
~80% of Students
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School-wide Instructional Practices
A School’s Continuum of Programs and
Materials
Core: Programs and materials designed to enable 80% or
more of students to attain schoolwide reading goals.
Reinforcement/Supplemental: Programs and materials
designed to support the core program by addressing
specific skill areas such as phonemic awareness or
reading fluency.
Intervention: Programs and materials designed to provide
intensive support for students performing below grade
level.
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School-wide Instructional Practices
Program
Time Allocation
Core Program
100 minutes, five days per
week for all students
Supplemental fluency
program
15 minutes, three days per
week for all students
Intervention
phonics program 1
30 minutes, three days per
week for students needing
some extra support
Intervention
phonics program 2
30 minutes, five days per
week for students needing
intensive support
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School-wide Reading Support
Data
 A Valid and Reliable School-wide
Assessment System To Monitor
Progress in the Early Grades
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A Schoolwide Assessment
System
Early identification and frequent monitoring of
students experiencing reading difficulties.

Assessment linked to big ideas

Schoolwide assessment system established and
maintained

Example of a School-wide assessment schedule
Students at low risk:
Monitor progress three times a year
Students at some risk:
Monitor progress every month
Students at high risk:
Monitor progress every other week
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A Schoolwide Assessment
System
 Reliable and valid indicators of skills highly
associated with early reading success
 Provide “vital signs” of growth and development
 Sensitive to small changes over time
 Simple, quick, cost effective measures that are
easily repeatable for continuous progress
monitoring (http://dibels.uoregon.edu/)
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A Schoolwide Assessment
System
57% Established Readers
28% Emerging Readers
15% Non-Readers
This school seems to have a
group of low readers and a
group of very strong readers.
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A Schoolwide Assessment
System
A change in intervention
60
50
40
Aimline
30
20
10
Dec.
Scores
Jan.
Scores
Feb.
Scores
March
Scores
April
Scores
May
Scores
June
Scores
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OSA Reading/Literature, Spring,
Grade 3
First Grade Reading Predictive of Later
State Accountability Outcomes
240
230
220
210
r = .57, p < .001,
33% of variance
explained
200
190
180
170
0
20
40
60
80
100
120
140
Oral Reading Fluency, Spring, Grade 1
160
 40 or more: predictive of success on later state
accountability outcomes, 51 out of 58 or 88%.
 Below 10: predictive of difficulty on later state
accountability outcomes, 9 out of 27 or 33%.
 10 to 39: uncertain of later state accountability outcomes, 37
out of 64 or 58%.
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School-wide Reading Support
Systems
 Strong and Informed Instructional
Leaders Maintain Focus and Establish
Mechanisms to Support Reading Progress
 An Integrated System of ResearchBased Professional Development and
Resource Allocation
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School-wide Reading Support:
Example
EndCBM
of Reading
Year Reading Outcomes
60
of children
Number
Frequency
50
40
30
20
10
+
75
-7
4
70
-6
9
65
-6
4
60
-5
9
55
-5
4
50
-4
9
45
-4
4
40
-3
9
35
-3
4
30
-2
9
25
-2
4
20
-1
9
15
-1
4
10
-9
5
0
-4
0
Correct Words
Oral Reading
Fluency
28% At Grade Level
57% Need Additional Intervention
15% Need Substantial Intervention
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School-wide Reading Support:
Example
Based on the Year 1 reading outcome assessment, the
district engaged in a school-wide reform process to
accelerate reading outcomes. The schools:
1. Decided the obtained reading outcomes were
unacceptable and substantial change was needed.
2. Selected a research-based comprehensive reading
program from a menu of options.
3. Implemented a system to identify early children who
were at risk of reading difficulty.
4. Implemented a system of early intervention and
additional instructional intervention to change
outcomes.
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School-wide Reading Support:
Example
CBM Reading
End of Year Reading Outcomes:
After School-wide Changes
140
of children
Number
Frequency
120
100
80
60
40
20
+
75
-7
4
70
-6
9
65
-6
4
60
-5
9
55
-5
4
50
-4
9
45
-4
4
40
-3
9
35
-3
4
30
-2
9
25
-2
4
20
-1
9
15
-1
4
10
-9
5
0
-4
0
Correct Words
Oral Reading
Fluency
57% At Grade Level
36% Need Additional Intervention
6% Need Substantial Intervention
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School-wide Reading Support:
Example
Based on the Year 2 reading outcome
assessment, the district decided:
1. They were making dramatic changes in the reading
outcomes for children in their district.
2. Renewed effort was still needed, including continued
professional development to implement a
comprehensive reading program with increased
fidelity.
3. They needed to institute a system of increasing the
intensity of instructional interventions for students
who require more intensive intervention to be at
grade level.
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