Transcript v Research Based Instruction in Reading Best Practices for Mainstream

Research Based
Instruction in Reading
v
Best Practices for Mainstream
Modifications for the LD Population
Polly Bayrd, MA, LP
Reading is the key …
• To all school based learning
• To general knowledge, spelling, writing abilities
and vocabulary
• To love of learning
• To success in most academic and occupational
fields
• To a healthy self-concept
Reading Success is key …
• Poor readers by end of first grade have lowered
self-esteem and self-concept and motivation
• Embarrassing even devastating to demonstrate
this weakness in the classroom
• “I would rather have a root canal than read”
It is Imperative …
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Prevent reading failure
Prevent frustration
Allow flexibility of pacing
Avoid stigmatizing and comparing
Nurture a culture of acceptance
Five Pillars of Reading Instruction
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Phonemic Awareness
Phonics
Fluency
Vocabulary
Text Comprehension
Strategies for Teaching LD Students
Specific, directed, individualized, intensive
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Direct instruction
Strategy instruction
Accurate assessment to monitor progress
Scaffolding
Successful Teachers of LD Students …
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Break learning into small steps
Administer probes
Supply regular quality feedback
Use diagrams, graphics, and pictures
Successful Teachers of LD Students …
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Provide ample independent, intensive practice
Model instructional practices
Provide prompts of strategies to use
Engage students in process type questions: “How
is that strategy working for you?”
Scaffolding
• Process in which students are given support
• Strategies that allow the teacher to break down a
task
• Technique that is flexible and temporary
Eight Essential Elements of Scaffolding
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Pre-engagement with the student and the
curriculum
Establish a shared goal
Actively diagnose student needs and
understandings
Provide tailored assistance
Elements of Scaffolding …
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Maintain pursuit of the goal
Give feedback
Control for frustration and risk
Assist internalization, independence, and
generalization to other contexts
Scaffolding Tips
• Begin with what the student can do
• Help students achieve success quickly –avoid
frustration and “cycle of failure”
• Help students to “be” like everyone else
• Know when it is time to stop “Less is more” once
mastery is demonstrated
• Help students be independent when they
demonstrate mastery
Accommodations Involving Materials
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Use a tape recorder
Clarify or simplify written directions
Present a small amount of work
Block out extraneous stimuli
Highlight essential information
Accommodations Involving Materials …
• Locate place in consumable material
– (Diagonal cut on corner of last page used)
• Provide additional practice activities
• Provide a glossary in content areas
• Develop reading guides
Accommodations Involving
Interactive Instruction
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Use explicit teaching procedures
Repeat directions
Maintain daily routines
Provide a copy of lecture notes
Provide students with a graphic organizer
Use step by step instruction
Accommodations Involving
Interactive Instruction
• Simultaneously combine verbal and visual
information
• Write key points or words on the chalkboard
• Use balanced presentations and activities
• Use mnemonic instruction
• Emphasize daily review
Accommodations Involving Student
Performance
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Change response mode
Provide an outline of the lecture
Encourage use of graphic organizers
Place students close to the teacher
Encourage use of assignment books or calendars
Reduce copying by including information or
activities on handouts or worksheets
• Use cues to denote important items
Accommodations Involving Student
Performance …
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Design hierarchical worksheets (easy-hard)
Allow use of instructional aids
Display work samples
Use peer mediated learning
Encourage note sharing
Use flexible work times
Provide additional practice
Use assignment substitutions or adjustments
Five Pillars of Reading Instruction
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Phonemic Awareness
Phonics
Fluency
Vocabulary
• Text Comprehension
Phonemic Awareness
• Ability to hear, identify and manipulate the
individual sounds (phonemes) in spoken words
• Primary grade activity using rhymes and games
• Auditory skill, not visual skill
• A part of phonological awareness
Two Important Phonemic
Awareness Activities
• Phoneme Blending.
– /d/ /o/ /g/
(used in decoding words)
• Phoneme Segmentation
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Break spoken word into separate phonemes
4 sounds in truck /t/ /r/ /u/ /k/
Used in spelling word phonetically“Invented spelling” is OK
Phonics Instruction
• The Sound (phoneme) - symbol (Grapheme)
relationship
• Phonics vs. Whole Word debate
More on Phonics Instruction
• Phonics is a means to an end not an end of itself
• Should be Part of a comprehensive reading
program,
• Most effective when early (K or first grade)
Systematic and Explicit
Phonics Instruction …
• Effective for children from various social and
economic levels
• Particularly beneficial for children who are having
difficulty learning to read and are at risk for
developing future reading problems
• Must include ample opportunities to practice and
review the relationships they are learning
Reading Fluency
• The ability to read with accuracy, and with an
appropriate rate, expression, and phrasing.
• Important because it provides a bridge between
word recognition and comprehension.
• Attention to fluency is often neglected in reading
instruction.
Why Fluency is Important
• More fluent readers focus
their attention on making
connections among the
ideas in a text and
between these ideas and
their background
knowledge. Therefore,
they are able to focus on
comprehension.
• Less fluent readers must
focus their attention
primarily on decoding and
accessing the meaning of
individual words.
Therefore, they have little
attention left for
comprehending the text.
Reading Fluency
If you don’t ride your bike
fast enough, you fall off.
Automaticity = Fluency
• Automaticity refers only to accurate, speedy word
recognition, not to reading with expression.
• Necessary prerequisite for fluency in passage
reading
• LD students need work on this intermediate step
Building Automaticity in
Word Reading
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Prerequisite skill is word accuracy
Word sorts/games
Reading word lists
Timings on word lists
Start with words of one pattern
Move to word lists with multiple patterns
Goal 45-50 wpm with 2 or fewer errors
Megawords List 22 /shun/
Megawords Lists 20-25
Proficiency Graph
Strategies for Developing Fluency
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Model fluent reading, then have students reread
the text on own.
Have students repeatedly read passages aloud
with guidance
Have students reread text that is reasonably
easy (independent reading level)
Student-adult reading, choral reading, partner
reading, tape-assisted reading and Reader’s
Theater
Select Reading Levels
1. Independent Reading Level. Easy reading. (95% word
accuracy)
2. Instructional Reading Level. Challenging but manageable
for the reader. (90% word accuracy).
3. Frustration Reading Level. This is too hard for the reader.
(less than 90% word accuracy)
Select Reading Topic
• High interest
• Fun
• Nurture affinities
Lexile Level 1030
Reader’s Theater
• Fun, motivating, meaningful, enjoyable
• Easily adapted to whole class or small groups–
without costumes or props
• Practice ahead of time silently and aloud
• Students do not memorize lines
• Students “perform”
Prosody
• Prosody is reading with expression, with
appropriate phrasing, with pitch, stress and
emphasis.
• Automatic word recognition may lead to accurate
and effortless decoding but it stops short of the
final goal including prosody.
Prosody …
Disfluent readers tend to read in a
monotonous and choppy fashion with
little or no expression and their
phrasing is either word by word or
involves awkward groupingofwords.
Prosody cont.
Fluent readers, on the other hand, integrate pitch,
emphasis, and the appropriate use of phrasing in
their reading. This occurs only as readers become
aware of the connection between written and oral
language. This indicates their understanding of
what they have read.
Dysfluency: Kid’s View
• I hate reading!
• This is stupid!
• I just seem to get stuck when I try to read a lot of
the words in this chapter.
• It takes me so long to read something.
• Reading through this book takes so much of my
energy, I can’t even think about what it means.
Vocabulary
• Pre-teaching of specific words improves
vocabulary learning and reading comprehension
• Use of reference aids
• Use of context cues
• Use of word parts –prefix, root word, suffix
Text Comprehension
• Comprehension is the reason for reading
• Systematic instruction in comprehension can help
students understand what they read, remember
what they read and communicate with others
about what they read
• Comprehension skills should be taught during
primary grades and as long as students need it
What should be Taught:
Key Comprehension Strategies
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Monitoring comprehension
Using graphic and semantic organizers
Answering questions
Generating questions
Recognizing story structure (and other text
structures)
• Summarizing
Monitoring
CLICKS “This makes sense.”
CLUNKS
“OOOPS! HUNNH?”
“Am I remembering what I am reading?”
Graphic Organizer
• Visual representation of the elements of the
thinking process
• Way to strengthen memory
• Common frame of reference for the student and
teacher
What is the main idea?
Follow the Clues
Story Map
Strategies Before Reading
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Brainstorm, cluster, web, fast-write, list
Predict
Skim
Question
Predict meaning of new vocabulary
Visualize
Set purpose
Strategies During Reading
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Adjust reading rate
Predict/support/confirm/adjust
Question
Self-correct
Monitor understanding
Reread
Read/pause/summarize
Strategies After Reading
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Confirm/adjust predictions
Retell
Skim and reread
Take notes
Make inferences
Reflect on reading
KWL
• What do I KNOW?
• What do I WANT to find out?
• What did I LEARN?
CSI: Comprehension
Strategy Instruction
CSI: Comprehension
Strategy Instruction
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Comprehension Monitoring
Graphic organizers
Listening actively
Mental imagery
Mnemonic instruction
Prior knowledge activation
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Question answering
Question generating
Text structure
Summarization
Multiple strategy
instruction with and without
reciprocal teaching
Excellent Reading Teachers …
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Understand reading and writing development,
and believe that all children can learn to read
and write
Continually assess children’s individual progress
and relate reading instruction to children’s
previous experience
Offer a variety of materials and texts for children
to read.
Excellent Reading Teachers …
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Know a variety of ways to teach reading, when
to use each method, and how to combine the
methods into an effective instructional program
Use flexible grouping strategies to tailor
instruction to individual students
Are good reading coaches (provide help
strategically)
Excellent Reading Teachers
• Have strong content and pedagogical knowledge
• Manage classrooms so there is a high rate of engagement
• Use strong motivational strategies that encourage
independent learning
• Have high expectations for children’s learning
• Help children who are having difficulty
Recommendations for Developing
Excellence in Reading Instruction
• Teachers must view themselves as lifetime
learners and continually strive to improve their
practice.
• Administrators must be instructional leaders who
support teachers’ efforts to improve reading
instruction.
Recommendations for Excellence …
• Teacher educators must provide both a solid
knowledge base and extensive supervised
practice to prepare excellent beginning reading
teachers.
• Legislators and policy makers must understand
the complex role of the teacher in providing
reading instruction and ensure that teachers have
the resources and support they need.
Recommendations …excellence
• Legislators and policy makers should not impose
one-size-fits all mandates.
• Parents, community members, and teachers must
work in partnership to assure that children value
reading and have many opportunities to read
outside of school.
Thank You!