Janel Calderone Caitlin Sjöstrand Linda Spriggs

Janel Calderone Caitlin Sjöstrand

Linda Spriggs

Basic Principles for Teaching Reading Best Practices to Approaching Reading

Flow/Skills Hierarchy Best Practices: Interventions

◦ Phonological Awareness/Decoding ◦ Fluency ◦ Comprehension and Vocabulary

Assessment/Progress Monitoring Considerations

Conclusions – Role of the SPSY

Build on schemata and prerequisite skills

Conduct a task analysis

Use explicit & direct Instruction

Demonstrate and model skills

Actively engage children and provide opportunities to respond

Provide repeated exposure to practice reading

Give positive reinforcement and shape successful reading

Give feedback

Scaffold skills

Teach to mastery

Promote generalization of skills (Joseph, 2006)

Schemata- foundation of prior knowledge or background information

In the classroom: ◦ Gain an understanding of the prerequisite

skills/knowledge students have through questioning students before new material is introduced.

◦ Begin each lesson by reviewing previous content/skills, so new knowledge builds upon (doesn’t replace) previous knowledge.

(Joseph, 2006)

Task analysis- ordering and listing skills in a necessary to complete a task, step-by-step.

In the classroom: ◦ Reading skills should be learned in a logical

progression, building on necessary prerequisite skills

◦ Steps must be defined in terms of overt/observable behavior

◦ Can assess performance based on mastery of each step

(Joseph, 2006)

Explicit instruction- clearly describing the skills, and teaching the skills as described

Direct instruction includes: ◦ Task analysis ◦ Demonstration ◦ Modeling ◦ Feedback ◦ Opportunities to respond and practice ◦ Reinforcement ◦ Shaping ◦ Scaffolding ◦ Teaching to mastery ◦ Promotion of generalization

In the classroom: ◦ Direct instruction should be used with both basic reading skills (i.e.,

phonics) and complex skills (i.e., comprehension)

(Joseph, 2006)

All of the universal basic principles to reading instruction!

Modeling- performing an action or exhibiting a behavior for others to imitate.

Demonstration- showing someone how to perform an action or behavior by describing or explaining it as it occurs.

In the classroom: ◦ Children increase reading accuracy observing a

fluent reader (model) ◦ Demonstration of how to read (direct

instruction)- vocalize the steps as you do them.

(Joseph, 2006)

Covert Active Engagement (Silent reading activities)

◦ Silent previewing ◦ Vocalizing (paraphrasing or reciting) ◦ Reviewing ◦ Questioning ◦ Predicting ◦ Summarizing

Overt Active Engagement ◦ Reading aloud ◦ Answering comprehension questions ◦ Choral responding ◦ Monitoring one’s own performance by

recording responses in writing (Joseph, 2006)

Several opportunities to make the same (and correct) response

Several exposures to same content ◦ Earlier phases of word development- need more

repetitions of exposure.

(Joseph, 2006)

Natural reinforcer- pleasure or knowledge gained from reading (least intrusive)

Positive reinforcers such as tokens, edibles, and activities are more intrusive, but may be necessary for struggling readers. Always pair with praise! ◦ Deliver in successive approximations (shaping)

◦ Continuous to intermittent schedule

◦ Thin reinforcers over time- natural reinforcers replace artificial reinforcers.

(Joseph, 2006)

Providing many opportunities to perform a skill, overtly or covertly, increases the student’s practice of that skill.

◦ Orally reading a passage ◦ Receiving feedback from the instructor on

reading performance ◦ Performing the reading skill after feedback ◦ Self-monitoring reading skill performance

(Joseph, 2006)

Feedback allows students to regulate their reading behavior. Could be: ◦ verbal praise for successful approximations to

performance or for effort.

◦ Corrective feedback

Feedback can be immediate or delayed – Immediate is more effective

(Joseph, 2006)

Scaffolding- Providing temporary support to children when they cannot perform reading skills independently and gradually remove that support as children learn to read independently. ◦ Provide prompts or cues ◦ Give feedback ◦ Provide supportive materials ◦ Demonstrate and model ◦ Shape through reinforcement

(Joseph, 2006)

Teaching until the child reads at a proficient level- effortlessly and fluently, while gaining meaning from content.

Establish criterion levels of performance helps to determine progress toward mastery

(Joseph, 2006)

Generalization- Giving the same response in the presence of similar stimuli to that given when the response was learned

Overlearning facilitates generalization

(Joseph, 2006)

Current statistics

Behavioral approach

RTI pyramid

Instructional Considerations

75% of students struggling in reading at third grade are still struggling in ninth grade

Based on the 2005 National Assessment of Educational Progress (NAEP) 25% of students are unable to read and comprehend a grade appropriate passage.

(Rathvon, 2008)

Stimulus Response Consequence

(Joseph, 2008)

More intensive

instruction

Bottom 25%, targeted

programs/instruction

Evidence Based Instruction, CBM

(Joseph, 2008. Shinn and Walker, 2010)

Effectiveness versus Efficiency

Instructional Hierarchy ◦ Acquisition

◦ Fluency

◦ Generalization

◦ Adaptation

(Joseph, 2008)

Decoding ◦ Phonemic Awareness

◦ Alphabetic principals

Fluency

Comprehension/Vocabulary

(Joseph, 2008. Shapiro, 2004)






Ability to understand and manipulate sounds

Sound discrimination

Rhyming

Deletions

Additions

Segmenting individual sounds

(Shapiro, 2004)

Phoneme Graphemes Examples

/b/ b , bb Big, lamb, tube

/d/ d ,dd, ed Dog, add, filled

/f/ f, ph, Fish, phone

/g/ g, gg Go, egg

/h/ h, helicopter

/Sh/ Sh, si, ch, Shoes, television, chef

/a/ A Apple, bat.

/ae/ Ai, ay, a, a-e Rain, tray, make,

/oo/ oo, ue, ou, ew, u-e

Moon, blue, tune,

‘oo’ oo, u, ou, book, could, put

/er/ er, ir ,ur, ear, or Herb, nurse, traitor,

/ou/ ou, ow Cow, house, out,

Awareness and understanding that sounds are represented by letters and letters make words

Letter sound knowledge

Decoding and recognition

Sight words

Reading connected texts

(Shapiro, 2004)

Sound sorts ◦ Given stacks of pictures have children sort based on

Initial sound

Last sound

rhyming

Sound boxes

http://www.youtube.com/watch?v=q87emjdCSHk

(Shapiro, 2004., Joseph, 2008)



Builds decoding skills by transforming one word into another by changing/adding/deleting a single grapheme

Can be done through use of manipulatives, chalkboard, overhead, dry erase boards.

Start by reviewing the sounds your going to use for the words

(Rathvon,2008)

Cat

Cap

Tap

Top

Tops

Tips

Tip_

Tin

Tim

Time

Lime

Dime

Dim_

Jim

Jam

Jag

Jog

Jot

Cot

Cost

• Say the word, have students write/make the word

• Change the word by changing a grapheme

• Have the class chorally sound out the new word

• After you have gone through 20 words have class break into pairs for peer tutoring 5 minutes each suggested

(Rathvon,2008)

Can be implemented as either a parent-child or student-student matching higher ability with lower ability students

Determine a nonverbal signal that indicates that the reader would like to read alone

Time for ten minutes Begin reading out loud simultaneously when student indicates

that they want to read alone then they read independently Error corrections when reading together and alone are the

same Error correction show child the word they missed give correct

word- student repeats word and then rereads the whole sentence

Errors include omissions, additions, wrong word and hesitations of more than 3 seconds

(Rathvon,2008, Interventioncentral.com)

Strategy for teaching multi-syllable decoding

One rule of syllabication is taught ◦ The need to create a separate syllable for each

vowel, or vowel pair (ee, ai, a-e, etc)

Materials needed include ◦ List of words,

◦ overheard/dry erase board etc

◦ Paper or dry erase boards for students

(Rathvon, 2008)

Step 1- read the word aloud ◦ Tell them you are teaching a way for reading

complex words by dividing them up

◦ Write a multisyllabic word on board or overheard and pronounce it “Finish”

Step 2 - explain the words meaning ◦ Have students give meaning or explain word

meaning

Step 3- orally divide syllables ◦ Tell the students the number of syllables in a word. ◦ Say the word again while raising one finger at a time to

count the syllables ◦ Explain the syllable rule and show how the word is

divided into syllables ◦ Explain that each letter can only go into one syllable correct – fin ish incorrect - fin nish

◦ Explain sounds in the syllable must match sounds in the whole word Must say “ fin ish” not “fine ish”

Step 4 – match the pronounced form of each syllable to it’s spelling ◦ Pronounce each syllable while pointing to the syllable,

have students do the same

(Rathvon, 2008)

Step 5 – blend the syllables to say whole word ◦ Pronounce the whole word, pointing to the syllables

as you do so

◦ Present a few more examples to the whole class that are increasingly difficult

◦ Accept different ways to divide words as long as each part has only one syllable (ex. Fi nish)

◦ Divide class into pairs with similar reading skills give each pair the a set of words and have them do the steps together

◦ Circulate to provide corrective feedback as needed

(Rathvon, 2008)

Go over known prefixes and suffixes and provide visual

D-Discover the content

I- Isolate the prefix con traction

S-Separate the suffix con trac tion

S- Say the stem

E- Examine the stem tra c ( con tra c tion)

C- Check with someone

T- Try the Dictionary (Rathvon,2008)

Rule 1 ◦ If a stem begins with a vowel separate the first two letters

from the rest and pronounce them mal ad just ed ◦ If a stem begins with a consonant separate first three

letters and pronounce them Pre his tor ic ◦ Pronounce the stem by saying the dissected parts if you

can read the stem add prefix and suffix if still unable proceed to rule 2

Rule 2 ◦ Isolate first letter of the stem and then follow previous rule

of twos and threes try to pronounce again

Rule 3 ◦ If two vowels appear together in a word pronounce both

vowel sounds. If that doesn’t sound right pronounce one at a time until it sounds right

(Rathvon, 2008)

Don’t exaggerate what happened.

Ex agger ate Ex ag ger ate

Scientist warn that we must stop global warming before it becomes irreversible.

Ir revers ible ir re vers ible Ir re ver s ible

The army was located in an untenable place and had to retreat.

Un ten able

Sound Blending Activity!



◦ Phonological Awareness/Decoding

◦ Fluency ◦ Comprehension and Vocabulary



Fluency- Reading words automatically rather than reading slowing and pausing between individual letter sounds (Joseph, 2006)

Strong relationship to overall comprehension (Daly, Chafouleas, & Skinner, 2005; Joseph, 2008; Rathvon, 2008)

Related to work completion and academic achievement (Rathvon, 2008)

Associated with increased reading enjoyment and exposure (Daly et al., 2005; Rathvon, 2008).

Fluency deficits are an early indicator of reading problems (Rathvon, 2008).

Grade Level of

Material

Level Words correct

per minute

Errors per

minute

Frustrational < 40 > 4

1st-2nd Instructional 40-60 4 or less

Mastery > 60 4 or less

Frustrational < 70 > 6

3rd-6th Instructional 70-100 6 or less

Mastery > 100 6 or less

(Shapiro, 2004)

Traditional flashcard drill and practice (Joseph, 2006, 2008)

Interspersal of known and unknown words (Joseph, 2006)

Incremental rehearsal (Joseph, 2006, 2008)

Repeated readings (Joseph, 2006, 2008)

Phrase drill with repeated reading (Joseph, 2006, 2008)

Listening while reading (Joseph, 2006, 2008)

Readers theater (Joseph,

2006)

Multiple exposure/multiple context (Joseph, 2006)

Listening preview with key word discussion (Rathvon, 2008)

Parents as reading tutors (Rathvon, 2008)

Paired reading (Joseph, 2006; Rathvon, 2008)

Typically 10-20 flashcards

The instructor models reading the word printed on the flashcard

Student reads the word on the flashcard

Once all words have been modeled, trials are repeated, without modeling.

(Joseph, 2006, 2008)

Based on reinforcement- experience of success reading words accurately, more likely to make future attempts.

Flashcards with known and unknown words are presented (ratios between 50/50 and 90/10 have been proposed)

Repeat trials until student achieve mastery

(Joseph, 2006)

Provides opportunities to practice learning content by interspersing 10% unknown content with 90% known/mastered content.

10 unknown words and 9 known words are identified and printed on flashcards.

1 unknown word: 1st known word, 1st unknown word: 1st known word, 2nd known word, 1st unknown: 1st, 2nd, 3rd known... etc.

Rotate in learned words as new “known” words once used in full sequence

(Joseph, 2006, 2008)

Increases oral reading fluency- reading accurately, quickly, and with expression.

Use 50-300 word passages with 85% words read correctly in the initial reading

Read passage in one minute, instructor records errors (words read correctly)

Reading is repeated until passages can be read at 100 words correct per minute.

(Joseph, 2006, 2008)

Used with Repeated Reading

A type of corrective feedback procedure

Instructor highlights errors made in one minute.

Instructor models correct reading of errors.

Student reads each error word/sentence 3 times correctly.

(Joseph, 2006, 2008)

Good strategy for students who read many words inaccurately and at a slow rate.

Student follows along in passage as instructor reads aloud.

Following listening, child is asked to reread the same passage aloud.

(Joseph, 2006, 2008)

Children read scripts in the context of a play

Emphasizes proper inflection and understanding of meaning

Good for younger children

(Joseph, 2006)

Purpose: teach children to read words in and out of connected text

Use a high interest book series that progresses in difficulty

◦ Establish baseline of known and unknown words by reading a story unassisted. Instructor records known and unknown words on index cards

◦ Student learns unknown words through evidence-based techniques (word boxes, word sorts, flash card drills, etc.)

◦ Mastered words are placed in word bank

◦ Student rereads chapter

◦ Performance is recorded

◦ Process repeats until chapter is mastered (Joseph, 2006)

• At beginning of instruction, identify 10-12 key words from the reading

Read words and have students repeat chorally

Explain word meanings

Read the selection aloud while students follow silently

Students work with partners and take turns reading the same selection, one paragraph at a time. The more advanced reader should read first.

Students complete a worksheet with 5-8 comprehension questions

Review as a class and have students correct errors (Rathvon, 2008)

Home-based reading intervention

Parents are trained to implement ◦ four minutes of tutoring, using simple error

correction (substitutions, omissions, additions, and hesitations >4 seconds)

◦ 6 minutes of repeated reading of tutored material

◦ 1 minute read from beginning, record WCPM score to progress monitor

(Rathvon, 2006)

After 4th grade, difficulty with fluency is primarily a result of deficits in the ability to recognize sight words

Older students should read between 120-170 words correctly per minute

Older students need more organized opportunities to read texts at their instructional and mastery levels

Repeated Reading has demonstrated gains in sight-word knowledge in older students

(Denton & Vaughn, 2010)






The primary reason we read is for comprehension

Pre-reading/Previewing Strategies

During-Reading Strategies

Post-Reading Strategies

Combined Strategies

Clarify the purpose of reading

Allow for access to prior knowledge related to the material

TELLS—(Title—Examine—Look—Look—Setting)

Preteach vocabulary

Preteach concepts

Choose reading material and permit student choice of material

Promote frequent/sustained reading

Consider story grammar for fictional text

Outline/strategy guide for expository text

Strategic note-taking

Timelines/flow charts

Conflict charts

Visualization

Summarization

Question-and-answer relationship training

Strategic note-taking

SQ3R (Survey, Question, Read, Recite, Restate)

Multipass

POSSE (Predict, Organize, Search, Summarize, & Enhance)

Rewards

Phonological Awareness/Decoding ◦ Curriculum Based Measures

Fluency ◦ Curriculum Based Measures

Comprehension ◦ Story Retell

◦ Retell Fluency Measure

◦ Comprehension Questions

◦ Rate of Comprehension

To improve reading instruction for all: Observe instruction to determine if effective teaching

principles are being used and to what extent

Aid teachers in understanding how to systematically implement the principles and identify areas in which they can use them.

Encourage the implementation of evidence-based curriculum

(Joseph, 2006)

To improve decoding and fluency: Work with educators to include explicit instruction in

these skills

Encourage peer tutoring and other types of assisted reading programs to increase student opportunities

Provide educators with information on what constitutes evidence-based interventions

Facilitate the systematic inclusion of reading fluency exercises

Collaborate with educators and administrators to develop data recording charts and goal-attainment scales

(Joseph, 2006)

To improve comprehension: Work with educators and parents to implement

comprehension strategies suited to student needs

Facilitate direct teaching of strategies in multiple contexts

Help educators systematically implement and evaluate reading comprehension interventions

Help educators and parents plan for additional practice sessions with comprehension

Work with educators in other academic areas to use comprehension strategies

Share in the development of self-monitoring data recording procedures

(Joseph, 2006)






Documents

Janel Calderone Caitlin Sjöstrand Linda Spriggs