Goals

You Will Understand: – Reading Assistant– Reading Content & Assignments– Microphone Headsets– Protocol/Student Use– Interventions– Enrollment– Where to go for Support and Data

Scientific Learning

We’ve Given the Computer Ears

Reading

Comprehension

Vocabulary

Fluency

Phonics

Phonemic Awareness

Phonemic AwarenessPhonics

FluencyVocabulary

Comprehension

The NRP’s Fluency Recommendation

READ!– Aloud

– With a helper

– RepeatedlyGuided Oral Reading has been shown in the research to develop

reading fluency National Reading Panel 2000

NationalReading

Panel

REPORT OF THE

TEACHING CHILDREN TO READ

An Evidence-Based Assessment of theScientific Research Literature on Reading

and its Implications for Reading Instruction

Fluency is Measured in WCPM but…Fluency is NOT just about SPEED!

Reading Fluency

Fluency is the ability to read with sufficient ease and accuracy

that the reader can focus attention on the meaning and

message of text.

Building automaticity for larger and larger chunks of text Jay Samuels, Reading Fluency: Its Development and Assessment, 2002 IRA What

Research has to say about Reading Instruction, p.166

Fluency and Comprehension are closely and causally linked

Research over many years has affirmed the high degree of correlation between fluency and comprehension – over 85%

Klauda and Guthrie: “…There is evidence that fluency is both a contributor to and a product of comprehension”

Journal of Educational Psychology 2008, Vol. 100, No.2, 310-321

Word Recognition

Fluency

Comprehension

Fluency & Exams

7th Grade Skill/ability FCAT Performance Level 1 2 3 4 5

% Students at Level 28 21 29 17 6

WPM on FCAT 88 113 122 144 156

Fluency Percentile 7th 25th 45th 82nd 95th

Phonemic Decoding 27th 53rd 63rd 74th 84th

Verbal knowledge/reas. 34th 45th 64th 88th 93rd

1 Schatschneider, Buck, Torgesen, Wagner, Hassler, Hecht and Powell-Smith, A Multivariate Study of Individual Differences in Performance on the Reading Portion of the Florida Comprehensive Assessment Test: A Brief Report , Florida Center for Reading Research, 2004. Page 6

Fluency and the Brain

Multiple oral readings with help build automaticity

Disorganized neural pathways linked to dysfluency

Color Challenge BLUE GREEN PINK BLACK

YELLOW ORANGE RED GREEN BLACK BLUE BLACK ORANGE RED GREEN BLUE RED GREEN YELLOW PINK ORANGE BLACK BLUE BLACK YELLOW

BLUE GREEN PINK BLACK YELLOW ORANGE RED GREEN BLACK BLUE BLACK ORANGE RED GREEN BLUE RED GREEN YELLOW PINK ORANGE BLACK BLUE BLACK YELLOW

Cunningham & Stanovich. (1998) What reading does for the mind. American Educator, Spring/Summer, pp. 8-15. From Anderson,Wilson,& Fileding (1988). Growth in reading and how children spend their time outside of school.RRQ,23,285-303.

Marilyn Jager Adams

GET THEM TO READ MORE!!!

…But wait…HOW and WHAT???

Reading Content

K-3

43 passages

4-5134 passages

6-8152 passages

9-12141 passages

• Covering topics related to the content standards• Spanning a range of readability levelsIncluding many genres: Authentic literature, jokes, predictable fiction, animal fiction, narrative fiction, historical fiction, folktales, speeches, biography, expository non- fiction, poetry and narrative non-fiction

Topical Organization Allows for Multiple Introductions

Vocabulary

Topic Knowledge

Learning

Variety of Genre Allows for Rich Exposure to Text

National Reading Panel on Vocabulary

• Vocabulary should be taught both directly and indirectly

• Repetition and seeing vocabulary words several times is also important. Learning in rich contexts, incidental learning, and the use of computer technology all help children develop larger vocabularies.

• A combination of methods, rather than a single teaching method, leads to the best learning.

Vocabulary Support

National Reading Panel on Comprehension

… reading comprehension is a complex cognitive process that cannot be understood without a clear description of the role that vocabulary development and vocabulary instruction play in the understanding of what has been read.

… comprehension is an active process that requires an intentional and thoughtful interaction between the reader and the text …

… the preparation of teachers to better equip students to develop and apply reading comprehension strategies to enhance understanding is intimately linked to students' achievement in this area….

Comprehension Scaffolds

Protocols

Grade Band Protocol

K-3 20 minutes

4-5 30 minutes

6-8 40 minutes

9-12 40 minutes

5 Times per Week, 5-6 Weeks(Minimum) 24 Intervention Sessions

Let’s talk about headsets!

Examples

RIGHT: To the side of the mouth

WRONG: In front of the mouth

More Examples

RIGHT: Students with breathy/lispy voices may need mic moved further to the side

WRONG: Mic boom should not be straight and/or away from face

Still More Examples

RIGHT: Move mic up rather than down in response to breath noise problems

TOO FAR! Mic not recommended for use as an eye patch

Helpful Strategies

CHECKING: Have students put their hands up to their mouths as shown; mic should be just outside

STORAGE: Store with mic boom bent: makes adjustment for next user easier, reduces wear & tear

BENDING: Grasp as shown to bend – pull with middle, brace with outside fingers

Software Expectations

• Fluency focus– NOT a phonemic program– It responds as a supportive listener would– Words are “Scored” differently

• Common Implementations:– Classroom Fluency Center – Literacy Block– Resource Room– Lab Setting

Hands-On

Hands-On

1. Preview & Read Silently – answer all of the guided reading questions, then you can move on

2. Record My Reading – you must record at least twice (and a third time if you don’t meet the fluency goal)

3. Take the Quiz4. Move to the next selection

Enrolling Students

Expected gain based on per-grade average of national norms collected by Hasbrouck & Tindal (1992) and Edformation (www.edformation.com).

0

5

10

15

20

25

30

Grade 2 Grade 3 Grade 4 Grade 5

Flue

ncy

Gai

n (w

cpm

)

Expected GainControlReading Assistant

(n = 182)

(n = 228)

Average 43% increase in fluency gain over national norms

Average 23% increase in fluency gain over control group

Research Validation

Summary Report

Comprehension

Comprehension

Comprehension

Fluency Report

Trend Line Report

Session Detail

Portfolio

Participant Progress by Selection

Problem Word Report

Flags

FluencyComprehension

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