Oregon Reading First Review of Supplemental and Intervention Programs: Summary by Essential Component Reading Comprehension Edward J. Kame’enui, Ph. D

Oregon Reading FirstOregon Reading FirstReview of Review of

Supplemental and Intervention Programs:Supplemental and Intervention Programs:Summary by Essential ComponentSummary by Essential Component

Reading ComprehensionReading Comprehension

Edward J. Kame’enui, Ph. D. & Edward J. Kame’enui, Ph. D. &

Patricia Ann Travers, Ed. S.Patricia Ann Travers, Ed. S.

Oregon Reading First CenterOregon Reading First Center

Kame'enui & Travers © 2004 2

AcknowledgmentsAcknowledgments

Oregon Department of Education

Institute for the Development of Educational

Achievement, College of Education, University of Oregon

U.S. Department of Education, Office of Special

Education Programs

Oregon Reading First Supplemental and Intervention

Curriculum Review Panel


Content DevelopmentContent Development

Content developed by:

Edward J. Kame’enui, Ph. D.Professor, College of EducationUniversity of Oregon

Patricia Ann Travers, Ed. S.Oregon Reading First Regional Consultant Boise State University

Additional support:

Patrick Kennedy-PaineKatie TateUniversity of Oregon


CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Edward J.

Kame’enui or Dr. Deborah C. Simmons.

Selected slides were reproduced from

other sources and original references cited.


Schoolwide:

Each & All

Prevention Oriented Scientifically

Based

Results Focused

IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice


Today’s Focus

IBR Guiding QuestionsIBR Guiding Questions

1. Goals: What outcomes do we want for our students in our state, district, and schools?

2. Knowledge: What do we know and what guidance can we gain from scientifically based reading research?

3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?

5. Core Instruction: What are the critical components that need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?


The objectives of today’s session are to:1. Review items on the Supplemental/

Intervention Consumer's Guide for reading comprehension.

2. Review data on all S/I reading comprehension programs.

3. Discuss overall strengths and weaknesses found in all S/I reading comprehension programs.

4. Provide an overview of selected S/I reading comprehension programs.

Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do


Consumer’s Guide:Consumer’s Guide:Comprehension ItemsComprehension Items

Comprehension Instruction

GradeRating Criterion

K 1 2 3

Initial Instruction Additional Evidence

1. Explicitly teaches criticalcomprehension strategies (e.g. main idea,literal, inferential, retell, prediction) byproviding multiple examples. [NRP, pg.4-126; pp 4-100] (w)

X X X X

2. Teaches background information oractivates prior knowledge to increase astudent’s understanding of what is read.[NRP, pg. 4-108] (w)

X X X X

3. The text for initial instruction incomprehension: (1) begins with text unitsappropriate for the learner; (2) usesfamiliar vocabulary; and (3) uses simplesentences. (w)

X X

4. Uses text in which the main idea orcomprehension unit is explicitly stated,clear, and in which the ideas follow alogical order. (w)

X X

5. Provides guided practice in andsystematic review of criticalcomprehension strategies. [NRP, pg. 4-126; pp. 4-100] (st)

X X X X


Consumer’s Guide:Consumer’s Guide:Comprehension Items (cont.)Comprehension Items (cont.)

Comprehension Instruction

Rating Criterion Grade Initial Instruction Additional Evidence

K 1 2 3

6. Connects previously taught skills andstrategies with new content and text.[NRP, pg. 4-107] (w) and (ss)

X X X X

7. Models and guides the studentsthrough story structure (e.g., setting_____), thinking out loud as elements arebeing identified. [NRP, pg. 4-100] (w)

X X X X

8. Uses story grammar structure as a toolfor prompting information to compareand contrast, organize information, andgroup related ideas to maintain aconsistent focus. [NRP, pg. 4-112] (w)

X X

9. Teaches conventions of informationaltext (e.g. titles, chapter headings) tolocate important information. (w) and(ss)

X X

10. Teaches explicit strategy to interpretinformation from graphs, diagrams, andcharts. (w) and (ss)

X X




Evidence of Sufficient Instructional Evidence of Sufficient Instructional Quality for Comprehension ProgramsQuality for Comprehension Programs

Teaches background information or activates prior knowledge to increase a student’s understanding of what is read.

The text for initial instruction in comprehension: (a) begins with text units appropriate for the learner; (b) uses familiar vocabulary; and (c) uses simple sentences.

Uses text in which the main idea or comprehension unit is explicitly stated, clear, and in which the ideas follow a logical order.


Teaches conventions of informational text (e.g. titles, chapter headings) to locate important information.

Teaches explicit strategy to interpret information from graphs, diagrams, and charts.

Models and guides students through story structure (e.g., setting, problem), thinking out loud as elements are identified.

Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain a consistent focus.

Evidence of Insufficient Instructional Evidence of Insufficient Instructional Quality for Comprehension ProgramsQuality for Comprehension Programs


Name of Program: Little ReadersPublisher: Great Source Education Group (A Houghton Mifflin Company) (1997)

Structure of Materials: 9 sets of Little Readers that include 3 sets each of “Easy” (emergent reader), “Medium” (early reader), and “Difficult” (more skilled reader) levels. Each set contains four stories.

Purpose of Materials: (a) “Designed especially for beginning readers in Kindergarten through early Grade 2”; (b) “Reading instruction begins by the teacher observing the readers in order to determine what they can do; (c) “Instruction can then be scaffolded through selection of text, the approach to reading the text, and the choice of related activities” (p. 1).

Sample Program:Sample Program:Little ReadersLittle Readers


Four Stages:1. Emergent readers: Start to focus on the

match between spoken and written words. Beginning to build a reading vocabulary and can identify some words. Uses pictures to predict meaning.

2. Early readers: Better able to self-correct. Have rapidly growing sight vocabulary and able to read increasingly complex material. Uses pictures to check meaning.

Reader’s DevelopmentReader’s Development


Four Stages:3. Transitional readers: Children who have

become increasingly comfortable with written language. Starting to read more complex, less predictable texts. More independent and can use strategies such as predicting, confirming, and self-correcting on their own.

4. Self-extending: Children using all sources of information in an integrated, flexible manner (Clay). Able to self-correct and can sustain reading of longer, more complex texts.



Approaches to ReadingApproaches to Reading

Four effective approaches to reading can be

placed on a continuum according to level of

support:

1. Reading Aloud: Teacher models the how and

why of reading.

2. Shared Reading: Teacher shares the process

by reading the book aloud as children follow,

then invites children to join in a repeat reading.



3. Guided Reading: A small group context in

which students read for themselves. After

students read the book on their own, the

teacher assists in reviewing and responding to

the story.

4. Independent Reading: When the child reads

material without assistance.


Little ReadersLittle Readers

Strengths Teaches background

information or activates prior knowledge to increase a student’s understanding of what is read. (F)

The text for initial instruction in comprehension:(a) begins with text units appropriate for the learner; (b) uses familiar vocabulary; and (c) uses simple sentences. (F)

Provides guided practice and systematic review of critical comprehension strategies. (P+)

Weaknesses

Fails to connect previously

taught skills and strategies with

new content and text.(E)

Fails to explicitly teach critical

comprehension strategies (e.g.

main idea, literal, inferential,

retell, prediction) by providing

multiple examples. (E+)


Sample Program:Sample Program:Comprehension PlusComprehension Plus

Name of Program: Comprehension PlusPublisher: Modern Curriculum Press (2002) Structure of Materials: Six-level (A-F)

comprehension program that includes a range of text difficulty from 1.0-6.6 for grades 1-6.

Purpose of Materials: (a) “Designed to provide direct instruction in key comprehension skills and reading strategies,” using high-interest fictional stories and informational text, (b) Students are taught the strategies to comprehend written text and are provided practice activities that allow them to apply the skills and strategies in meaningful context.



The reader:

1. Previews text by looking at the title, pictures, and print.

2. Builds background knowledge by activating appropriate prior knowledge through self-question, the vocabulary, and the structure in which the selection is presented.

3. Sets a purpose by asking questions about what s/he wants to learn.

4. Checks understanding of text by paraphrasing.



5. Monitors comprehension by using context clues to figure out unknown words by imagining, inferencing, and predicting.

6. Integrates new concepts with existing knowledge.

7. Summarizes what has been read by identifying the plot of the story or main idea of the text.

8. Evaluates ideas contained in the text.

9. Applies ideas in the text to unique situations.



The teacher:

1. Focuses Instruction: The teacher informs students of the purpose of the lesson.

2. Provides Explanations and Models: The teacher introduces new comprehension skills through questions, demonstrations, or explanations. The skills taught are tied to an underlying strategy. The teacher provides direct instruction on a strategy for each comprehension skill, often using graphic organizers and semantic maps.



3. Guides Initial Practice: The teacher models skills and strategies by introducing vocabulary and has students preview the passage prior to reading the passage. The teacher checks comprehension by asking questions and practicing vocabulary after the student has read the passage.

4. Independent Practice and Application: Students try out the learned strategies on their own and are encouraged to apply their skills and strategies independently.


Comprehension PlusComprehension Plus

Strengths Uses text in which the main

idea or comprehension unit is explicitly stated, clear, and in which ideas follow a logical order. (F)

Explicitly teaches critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) by providing multiple examples. (P+)

Provides guided practice and systematic review of critical comprehension strategies. (P+)

Connects previously taught skills and strategies with new content and text. (P+)

Weaknesses Fails to teach background

information or to activate prior knowledge to increase a student’s understanding of what is read. (E)

Fails to explicitly teach critical comprehension strategies (e.g. main idea, literal, inferential, retell, prediction) by providing multiple examples. (E+)

Fails to teach conventions of informational text (e.g. titles, chapter headings) to locate important information.(E+)


Comprehension PlusComprehension Plus

Strengths Models and guides students

through story structure (e.g., setting, problem), thinking out loud as elements are identified. (P, P+,P+)

Uses story grammar structure as a tool for prompting information to compare and contrast, organize information, and group related ideas to maintain a consistent focus. (P+)

Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (P+)


Sample Program:Sample Program:Discovery WorldDiscovery World

Name of Program: Discovery WorldPublisher: Rigby Structure of Material: 40 nonfiction books and 14 big books

are divided into three levels: Yellow level (emergent readers), Orange level (early readers), and Red level (fluent reader). There are eight books in the Yellow level, sixteen in the Orange level, and sixteen in the Red level.

Purpose of Material: “Teaches children from the beginning of their school experience to understand and use many elements of nonfiction.” Elements include: selecting an appropriate book, using appropriate reading strategies, gaining information from charts and diagrams, and using different text types.



Three Stages Emergent Reader: Through very simple questions and

directions, the text encourages children to interact with the photographs and illustrations. Other elements that are introduced include using a book cover for information and reading simple labels, charts, and diagrams. Four big books are available.

Early Readers: Books progress in difficulty. Elements of nonfiction that are introduced include book covers, headings, labels and captions, charts and diagrams, a simple time line, and alphabetic order. Five big books are available.



3. Fluent Readers: Books review previously taught

elements and introduces more challenging concepts

including: using a glossary, reading scale diagrams,

understanding lists with bullets and icons, using maps

and keys, and following detailed directions. Five big

books are available.


Discovery WorldDiscovery World

Strengths Teaches conventions of

informational text (e.g. titles, chapter headings) to locate important information. (F)

Teaches explicit strategy to interpret information from graphs, diagrams, and charts. (F)

Connects previously taught skills and strategies with new content and text. (P+)

Teaches background information or activates prior knowledge to increase a student’s understanding of what is read. (P+)

Weaknesses

Fails to provide guided practice

and systematic review of

critical comprehension

strategies. (E)

Fails to model and guide

students through a story

structure (e.g., setting,

problem) to think out loud as

elements are being identified.

(E)


Discovery WorldDiscovery World

Strengths

The text for initial instruction in

comprehension:(a) begins with

text units appropriate for the

learner; (b) uses familiar

vocabulary; and (c) uses

simple sentences. (P+)

Uses text in which the main

idea or comprehension unit is

explicitly stated and clear. The

ideas follow a logical order.

(P+)

Documents

Oregon Reading First Review of Supplemental and Intervention Programs: Summary by Essential Component Reading Comprehension Edward J. Kame’enui, Ph. D