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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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Instructional Practice #2:
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.
If incorrect, they were told the word and repeated it.
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Syllable Chunking Intervention
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
Whole Word Reading 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 told the meaning.
Students read the word again by looking at the print.
If incorrect, they were told the word and repeated it.
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Whole Word Reading Intervention
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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Syllable Chunking Intervention
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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
Successful Readers StrugglingReaders
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
Considerations for Use
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
Considerations for Use
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
Successful Readers StrugglingReaders
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.
(Boardman et al., 2008)
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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
Successful Readers StrugglingReaders
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.
Why is it important?
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 guided practice.
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.
Provide guided practice.
Provide supported, independent practice.Provide immediate feedback to students.
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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
(Simmons, Rupley, Vaughn, & Edmonds, 2006)
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.
Why is it important?
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
(Simmons, Rupley, Vaughn, & Edmonds, 2006)
Summarization Steps for Students
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Summarization Steps for Students
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 guided practice.
Provide supported, independent practice.Provide immediate feedback to students.
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?
Summarization Steps for Students
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Summarization Steps for Students
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.
Implications for the Classroom
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Implications for the Classroom
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.
Why is it important?
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.
Provide guided practice.
Provide supported, independent practice.Provide immediate feedback to students.
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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Successful Readers StrugglingReaders
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.
(Boardman et al., 2008)
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)
Instructional Practice #1:
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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.
(Guthrie & Humenick, 2004)
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:
Instructional Practice #2:
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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.
(Guthrie & Humenick, 2004)
Student autonomy refers to students making instructional
decisions
for themselves.
Instructional Practice #3:
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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:
Instructional Practice #4:
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).
(Guthrie & Humenick, 2004)
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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Considerations for Implementation
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.
Considerations for Implementation
( ti d)
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(continued)
Provide professional development and supportto teachers in general education classrooms
to provide classwide interventions.
Considerations for Implementation
( 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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