Adol Struggling Readers PD Module1

8/9/2019 Adol Struggling Readers PD Module1

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Effective Instruction for

Adolescent Struggling ReadersProfessional Development Module

Christy S. Murray, Jade Wexler, Sharon Vaughn,

Greg Roberts, Kathryn Klingler Tackett

The University of Texas at Austin

Marcia Kosanovich

Florida State University


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The Center on Instruction is operated by RMC Research Corporationin partnership with the Florida Center for Reading Research at Florida State

University; Horizon Research Inc.; RG Research Group; the Texas Institute for Measurement,Evaluation, and Statistics at the University of Houston; and the Vaughn

Gross Center for Reading and Language Arts at The University ofTexas at Austin.

The contents of this PowerPoint presentation were developed under cooperative agreement S283B050034with the U.S. Department of Education. However, these contents do not necessarily

represent the policy of the Department of Education, and one should notassume endorsement by the federal government.

2008

The Center on Instruction requests that no changes be made to the content or appearance of this product.

To download a copy of this document, visit www.centeroninstruction.org.


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Adolescent Literacy:

Research and Practice

One in three fourth-graders is

reading below a basic level.

Only 31 percent of eighth-

graders are proficient readers.

(Lee, Grigg, & Donahue, 2007)


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Essential Components of ReadingElementary Level vs. Secondary Level

Component Elementary Secondary

Phonemic Awareness3

Word Study3 3

(Advanced)

Fluency3 3

Vocabulary

3 3Comprehension

3 3Motivation

3 3


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Objectives

Enhance your understanding of selected research-based

instructional practices associated with positive effects for

adolescent struggling readers. Learn how to implement these research-based practices.

NOTE: Assessment and its influence on instruction willnot be a focus of this

presentation.


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(Scammacca, Roberts, Vaughn, Edmonds, Wexler, Reutebuch, & Torgesen, 2007)

Reading Interventions forAdolescent Struggling Readers:

A Meta-analysis With Implications for Practice

1. Overall, how effectivearethereading interventionsfor

adolescentstrugglingreadersthathavebeenexaminedin

researchstudies?2. Whatisthespecific impactofthesereading interventionson

measuresofreading comprehension?

3. Whatisthespecific impactofthesereading interventionson

studentswithlearningdisabilities?

Availablefordownload:www.centeroninstruction.org.


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Scientific Rigor of Highlighted Studies

All highlighted studies used

random assignment

and

standardized measures.


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General Findings of the Meta-Analysis

Various levels of intervention effectiveness:

Students with LD vs. students without LD;

Researcher-implemented vs. teacher-implemented; and

Students at the middle school level vs. students at the high

school level.


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Highlighted Studies: Caveat

The instructional practices used in the studies we

selected represent some of the practices associated

with improved outcomes for students in grades 412.

The scope of this presentation does not allow us to

present all studies and referenced practices from the

meta-analysis.


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Essential Components of

Reading for Adolescents

Word Study

Fluency

Vocabulary

Comprehension

Motivation


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What is Word Study?

What do I do when my students with reading disabilities and

difficulties cannot read grade-level words accurately?


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Word Study

Practices that improve word-level reading

Research indicates that

Older students in need can benefit from word studyinstruction (Edmonds et al., in press; Scammacca et al., 2007).


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COI Meta-analysis

FINDING

Interventions focused on

word studyhad a

moderate overall effect.

IMPLICATION

For older students struggling

at the word level, specific

word study intervention is

associated with improved

reading outcomes.


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Word Study

Successful Readers StrugglingReaders

Read multisyllabic words and use strategies to

figure out unknown words.

Often read single-syllable words effortlesslybut

have difficulty decoding longer, multisyllabic

words.

Make connections between letter patterns and

sounds and use this understanding to read

words.

May lackknowledge of the ways in which sounds

map to print.

Break words into syllables during reading. Have difficultybreaking words into syllable parts.

Use word analysis strategies to break difficult or

long words into meaningful parts such as

inflectional endings, prefixes, suffixes, and roots.

Often do not use word analysis strategies to

breakwords into parts.

(Bhattacharya & Ehri, 2004; Nagy, Berninger, & Abbott, 2006; Boardman et al., 2008)


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Reasons for Word Study Difficulties

Students might not have been effectively taught how to

decode in the earliergrades.

Students might not have been given adequate

opportunities for practice.

Students may struggle to understand letter-sound

correspondences or the rules of the Englishlanguage.


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Strategies for Teaching Word Study

Following are examples of two types of word study

practices that can be used with older readers.


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Word Study:

Instructional Practice #1

Instruction in orthographic processing, or theability to recognize letter patterns in words and

theircorresponding sound units.

Instructional focus: Various advanced

word study components such assyllable types and blending

multisyllabic words.


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Instructional Practice #1: Example

Mumble = mum ble

Locate = lo cate

Invalid = in val id


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Instructional Practice #1:

How do I Teach it?

Teach students to identify and break words intosyllable types.

Teach students when and how to read multisyllabicwords byblending the parts.

Teach students to recognize irregular words that donot follow predictable patterns.

Teach students to apply these practices to academicwords (e.g., tangent, democracy, precision).


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Syllable Types and Examples

Closed (e.g., cat) shortvowel

Open (e.g., no) long vowel

Vowel-consonant-e (e.g., like): e makes vowellong

Consonant-le (e.g., mumble)

R-controlled (e.g.,ar, or, er, ir,ur) Double vowel (e.g.,team)


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Word Study:

Instructional Practice #2

Expose students to information and strategies that willhelp students gain access to the meaning of words and

mak

e thec

onnec

tion between dec

oding andcomprehension.

Instructional focus: Prefixes, suffixes,inflectional endings, root words,

and base words.


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Instructional Practice #2: Example

Transplanted =

trans (across) + plant (base word)

+ ed (happened in the past)

Useless = use (base word) + less (without; not)

Careful = care (base word) + ful (full of)


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How Do I Teach It?

Teach students the meanings ofcommon prefixes,

suffixes, inflectional endings, and roots.

Provide instruction in how and when to usestructural analysis to decode unknown words.


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Highlighted Study:

Bhattacharya & Ehri (2004)

Participants

60 struggling readers (non-LD),

grades 6 through 9

Received one of two interventions

provided by a researcher for

four sessions totaling 110 minutes.

Whole

Word

Reading

n = 20

Syllable

Chunking

n = 20

Received

current school

instruction.

(Comparison Group)

n = 20


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Students were taught to:

1. Orally divide multisyllabic words into syllables;

2. State the number of syllables;

3. Match syllables to their spelling; and

4. Blend the syllables to say the whole word.

Syllable Chunking Intervention


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Five Steps

in Syllable Chunking Intervention

Students read the word aloud.

If incorrect, they were told the word and repeated it.

Students explained the words meaning.

If incorrect, they were provided corrective feedback.

Students orally divided the words pronunciation intoits syllables or beats by raising a finger as each beat

was pronounced and then stated the number of beats.

If incorrect, the experimenter modeled the correct response.

(e.g., fin ish = two beats)


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Five Steps in Syllable Chunking

Intervention (continued)

Students matched the pronounced form of each beat

to its spelling by exposing that part of the spelling

as it was pronounced, while covering the other letters.

(Different ways of dividing words into syllables were accepted.)

If incorrect, the experimenter modeled and explained the

correct segmentation and students copied the response.

Students blended the syllables to say the whole word.



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Learning Trials

Words were presented on indexcards one at a time over four

learning trials in random orders.

Trial 1: Perform all five steps.

Trials 24: Perform all steps except step 2.

Read and analyzed 25 words on each of the 4 days.


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Students practiced reading multisyllabic

words with no applied strategy.

Whole Word Reading Intervention


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Three Steps in


Students read the word aloud.


Students explained the words meaning.

If incorrect, they were told the meaning.

Students read the word again by looking at the print.



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Learning Trials

Read and analyzed 25 words on each of the 4 days.

Trial 1: Perform all three steps.

Trials 24: Perform all steps except step 2.

Trials 56:Read words as quickly aspossible and record time.

Words were presented on indexcards one at atime over six learning trials in random orders.


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Highlighted Study:

Bhattacharya & Ehri (2004)

Participants

60 struggling readers (non-LD),

grades 6 through 9

Received one of two interventions

provided by a researcher for

four sessions totaling 110 minutes.

WholeWord

Reading

n = 20

Syllable

Chunking

n = 20

Received

current school

instruction.

(Comparison Group)

n = 20


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Current School Practice

(Comparison Condition)

Students received the schools

typical reading instruction.


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Which Strategy do You Think

was Most Effective? Why?

Study Findings

Syllable training enhanced readers decoding ability on transfertasks.

Syllable training enhanced readers ability to retain spellings ofwords in memory.

Whole word training was not found to help struggling readers onany of the decoding or spelling transfer tasks.


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Implications for the Classroom

There is value

in teaching

adolescentstruggling readers

to read

multisyllabic words

by matching

syllables to

pronunciations.

Instruction inword study for the

weakest readers is

needed as well as

comprehension

strategy instruction.

Authors note

that the interventioncould be enhanced

by also teaching

students information

about root words

and affixes,syllable types, etc.


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Participant Activity

You are teaching a sixth-grade reading class,

and several of your students are havingdifficulty reading words.

You decide to try a syllable chunking

strategy with these students.


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Instruction

Compensate

Dictionary

Federal

Syllable Chunking Strategy


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Conclusions About

Word Study Instruction

For adolescent readers who struggle at the word level,instruction in word study skills can improve wordidentification skills.

There are a variety of instructional methods for thispurpose,but most involve teaching students todecode words by recognizing syllables types orbyanalyzing parts of words.


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What is Fluency?

What do I do when my students with reading disabilities

and difficulties cannot read words with automaticity?


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FluencyThe ability to read text with speed,

accuracy, and prosody (expression)

Research indicates that

Word study and

comprehension are related to fluen

cy(Shinn & Good, 1992).

Fluency does not cause comprehension,but is onenecessarycomponent of successful reading(Rasinski et al.,2005).


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COI Meta-analysis

FINDING

More research on

fluency is neededwith older students.

IMPLICATION

Fluency practices

associated withimproved outcomeswithyounger studentsmay apply to olderstudents struggling

with fluenc

y.


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Fluency


Read 100160 words per minute (at the middle

school level), depending on the nature and

diffic

ulty of the text.

Read slowly and laboriously.

Decode words accurately and automatically. Maycontinue to struggle with decoding or

may decode correctlybut slowly.

Group words into meaningful chunks and

phrases.

May not pause at punctuation or recognize

phrases.

Read with expression. Often lack voice or articulation of emotionwhile reading.

Combine multiple tasks while reading (e.g.,

decoding, phrasing, understanding, and

interpreting).

May lack proficiency in individual skills,

resulting in dysfluent reading and limit

comprehension.

(Boardman et al., 2008)


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Reasons for Fluency Difficulties

Students are focusing too muchcognitive effort ondecoding the text.

Students are not cognizant of punctuations role inreading.

Students have a weak sight word vocabulary.

Students have had limited exposure, instruction, andpractice with reading text fluently or at all.

Students are unfamiliar with the meaning of words intext.


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Fluency: Differing Instructional Needs

Adolescents whose oral reading rate on grade-leveltext is:

Below 70 wcpm* need more practice with wordrecognition in addition to fluency practice;

Between 70 and 120 wcpm* maybenefit from regularfluency instruction; and

Greater than 120 wcpm* maybenefit more fromincreased vocabulary and comprehensioninstruction rather than increased fluency instruction.

* Ranges are approximations.


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What are

Repeated Reading and Wide Reading?

Wide Reading

Reading many different

types of text

Repeated Reading

Reading and listening to the

same passage several times


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Rationale for Repeated Reading at the

Secondary Level

Repeated reading maybe appropriate when providingstudents with practice on a targeted list of words.

Students will have multiple exposures to words that maybuildtheir sight vocabulary and automaticity.

Repeated reading interventions have been shown to havepositive outcomes for students with reading difficulties in theyoungergrades (Chard,Vaughn, &Tyler, 2002). Therefore, repeated

reading interventions may have a similar effect for students inthe secondarygrades at an early reading level. (Please notethat more research in this area is needed).


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Challenges Associated

With Repeated Reading

Repeated Reading Increases in speed generally fail to transfer to other texts unless

there is word overlap (Rashotte &Torgesen, 1985).

May not be more effective than wide reading for increasingreading speed (Homan, Klesius, & Hite, 1993).

Limits students exposure to content, vocabulary, and different

text types.


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Rationale for Wide Reading at the

Secondary Level

Wide Reading

Students are exposed to a variety of text structures and

vocabulary (whichcoincides with the expectations of reading awide variety of text in the uppergrades).

Students are exposed to more content (when compared to

repeated reading), which may increase word/background

knowledge. Background knowledge can have a positive impact

on comprehension (Hansen & Pearson, 1983).

There is less likelihood that students will see the same words

over and over again across a variety of texts.


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Wide Reading vs. Repeated Reading

Which is More Effective?

More research is needed in the area of fluency

instruction for older students.

Recommendation:

Use a combination of repeated reading and wide reading.

Repeated reading provides opportunities for students to

improve and automate their sight vocabulary. Wide reading exposes students to new and different content,

vocabulary, and text types.


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Combine with word learning.

Select passages that include targeted vocabulary and/orpassages at the students independent level.

Monitor progress and provide feedback to students.

Support reading with modeling and feedback from teacher orpeers.

Involve students in progress monitoring of fluen

cygoals.

As students improve, increase passage difficulty.

Repeated Reading

Considerations for Use


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Wide Reading


Select passages at the students independent or instructionalreading level.

Practice fluency with successive passages but do not reread the

same passage repeatedly.

Monitor progress and provide frequent feedback.

Support reading with modeling and feedback from teacher orpeers.

Involve students in progress monitoring of fluencygoals.

As students improve, increase passage difficulty.


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Fluency Interventions Alone Do Not

Improve Comprehension

Fluency practice is most effective when combined

with instruction in decoding (for select students)and/orcomprehension instruction.


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Partner Reading

Partner reading is a widely used strategy that providesthe opportunity to practice oral reading withimmediate and explicit feedback and incorporates theopportunity to engage in comprehension practice.Partner reading:

Maybenefit both partners in fluency development;

Engages students in fluency monitoring practices; and

Improves self-monitoring practices during reading.


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Partner Reading


Use at least 3 days per week with students who needpractice developing their ability to read fluently.

Should last no more than 1520 minutes per day orevery other day. Spend a majority of instructional timeon othercomponents of reading.

Pair partners based on data: Place slightlyhigher-level

reader with lower-level reader. (Having a model ofgoodreading is essential.)


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Partner Reading

Considerations for Use (continued)

Use reading materials that are at the independent orinstructional level of the more struggling reader.

Set individual and partnergoals for reading fluency.Have students graph theirbest results.


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Specific Skills to Teach

What counts as an incorrect response.

How to sit with partners and locate materials.

How to time each other.

How to underline incorrect words.

How to use correction procedures. How to calculate words correct per minute.

How to graph results.


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How Do I Implement

Partner Reading?

Model use of partner reading strategies.

Discuss fluency and its importance.

Provide guided practice.

Provide independent practice with support.


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Teacher Responsibilities

Prepare student folders with new passages (onefor each student to read and/or follow along withtheir partner).

Observe students during partner reading tomonitor fidelity of procedures and accuracy oferrorchecking.

Check folders (accuracy,graphs). Move students to next level.


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Practice: Who Needs Fluency Instruction?

Example 1

Anna is a ninth-grader reading 40 wcpm on eighth-grade-leveltext. Her teacherhas noticed that she often has difficultydecoding words. She did not pass the state test. Does Annaneed fluency instruction?

YES,but she also needs explicit instruction in word study.

She would also benefit from instruction to boost her

vocabularyknowledge and overall verbal

reasoning/comprehension ability.


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Example 2

Jose is a 10th-grader reading 111 wcpm on 8th-grade-level textand is more than 95 percent accurate. He did not pass the statetest. What does this tell us about Jose? Does he need fluencyinstruction?

Jose is fairly fluent. He may need some fluency instruction,

but the fact that he is reading at least 100 wcpm

and is very accurate and still not passing the state test

tells us that Jose may need instruction

to boost comprehension, verbal reasoning, and wordknowledge in addition to fluency instruction.


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Example 3

Maria is reading 62 wcpm,but she is 96 percent accurate. Shedid pass the state test,but she had an extended timeaccommodation. Does Maria need fluency instruction?

YES, Maria would most likely benefit from fluency instruction.

She might benefit from some instruction in word study

(especially in sight words), but because she is so accurate,

she needs practice to increase the rate at which she is reading.

Although she is slow, with accommodations shewas able to demonstrate good comprehension

by passing the state test, which is a positive indication

of her comprehension ability.


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Fluency Instruction:

Conclusions

The level of fluency required for secondarystruggling readers to read effectively and

understand text is not entirelyclear. For some students, fluency mayhelp build a link

between decoding and comprehension,but fluencydoes not cause comprehension.

Teachers should not spend a lot of time on fluencyinstruction and should pair it with instruction indecoding and/or vocabulary and comprehension-enhancing practices.


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Vocabulary is

The ability to understand and use a

word effectively and appropriately

to foster comprehension.


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Research on Vocabulary:

A Vocabulary Continuum

1. Ive neverheard of this word.

2. Ive heard of this word,but Im not really sure what it

means.

3. I can recognize the word in context.

4. I know the word well, including its various forms,

definitions, and uses.

(Dale, 1965)


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COI Meta-analysis

FINDING

Vocabulary interventions hadthe largest overall effect size.

IMPLICATIONS

We know that directly teachingstudents the meaning of words

and how to use strategies touncover meanings of words canimprove students knowledge ofthe words taught.

What we dont know is whether

orhow vocabulary instructioninfluences comprehension.


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COI Meta-Analysis

FINDINGVocabulary interventions had the

largest overall effect size.

CAVEATStandardized measures are not typically

used for measuring vocabulary knowledge and use.Only researcher-developed measures were used

in the studies in the meta-analysis.


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Vocabulary


Are exposed to a breadth of vocabulary words in

conversations and print at home and at school

from a very early age.

Have limited exposure to new words.

May not enjoy reading and therefore do not select

reading as an independent ac

tivity.

Understand most words when they are reading

(at least 90 percent) and can make sense of

unknown words to build their vocabulary

knowledge.

Read texts that are too difficult and thus are not

able to comprehend what they read or to learn

new words from reading.

Learn words incrementally, through multiple

exposures to new words.

Lack the variety of experiences and exposures

necessary to gain deep understanding of newwords.

Have content-specific priorknowledge that

assists them in understandinghow words are

used in a particularcontext.

Often have limited content-specific prior

knowledge that is not sufficient to support word

learning.



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Reasons for Vocabulary Difficulties

Lack of exposure to words (through reading,speaking, and listening).

Lack ofbackground knowledge related to words. Lack of direct vocabulary instruction.


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Teaching Vocabulary

Words and Meaning

Effectively teaching vocabulary words does not mean

asking students to memorize definitions, nor does it

mean teac

hing students unfriendly andcomplexdescriptions of words.

Effectively teaching vocabulary words assures that

students have opportunities to know what words mean

and how to use them in oral and written language.


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Vocabulary InstructionUse All of These Approaches That Match Instructional Needs

Word

Consciousness

GenerativeVocabulary

AcademicVocabulary

Additive

Vocabulary


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Word Consciousness

Word consciousness refers to an awareness thatwords have multiple meanings in various contexts.

Example:Assembly

Use various instructional approaches.


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Additive Vocabulary Instruction

Explicit instruction of specific words.

Think about yourgoals for instruction when selecting

words.

Becks Three Tiers ofVocabulary.


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Three Tiers of Vocabulary Words

Tier 3 Words

Rarely in text or

are contentspecific.

Tier 2 Words

Appear frequently in

many contexts.

Tier 1 Words

Words students are likely to know.

(Beck,M

cKeown, & Kucan, 2002)


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Selecting Tier 2 Words

Tier 2 words are:

Frequently encountered;

Crucial to understanding the main idea of text;

Not a part of students priorknowledge (not Tier 1words); and

Unli

kely to be learned independently through theuse ofcontext or structural analysis.

REMINDER:Tier 2 words should be taught before students read, anddiscussed and used frequently afterward.

(Beck, McKeown, & Kucan, 2002)


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Seventh-Grade Text

AlexanderGraham Bell is known as the inventor of the

telephone. His assistant was named Thomas A.

Watson. Together, Bell and

Watson dis

covered howsound, including speech,could be transmitted through

wires, and Bell received a patent for such a device. In

1876, the telephone was officially invented and the first

telephone company was founded on July 9, 1877.


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Ninth-Grade Text

from Tuck Everlasting

The road that led to Treegap had been trod out long

before by a herd ofcows who were, to say the least,

relaxed. It wandered along inc

urves and easy angles,swayed off and up in a pleasant tangent to the top of a

small hill, ambled down again between fringes ofbee-

hungclover, and then cut sidewise across the meadow.

(Babbitt, 1975)


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Which Words are Tier 2 Words?

The road that led to Treegap had been trod out long

before by a herd ofcows who were, to say the least,

relaxed. It wandered along inc

urves and easy angles,swayed off and up in a pleasant tangent to the top of a

small hill,ambled down again between fringes ofbee-

hungclover, and then cut sidewise across the meadow.

(Babbitt, 1975)


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Additive Vocabulary Instruction:

Specific Strategies

Teach multiple meanings of words and provide manyexposures to target words.

Provide engaging activities:creating definitions andnondefinitions, drawing pictures, and othergames.

Restructure and clarify tasks, as necessary.


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Generative Vocabulary Instruction

Teaching words and related words

Example: Involuntary

volunteer = Choosing anactionin = Not

ary= Associated with

Involuntaryrefers tosomethingthathappens not

bychoice.

Example sentence:

Blinking youreyes regularly is aninvoluntary

action.

Generative Vocabulary Instruction:


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Generative Vocabulary Instruction:

Specific Strategies

Promote wide reading of texts.

Promote opportunities to use target words.

Connect new words to oral language or readingmaterials.

Play word games and explore interesting uses of words.

Use key word strategies that provide phonetic or visual

links to target words.

Show students how to break words into parts and to useother strategies to identify meaning.


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Academic Vocabulary Instruction

Concentrate on meanings of words within aspecificcontext.

Can be taken from content-area materials.

Maybe Tier 3 words.

Example: Conductor.

Academic Vocabulary Instruction:


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Academic Vocabulary Instruction:

Specific Strategies

Use content-area materials to identify vocabulary.

Obtain depth of understandingby providing multiple

exposures and various contexts. Use assessment procedures to identify words that

students need to know.

Provide explicit instruction.

Use computer technology.

Conclusions About


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Conclusions About

Vocabulary Instruction

A good reader uses vocabulary to fostercomprehension.

Teachers can do the following to effectively enhance studentsvocabulary:

Promote word consciousness;

Use additive vocabulary instruction;

Use generative vocabulary instruction; and

Teach academic vocabulary.

Teachers should carefullychoose the type of vocabularyinstruction they provide by examining the goals of their lessons.


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What is Reading Comprehension?

What do I do when my students with reading disabilities anddifficulties do not use strategies to enhance comprehension?


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Comprehension is

The ability to construct meaning and learn from

textusing a variety of applied strategies.

The ultimate purpose of reading.

Research indicates that to teach students to construct meaningfrom text, teachers need a firm grasp of:

Strategies that successful readers use when creatingmeaning from text; and

Effective instructional methods to teach such successfulstrate ies National Readin Panel, 2000 .


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COI Meta-analysis

FINDING

The effect for reading

comprehension strategy

interventions was mediumto large.

IMPLICATIONS

Readingcomprehensioninterventions can have a

significant impact onadolescent strugglingreaders.

Providingcomprehensionstrategy instruction

throughout the day providesopportunities for multipleexposures and use ofstrategies with a variety oftexts.


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Comprehension


Continuously monitor reading for

understanding.

Fail to use meta-cognitive strategies as they read.

May not be aware when understandingbreaks

down.

Linkcontent with their priorknowledge. May lack subject-specific priorknowledge.

Do not readily make connections between what

they are learning and what they alreadyknow.

Use a variety of effective reading strategies

before, during, and after reading.

Have limited knowledge and use of strategies for

gaining information from text.

Set a purpose for reading and adjust their

rate and strategy use depending on the text

and content.

Often do not enjoy reading and lack understanding

of the utility of reading.

(Boardman et al., 2008. Adapted from Denton et al., 2007; Pressley, 2006.)

Reasons for Comprehension


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Reasons for Comprehension

Difficulties

Lack of appropriate priorknowledge.

Inability to relate content to priorknowledge.

Over-reliance on background knowledge.

Inability to read text fluently.

Difficulty with decoding words;

Inability to attend to meaning while reading.

Inability to applycomprehension strategies.

Difficulty with understanding meaning ofwords.

Components of


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Components of

Comprehension Strategy Instruction

Activate

Prior

Knowledge

Answer/Generate

Questions

Monitor

Comprehension

SummarizeUsingGraphic

Organizers

Multicomponent

Instruction

(Adapted from Simmons, Rupley, Vaughn, & Edmonds, 2006)


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Preview slides and handouts.

Make a prediction:What will you learn during this portion of the

professional development?

Anticipate What You Will Learn

Knowledge Before PD Statement Knowledge AfterPD

Agree Disagree Agree Disagree

Teachers should explicitly teach students comprehension

strategies.

Having students make predictions about what they will

learn should take about 30 minutes when introducingtext.

All students who can decode words can also comprehend

text.

Students who know comprehension strategies generally

apply them when they read.

Component # 1:


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Component # 1:

Activate Prior Knowledge

What is it?

Existing information students have about a topic, skill, or

idea.

Why is it important?

Helps students make connections between what theyalreadyknow and what they are reading.

Activate Prior Knowledge:


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Activate Prior Knowledge:

Effective Strategies

Making/Monitoring Predictions

Previewing Text


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Previewing Text

Instructional Steps

1.Model by thinking aloud.

Highlight headings, pictures, key words.

2.Provide small-group practice.

3.Provide independent practice.


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Making/Monitoring Predictions

Afterpreviewingtext, ask students to make

informed comments aboutthetextand whatthey

will learn. Do not solicit guesses.

Keep it brief.

Revisit after reading to confirm or disconfirmpredictions.

Provide key ideas orconcepts to build background

knowledge.


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Other Ways to Activate Prior Knowledge

Preview the material by identifyingkey words or

concepts.

Have students briefly discuss what theyknow about a

topic.

Explain the use of a word splash.

Describe the use of a KWL chart.

Demonstrate the use of an anticipation guide.

Component #2:


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Component #2:

Answering and Generating Questions

What is it?

Strategies that assist students in answering

comprehension questions and generating their ownquestions about the text to facilitate understanding.


Teac

hes students where and how to find answers.

Answering and Generating Questions:


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Answering and Generating Questions:

Effective Strategies

Levels of Questions

Self-Questioning

Strategy #1: Determining Levels of


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Strategy #1: Determining Levels of

Questions

(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002;NIFL, 2001; NRP, 2000; Raphael, 1986)

Level 1: Right ThereEasier questions, one- or two-word answers

Level 2: Putting it TogetherPut pieces of information

from text together to come up with answer

Level 3: Making Connections

Cannot be answered by looking in text alone


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Goals of Using Leveled Questions

Help students ask and answer increasinglysophisticated types of questions.

Help students become betterconsumers of text bybeing able to ask and answerboth simple and complexquestions.

Show students how to approach different types of

questions.

(Simmons, Rupley, Vaughn, & Edmonds, 2006)


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Explicitly Teach Each Question Level

Introduce one level of question at a time.

Model how to answer each level of question.


Provide supported, independent practice.Provide immediate feedback to students.

(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002;NIFL, 2001; NRP, 2000; Raphael, 1986)


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Strategy #2: Self-Questioning

The act of askingyourself questions as you read, such

as:

Where is this story taking place? Why is this information important for me to know?

This strategy is also used to

monitorcomprehension.


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Explicitly Teaching Self-Questioning

Model how to self-question.




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Materials:

Handout 9, Tornadoes Scratch paper and pencils

What Does Self-Questioning Look Like?

Component #3:


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Component #3:

Monitoring Comprehension Strategies

What are they?Strategies that enable students to keep track

of their understanding as they read and to implementfix-up strategies when understandingbreaks down.

Why are they important?By monitoring their understanding, students become

more independent in understanding what is being read.

Effective Strategies for


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Effective Strategies for

Monitoring Comprehension

Main Idea

F

ix-up Strategies

S #1


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Strategy #1: Finding the Main Idea

Identify the most important who orwhat.

Identify the most important information

about the who orwhat.

Write this information in one short sentence

(e.g., 10 words or less).

(Klingner, Vaughn, & Schumm, 1998)

What Does Finding


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Materials:

Handout 9, Tornadoesone per participant

Handout 10, Finding the Main Ideaone perparticipant

What Does Finding

the Main Idea Look Like?

St t #2 Fi U St t i


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Strategy #2: Fix-Up Strategies

(Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001)

Rereading, restating

Stopping when you come to aword that you do not know

Using strategies to figure out

unfamiliar words or phrases(e.g., context clues, breaking the word apart)

Component #4:


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Component #4:

Graphic Organizers and Summarization

Graphic organizers

can be used

to aid studentswith summarization.

G hi O i


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Graphic Organizers

What are they?

Visual representations of ideas in text.

Why are they important?

Assist students in identifying, organizing,and remembering important ideas.

G hi O i b U d t


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Graphic Organizers can be Used to:

Activate relevant background knowledge;

Guide students thinking about the text;

Help students remember important elements and

information in texts; Help students see and understand how concepts relate

to one another within a text;

Promote both questioning and discussion as students

collaborate and share ideas; and Provide a springboard for organizing and writing

summaries.(Simmons, Rupley, Vaughn, & Edmonds, 2006)

Graphic Organizer for Summarization


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Graphic Organizer for Summarization

Big Idea(provided by

the teacher)

Main idea of

first section

Main idea of

second

section

Main idea ofthird section

Main idea offourth

section


S i ti I t ti


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Summarization Instruction

What is it?

Strategies to help students identifythe most important elements of what they read.


Enhances ability to synthesize large amounts

of information during and after reading.

Before Summarizing:


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g

Using the Graphic Organizer

1. Teacher introduces the

graphic organizer (GO) and

explains its purpose.

2. Teacher provides the bigidea of the passage and

writes it in the center of the

GO.

3. Students read the passage,paragraphby paragraph, and

record the main idea of each

paragraph on the GO.

Main

Idea

Main

Idea

Main

Idea

Main

Idea

Big Idea


Summarization Steps for Students


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Write a topic sentence using the big idea.

Include main ideas in an order that makes sense.

1

Delete information that is redundant or trivial.

Reread forunderstanding and edit if necessary.

2

3

4

How do I Teach it?


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How do I Teach it?

Model summarization.



Provide examples and nonexamples.

What Does Summarization


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Materials:

Handout 9,Tornadoesone per participant

Handout 11,GraphicOrganizer: Main Idea andSummarization (forTornadoes)one per

participant

Handout 12,GraphicOrganizer: Main Idea andSummarization (blank)one per participant

With Graphic Organizers Look Like?



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Write a topic sentence using the big idea.

Include main ideas in an order that makes sense.

1

Delete information that is redundant or trivial.

Reread forunderstanding and edit if necessary.

2

3

4

Highlighted Study:


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Klingner & Vaughn (1996)

Participants

26 students (some LD),

grades 7 and 8

Reciprocal

Teac

hing

15 days

Reciprocal Teaching


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Strategies Taught

Predict what a passage is about.

Brainstorm what you know about the topic.

Clarify words and phrases.

Highlight the main idea of a paragraph.

Summarize the main idea.

Identify important details of a passage.

Ask and answer questions.

Reciprocal Teaching


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Cross-Age

Tutoring

n = 13

Cooperative

Groups

n = 13

Reciprocal

Teaching

15 days

Participants

26 students (some LD),

grades 7 and 8

Strategies Taught (continued)

Reciprocal Teaching


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Cross-Age Tutoring Cooperative Learning

Participants provided tutoring

to sixth-grade students on

comprehension strategies.

Participants implemented the

comprehension strategies in

cooperative learninggroups(35 students) for 12 days.

Forboth interventions, the researc

her:Circulated around the room;Monitored behavior; and

Provided assistance, as needed.

Strategies Taught (continued)

Findings


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Findings

Initial reading ability and oral languageproficiency seemed related to gains incomprehension.

A greater range of students benefited fromstrategy instruction than would have beenpredicted.

Students in bothgroups continued to showimprovement in comprehension when providedminimal adult support.



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Implementingcomprehension strategy practice

within peergroups frees up the teacher for

monitoringstudent performance.

Teachers may want to considercomprehension

instruction for a wide range of students, including

those with very low reading levels.

Components of


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Comprehension Strategy Instruction

Activate

Prior

Knowledge

Answer/Generate

Questions

Monitor

Comprehension

SummarizeUsingGraphic

Organizers

Multicomponent

Instruction

(Adapted from Simmons, Rupley, Vaughn, & Edmonds, 2006)

Multicomponent Comprehension


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Strategies are

The combination of several readingcomprehensionstrategies in order to gain meaning from text.


The combination of strategies increases the levelofcomprehension.

It leads to eventual automaticity.

How do I Teach it?


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After teaching two or more comprehension strategies,

give students opportunity to practice and applyknowledge.

Model using the strategies together.



Teach students to self-regulate their use of strategies.

Revisit Your Anticipation Chart


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Knowledge Before PD

Statement

Knowledge After PD

Agree Disagree Agree Disagree

Teachers should explicitly teach students comprehensionstrategies.

Having students make predictions about what they will

learn should take about 30 minutes when introducing text.

All students who can decode words can also comprehend

text.

Students who know comprehension strategies generally

apply them when they read.

Confirm/Disconfirm Predictions


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Confirm/Disconfirm Predictions

Prediction:

Based on:

Confirmed?

___Yes

___No

Conclusions About

C h i I t ti


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Comprehension Instruction

TEACH STRATEGIES

Do not just askcomprehension questions.

Eventually, show students how to combine these

strategies and use them concurrently.

What is Motivation?


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What is Motivation?

How can I incorporate motivation

into my lessons for my students with reading

disabilities and difficulties?

Research on Motivation


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Research on Motivation

Motivation:

Makes reading enjoyable;

Increases strategy use; and

Supports comprehension.

(Guthrie & Wigfield, 2000)

Motivation


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Interact with text in a motivated and

strategic way.

May engage in reading as a passive process

without effortful attention given to activating prior

knowledge, using reading strategies, or employing

other strategic thought processes.Have improved comprehension and reading

outcomes when engaged with text.

Often have low comprehension of text.

Read more and, thus,have more access to a

variety of topics and text types.

Fail to access a variety of wide reading

opportunities.Given the choice, prefer not to read.

Are interested and curious about topics and

content in texts and read to find out more.

May not be interested orcurious to find out about

topics orcontent by reading.


Instructional Practices Associated


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With Improved Motivation

Fourcritical instructional practices can improve

students motivation.

1. Provide content goals for reading.2. Support student autonomy.

3. Provide interesting texts.

4. Increase collaboration during reading.

(Guthrie & Humenick, 2004)



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Content Goals

Facilitate the use of relevant background knowledge. Arrange hands-on experiences.

Make content goals interesting and relevant.

Model behaviors of a curious reader.

Involve students in creating and trackingcontent goals.

Provide feedback on progress of meetinggoals.


A content goal is a question or purpose for reading. It

emphasizes the importance of and increases interest in

learning from what we read. A teachercould:



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Support Student Autonomy

Provide opportunities for students to select which text

they read. Allow students to choose aspects of the task in which

they are to engage.

Provide opportunities for students to either select

partners orgroups, or to work

alone.


Student autonomy refers to students making instructional

decisions

for themselves.



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Use Interesting Texts

Choose texts for which students possess backgroundknowledge.

Choose texts that are visually pleasing and appearreadable.

Choose texts that are relevant to students interests.

Provide stimulating tasks.(Guthrie & Humenick, 2004)

Students enjoy reading texts they find interestingand choose to continue reading these texts duringfree time. Here are several guidelines for selecting

appropriate and interesting material:


Increase Collaboration During Reading


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Increase Collaboration During Reading

Allow students to collaborate by reading together,sharing information, and presenting theirknowledge.

Teachcollaborative group work skills.

Use collaboration to foster a sense ofbelonging to theclassroom community(Anderman, 1999).


Adolescents are motivated by working together.

Collaboration increases the number of

opportunities struggling readers have to respond.

Motivation:

P ti l Id


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Practical Ideas

Provide

weekly/monthly

rewards.

Allow students

to choose

incentives.

Schedule

studentconferences.

Provide

student choice.

Allow students

to graph theirprogress.

Allow students

to participatein goal setting or

lesson planning.

Effective Reading Instruction at the

Secondary Level: Putting it all Together


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Secondary Level: Putting it all Together

A Review of Instructional Recommendations Teach word study skills to adolescent readers who struggle at the word

level. There are a variety of methods to teach this information,but mostinvolve teaching students to decode words by recognizing syllable typesorby analyzing parts of words.

Use data to decide how much fluency intervention students shouldreceive and whether it should be paired with instruction in decoding,vocabulary, and/orcomprehension-enhancing practices.

Teach the meanings of words to students to enhance their vocabulary.Your instructional goals will guide the words and instructional approach

you select. Teach students specificcomprehension strategies that theycan use to

enhance theircomprehension. Once individual strategies are taught,combine two or more into a single lesson.

Use instructional practices that promote student motivation.

Considerations for Implementation


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Assess and monitor the progress of students.

Provide targeted support in well-planned, small-group sessions over a long period of time.

Adjust the focus and intensity of interventionsaccording to individual student needs.


( ti d)


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(continued)

Provide professional development and supportto teachers in general education classrooms

to provide classwide interventions.


( ti d)


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(continued)

Instru

ctional te

chniques and

content.

Programwide decisions.

Implementation of reading instruction.

Create ways forgeneral education teachersand specialists to collaborate andcoordinate on:


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Documents

Adol Struggling Readers PD Module1