1 deborah c. simmons january, 2003 oregon reading first reading programs: comprehensive,...
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Deborah C. SimmonsJanuary, 2003
Oregon Reading FirstOregon Reading First
Reading Programs: Comprehensive,
Supplemental, and Intervention
Reading Programs: Comprehensive,
Supplemental, and Intervention
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ContributorsContributors
Edward J. Kame’enui, Roland H. Good, III, Katie Tate, Josh Wallin, Bethel School District, and a host of doctoral students
Institute for the Development of Educational Achievement (IDEA), University of Oregon
With appreciation to:
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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
Selected Materials Developed by
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“To provide assistance to State educational agencies and local educational agencies in establishing reading programs for students in kindergarten through grade 3 that are based on scientifically based reading
research to ensure that every student can read at grade level or above not later than the end of grade 3.”
NCLB, 2001, Part B, Sec. 1201.
Purpose of Reading First
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What This Means for Your
School/District
What This Means for Your
School/District
• You do not need to specify a program(s) in your application.
• You must agree and document that you will select and implement scientifically based reading programs based on analyses conducted by the Oregon Reading First Center.
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•One size does not fit all—period!
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“This is the last reading program you’ll
ever need.”
“You’ve tried the rest, now try one that
works.”
“This is the last reading program you’ll
ever need.”
“You’ve tried the rest, now try one that
works.”
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Reading Program Evaluation
Reading Program Evaluation
• If the present reading program in a district is not successful with a large number of students, that district needs to consider either:
– selecting a new core reading program
– modifying its existing program (most difficult!)
–Check Implementation Before Doing Instructional Overhaul !
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Features of SBRR Programs
Features of SBRR Programs
•Scientifically based reading programs must align with the science and high quality instructional design.
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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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Instructional Design
Instructional Design
• Features of well-designed programs include:– explicit instructional strategies
• prior programs characterized as incidental and implicit
– systematic coordinated instructional sequences• avoid POP
– ample practice opportunities• teach before assess
– sufficient instruction and review of high priority skills• enough of the right stuff
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The Process: What Oregon Reading First Center Will DoThe Process: What Oregon
Reading First Center Will Do
• Evaluate programs to determine their areas of strength and weakness according to the big ideas in beginning reading
• Provide a menu of options from which schools/districts will select
• Assist in the program selection process that fits the needs of individual schools
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The Process: What You Will Do
The Process: What You Will Do
• Evaluate menu of program options to determine their areas of strength and weakness according to the big ideas in beginning reading
• Study and select programs that fit the needs of learners in your respective schools
• Schedule and provide sufficient professional development to ensure high quality implementation
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System of Instructional Programs
System of Instructional Programs
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Comprehensive (Core) Reading Programs
Supplemental Reading Programs
Intervention Reading Programs
Classification Process: Determine Purpose
Classification Process: Determine Purpose
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Classify Other ProgramsWhat is the purpose of the program?
1. Comprehensive (incomplete)2. Supplemental3. Intervention
ComprehensiveReading Program
Evaluation
SupplementalReading Program
Evaluation
Comprehensive(incomplete)
Supplemental
Intervention
C
InterventionReading Program
Evaluation
Core
Core
Classify Programs1
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Comprehensive Reading Programs
Comprehensive Reading Programs
• Purpose: – to provide sufficient instruction in the core
components of reading– instruction should enable the majority of
student to meet or exceed grade-level standards on all the key elements
– Serves as the primary reading program for the school within and between grades (k-3)
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Why Adopt A Comprehensive Reading
Program?
Why Adopt A Comprehensive Reading
Program?
• Why: – Increases continuity, coherence, and community of
effort within and between grades (all teachers are aware and working toward the same goals)
– Creates more “buying power” regarding professional development
– Affords greater differentiation of instruction for children (can share children within and between grades)
– Reading instruction is rocket science (Moats, 1999) and expecting teachers to construct and instruct is unreasonable and too important to leave to chance.
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There is no it!but there are classes of its, programs that have enough...
There is no it!but there are classes of its, programs that have enough...
Evaluation ProcessEvaluation Process
Classify as
(Core)Program
(Core)Reading Program
Evaluation
Using Consumer’s Guide
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The Consumer’s Guide to Core Reading Programs
The Consumer’s Guide to Core Reading Programs
• Why Developed: To assist states, districts and schools in their selection of research-based tools
• When Developed: As part of National Center to Improve the Tools of Educators agenda (1990-2000)
• Purpose: To provide a means to qualify and quantify the strengths and areas of improvement.
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Criteria Used to Evaluate
Criteria Used to Evaluate
• Programs Evaluated by Grade• Within Grade by Big Idea• Criteria Drawn from Research Based in
Effective Interventions and Science of Reading
• Using the following criteria for each critical element: = Element consistently meets/exceeds criterion
= Element inconsistently meets/exceeds
= Element does not satisfy the criterion
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K - Phonemic Awareness Example Items (11 Criteria)
K - Phonemic Awareness Example Items (11 Criteria)
• Teaches skills explicitly & systematically
• Focuses on segmentation or the combination of blending and segmenting (NRP pp. 2-41)
• Adds letter sound correspondence instruction to PA after students demonstrate early PA
• Starts with larger linguistic units and proceeds to smaller units (phonemes)
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Summary of Kindergarten Ratings
Summary of Kindergarten Ratings
Phonemic Awareness Instruction
Letter-Sound Association Instruction
Decoding Instruction
Irregular Words Instruction
Listening Comprehension Instruction
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1 - Decoding & Word Recognition
Example Items (9 Criteria)
1 - Decoding & Word Recognition
Example Items (9 Criteria)
• Progresses systematically from simple word types and word lengths and word complexity to more complex words (NRP p. 2-132)
• Models (provides explicit instruction) at each of the fundamental stages of instruction.
• Sequences words strategically incorporating known letter sounds
• Provides initial instruction in controlled connect text in which students can apply new skills with high levels of success.
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Summary of First Grade Ratings
Summary of First Grade Ratings
Phonemic Awareness Instruction
Decoding & Word Recognition Instruction
Irregular Words Instruction
Passage Reading Instruction
Reading Comprehension Instruction
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2 - Fluency & Passage ReadingExample Items (6 Criteria)
2 - Fluency & Passage ReadingExample Items (6 Criteria)
• Introduces fluency practice (repeated readings) after students are accurate on text ((NRP 3-28)
• Builds toward a 90 word per minuet fluency goal by the end of grade 2.
• Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency (NRP pp. 3-28)
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Summary of Second Grade Ratings
Summary of Second Grade Ratings
Decoding & Word Recognition Instruction
Irregular Words Instruction
Vocabulary & Concept Instruction
Passage Reading - Fluency Instruction
Reading Comprehension Instruction
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Summary of Third Grade Ratings
Summary of Third Grade Ratings
Decoding & Word Recognition Instruction
Vocabulary and Concept Instruction
Passage Reading - Fluency Instruction
Reading Comprehension Instruction
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3 - Reading Comprehension Example Items (13 Criteria)3 - Reading Comprehension Example Items (13 Criteria)
• Provides a range of examples for initial teaching and practice.
• Continues skill or strategy instruction across several instructional sessions to illustrate the applicability and utility of the skill or strategy.
• Cumulatively builds a repertoire of multiple strategies that are introduced, applied, and integrated with appropriate texts.
• Explicitly teaches: story structure, summarization, etc.
Evaluate “Other” Variables
Evaluate “Other” Variables
EFFECTIVEINSTRUCTION
PROFESSIONALDEVELOPMENTASSESSMENT
LEADERSHIP
SCIENTIFICALLY BASEDREADING PROGRAMS
Scientifically BasedReading Programs
FIT WITH SCHOOL
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Supplemental Reading Programs
Supplemental Reading Programs
• Purpose: to provide additional instruction in one or more areas of reading
• Examples:– phonemic awareness programs– fluency building programs– comprehension strategy programs
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Intervention Reading Programs
Intervention Reading Programs
• Purpose: to provide additional instruction to students performing below grade level
• Examples:– stand-alone intervention programs– in-program intervention programs
components of core programs
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Effective Reading Interventions
Effective Reading Interventions
• 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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Effective Reading Interventions
Effective Reading Interventions
• 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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Timeline of EventsTimeline of Events
• March: Submit application indicating willingness to select and implement approved comprehensive, supplemental, and intervention programs.
• Late spring/summer: Study and select a comprehensive reading program from menu (unless a satisfactory program is currently adopted)
• Summer/early fall: Secure program specific professional development.
• Late spring-Year 01: Select supplemental & intervention programs.