1 Deborah C. Simmons University of Oregon November 12, 2002 Oregon Reading First Elements of Effective Reading Instruction

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Deborah C. SimmonsUniversity of Oregon

November 12, 2002

Oregon Reading FirstOregon Reading First

Elements of Effective Reading Instruction

Elements of Effective Reading Instruction

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Effective Reading InstructionEffective Reading Instruction

The University of Texas at Austin,College of Education,Texas Center for Reading and Language Arts

Marie Elena ArguellesIsabel Beck

Jan DoleBarbara Foorman

Alice FurryDauna Howerton

Jean OsbornTimothy ShanahanDeborah Simmons

Josefina Tinajero

Sharon Vaughn, Team LeaderPam Bell Morris, Author

Martha Smith, AuthorJeanne WanzekShirley Dickson

Elana Wakeman, Graphics

University of MiamiUniversity of PittsburghUniversity of UtahThe University of Texas Health Science CenterSacramento County Office of EducationNew Mexico State Department of EducationConsultantUniversity of Illinois at ChicagoUniversity of OregonThe University of Texas—El Paso

Materials Developed by

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Goal

All students will read at or above grade level by the end of Grade Three.

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Quality in Education

“Quality is never an accident; it is

always the result of high intention,

sincere effort, intelligent direction,

and skillful execution; it represents

the wise choice of many alternatives.”

Willa A. Foster

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Content (Big Ideas) of Effective Reading Instruction

Effective Reading Instruction

Effective Reading Instruction

Introduction

Features of Effective Reading Instruction

Effective Reading Interventions

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• We have 34 years of converging scientific research

• We know how children learn to read, what factors impede reading development, and which instructional approaches provide the most benefit

• We can increase the odds that no child is left behind if we utilize these research findings to inform practices in our educational systems

• Reading discrepancies become more entrenched over time

What We Know NowWhat We Know Now

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H-J

Wo

rd L

ist

Flu

ency

Trajectory of Reading Development

Trajectory of Reading Development

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The State of Research: What We Know

to Put the Odds inChildren’s Favor

The State of Research: What We Know

to Put the Odds inChildren’s Favor

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• Implement systematic change based on scientific research, not on ideology and philosophy

• Use scientific research to inform reading instruction

• Start with solid comprehensive programs and increase intensity based on student performance

What We Have To DoWhat We Have To Do

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#1. Phonemic Awareness: The ability to hear and manipulate sound in words.

#2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words.

#3. Automaticity with the Code: The effortless, automatic ability to read words in connected text.

#4. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.

#5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

Big Ideas in Beginning Reading

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Fluency Text Comprehension Vocabulary

Phonemic Awareness

Phonics & Word Study

Spelling &Writing

Key TerminologyEffective Reading

Instruction

Key TerminologyEffective Reading

Instruction

GroupingMaximizing

Student Learning

Effective Reading

Interventions

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Big Idea #1: Phonemic Awareness: Beginning Readers Must Develop an Awareness of the Phonemic Properties of Language.

One of the most compelling and well-established findings in the research on beginning reading is the important relation between phonemic awareness and reading acquisition.

Kameenui, E. J., Simmons, D. C., Baker, S., Chard, D. J., Dickson, S. V., Gunn, B., Smith, S. B., Sprick, M., & Lin, S-J. (1997). Effective strategies for teaching beginning reading. In E. J. Kameenui, & D. W. Carnine (Eds.), Effective Teaching Strategies That Accommodate Diverse Learners. Columbus, OH: Merrill.

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Phonemic AwarenessPhonemic Awareness

• Provide explicit and systematic instruction focusing on only one or two phonemic awareness skills, such as segmenting and blending

• Link sounds to letters as soon as possible

• Use systematic classroom-based instructional assessment to inform instruction

What Students Need to Learn How We Teach It

• That spoken words consist of individual sounds or phonemes

• How words can be segmented (pulled apart) into sounds, and how these sounds can be blended (put back together) and manipulated (added, deleted, and substituted)

• How to use their phonemic awareness to blend sounds to read words and to segment sounds in words to spell them

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1. How many speech sounds are in the following words?

2. What is the third speech sound in each of the following words?

(Learning To Read: Schoolings First Mission, 1995)

Assessing Your Knowledge of Phonemic Awareness

The following assessment was administered to 89 teachers whose average teaching experience was 5 years. Teachers included general education teachers, reading teachers, special education teachers, classroom assistants, and graduate students.

Answer the following questions to assess your phonemic awareness skills.

ox king straight though

boil thank shout precious

boyfriend educate badger

squabble stood

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Critical Features of Effective PA

Critical Features of Effective PA

Focus on 1 or 2 types of PA

Teach in small groups

Teach explicitly & systematically

Teach to manipulate soundswith letters

A critical component but not the completereading program

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Big Idea #2: Effective Beginning Readers Must Have Insight into the Alphabetic Principle of Reading.

Alphabetic Awareness: Knowledge of letters of the alphabet coupled with the understanding that the alphabet represents the sounds of spoken language and the correspondence of spoken sounds to written language.

Alphabetic Understanding: Understanding that the left-to-right spellings of printed words represent their phonemes from first to last.

Phonological Recoding: Translation of letters to sounds to words to gain lexical access to the word.

Definitions:

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Phonics and Word Study

Phonics and Word Study

• Accurate and rapid identification of the letters of the alphabet

• The alphabetic principle (an understanding that the sequence of sounds or phonemes in a spoken word are represented by letters in a written word)

• Phonics elements (e.g., letter-sound correspondences, spelling patterns, syllables, and meaningful word parts)

• How to apply phonics elements as they read and write

• Provide explicit, systematic phonics instruction that teaches a set of letter-sound relations

• Provide explicit instruction in blending sounds to read words

• Include practice in reading texts that are written for students to use their phonics knowledge to decode and read words

• Give substantial practice for children to apply phonics as they spell words



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Critical Features of Effective Phonics Instruction (NRP = 38 studies)

Critical Features of Effective Phonics Instruction (NRP = 38 studies)

Systematic, syntheticprograms most effective.

(Low ach. & low SES)

Not all children need all...learn to differentiate

Begin inkindergarten!

Need to blend soundstogether (decode) and take spoken wordsapart (PA).

Keep the end in mind..learn to apply letter sounds to daily reading.

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Sequence of Letter-Sound Correspondence Introduction in 4 Commercial Kindergarten

(1990’s) Reading Programs (First 10)

Publisher 1 2 3 4 5 6 7 8 9 10

#1 m p d s f b l t z k

#2 h p r b s f m t g c

#3 m c p l d h m b k t

#4 b j h p a x e y c e

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Spelling and WritingSpelling and Writing

• How to remember and reproduce exact letter patterns (e.g., letter-sound correspondences, spelling patterns, syllables, and meaningful word parts)

• How to segment sounds in words to spell them

• How to notice reliable spelling patterns and generalizations

• Rapid, accurate letter formation • How to write for different

purposes and audiences in various forms

• Provide explicit and systematic spelling instruction to reinforce and extend students’ growing knowledge about reading

• Provide opportunities for manipulating, categorizing, and examining the similarities and differences in words

• Provide daily opportunities to increase writing accuracy and speed

• Model various types of writing and help children to apply spelling and reading knowledge in purposeful writing

• Integrate writing across the curriculum• Use systematic classroom-based

instructional assessment to inform instruction


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• Spelling words as they sound enhances phonemic awareness and letter knowledge and accelerates the acquisition of conventional spelling

(National Research Council, 1998)

Research EvidenceResearch Evidence

• Complementing regular opportunities for writing with systematic spelling instruction enhances and extends to both reading and writing growth

(Adams, 2001)

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Definition:

,The ability to translate letters-to-sounds-to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as “one whose decoding processes are automatic, requiring no conscious attention” (e.g., Juel, 1991, p. 760). Such capacity then enables readers to allocate their attention to the comprehension and meaning of text.

,

Big Idea #3:Automaticity with the Code:Beginning Readers Should be Able to Relate Sounds & Symbols of the Alphabetic Code Automatically

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FluencyFluency

• How to decode words (in isolation and in connected text)

• How to automatically recognize words (accurately and quickly with little attention or effort)

• How to increase speed (or rate) of reading while maintaining accuracy

• Provide opportunities for guided oral repeated reading that includes support and feedback from teachers, peers, and/or parents

• Match reading texts and instruction to individual students

• Apply systematic classroom-based instructional assessment to monitor student progress in both rate and accuracy


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Critical Features of Effective Fluency Instruction

Critical Features of Effective Fluency Instruction

Corrective Feedback

Not all children need all...learn to differentiate

Relatively brief sessions (15-30minutes)

Repeated Readings

Keep the end in mind..Fluency is only part of the picture!

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Automaticity: What is it?Automaticity: What is it?

Automaticity is reading words with no noticeable effort. It is having mastered word recognition skills to the point of overlearning. Fundamental skills are so “automatic” that they do not require conscious attention.

Examples • shifting gears on a car• playing a musical instrument• playing a sport (serving a tennis ball)

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Big Idea #4: Comprehension of Text

Definition:

,

The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

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Text ComprehensionText Comprehension

• How to read both narrative and expository texts

• How to understand and remember what they read

• How to relate their own knowledge or experiences to text

• How to use comprehension strategies to improve their comprehension

• How to communicate with others about what they read

• Explicitly explain, model, and teach comprehension strategies, such as previewing and summarizing text

• Provide comprehension instruction before, during, and after reading narrative and expository texts

• Promote thinking and extended discourse by asking questions and encouraging student questions and discussions

• Provide extended opportunities for English language learners to participate



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Critical Features of Effective Comprehension Instruction (203 studies

reviewed)

Critical Features of Effective Comprehension Instruction (203 studies

reviewed)

.

Activeinvolvement of students

Seven categoriesof strategies provide evidenceof efficacy.

Multiple opposed to a single strategy

Teaching rather than mentioning or assessing

Teaching students to become strategictakes time

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• Instruction of comprehension strategies improves reading comprehension of children with a wide range of abilities

(National Reading Panel, 2000)


• Many children require explicit word recognition instruction integrated with rapid processing of words, spelling skills, and strategies to improve comprehension

(Fletcher & Lyon, 1998)

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Big Idea #5: Vocabulary Knowledge and Development

Definition:

,

As a learner begins to read, reading vocabulary is mapped onto the oral vocabulary the learner brings to the task. (NRP, 4-15).

,

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VocabularyVocabulary

• The meanings for most of the words in a text so they can understand what they read

• How to apply a variety of strategies to learn word meanings

• How to make connections between words and concepts

• How to accurately use “new” words in oral and written language

• Provide opportunities for students to receive direct, explicit instruction in the meanings of words and in word learning strategies

• Provide many opportunities for students to read in and out of school

• Engage children in daily interactions that promote using new vocabulary in both oral and written language

• Enrich and expand the vocabulary knowledge of English language learners

• Actively involve students in making connections between concepts and words


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Critical Features of Effective Vocabulary Instruction

Critical Features of Effective Vocabulary Instruction

Preinstruction can have significant

effects on learning

Assessment should match instruction

Promise of computer technology

Multiple MethodsDirect & Indirect

Repetition & MultipleExposures to WordsIn Varied Contexts

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• Knowledge of word meanings (vocabulary) is critical to reading comprehension (Learning First Alliance, 2000; National Reading Panel, 2000)


• Words are typically learned from repeated encounters, rather than from a single context or encounter

(Beck & McKeown, 1991)

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• Most children do NOT learn to read or spell “naturally,” rather they learn from instruction

• Good word identification instruction does NOT primarily rely on guessing words from context or picture cues

• Instructional time spent on independent, silent reading with minimal guidance or feedback has NOT been confirmed by research to improve reading fluency and overall reading achievement

CautionsCautions

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• Guided oral reading is NOT the same instructional practice known as “Guided Reading”

• A little structure, a little rationale, and a little instruction is NOT effective comprehension instruction

• Explicit spelling instruction is NOT random and does NOT consist of informal memorization of word lists or repetitious copying of words

CautionsCautions

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Maximizing Student Learning



Grouping

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GroupingGrouping

Alternate grouping formats (e.g., one-on-one, pairs, small group, whole group) for different instructional purposes and to meet students’ needs

Use small, same-ability groups, continually monitor student progress, and regroup to reflect students’ knowledge and skills

When students experience difficulties, reteach the knowledge and skills that have the highest impact on learning to read

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• Every minute counts!

• Actively engage children:• Vary presentation, format, and ways students can

participate in instruction

• Use an appropriate level of instructional materials

• Adapt the pacing, content, and emphasis of instruction for

individuals and groups of children, including English

language learners and those having difficulty learning to

read

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• Students with reading difficulties who are taught in small groups learn more than students who are instructed as a whole class



• Students benefit from working in a variety of grouping formats that change to reflect their knowledge, skills, interests, and progress

(Elbaum, Vaughn, Hughes, Moody, & Schumm, 2000; Lou et al., 1996)

• Students in 1:1 instruction did not make significantly higher gains than students in groups of 1:3

(Vaughn, Thompson, Kouzekanani, Bryant, & Dickson, 2001)

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• Even with research-based core reading instruction, some students have difficulty learning to read and make inadequate progress

• Struggling readers need more time and additional, intensive instructional interventions

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• Knowledge and skills that have the highest impact on learning to read

• Group students into groups of 3-5 according to their instructional needs

• Provide targeted instruction 3 to 5 times per week

• Assure additional instruction aligns with core reading instruction

• Provide ongoing and systematic corrective feedback to students

• Provide extended practice in the critical elements of reading instruction based on students’ needs

• Increase time for word study and build fluency to improve automatic word recognition and rate of reading

• Use systematic classroom-based instructional assessment to document student growth and inform instruction

What Struggling Readers Need to Learn How We Teach Struggling Readers

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• Explicit, intensive instruction is an essential feature of effective interventions for struggling readers, including students with learning disabilities



• Well-designed intervention programs implemented by highly qualified teachers can make a difference in helping children learn to read

(Elbaum, Vaughn, Hughes, Moody, & Schumm, 2000; Fletcher & Lyon, 1998)

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• Effective reading instruction is NOT adding one new program after another to programs already in your school without determining each one’s effectiveness and efficacy based on research

• Contrary to the claims made by some of the “latest” and “best” reading practices, a “balanced” approach to reading is NOT 50% whole language and 50% phonics

CautionsCautions

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• Good reading instruction is NOT writing your own curriculum

• Systematic and explicit reading instruction does NOT inhibit creativity

• NOT every component of reading receives equal emphasis at every stage of reading development

CautionsCautions

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540

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Making a DifferenceMaking a Difference

“No time is as important or as fleeting as a child’s early years of schooling.”

Neuman, 2001, p. 474

Documents

1 Deborah C. Simmons University of Oregon November 12, 2002 Oregon Reading First Elements of Effective Reading Instruction