EVIDENCEBASED PRACTICES FOR TEACHING READING SUSAN FARRA DIVERSE
EVIDENCE-BASED PRACTICES FOR TEACHING READING SUSAN FARRA DIVERSE LEARNERS BRANCH KENTUCKY DEPARTMENT OF EDUCATION 2013 ANNUAL CEC CONFERENCE
REPEATED READING • • Evidence-based strategy designed to increase both reading fluency and comprehension (**What is the connection between reading fluency and comprehension? ) Effective for students in elementary, middle or high school settings Effective for both nondisabled students and students with learning disabilities Students read and re-read a selected short passage until they reach a satisfactory level of fluency.
RESEARCH ON REPEATED READING Therrien, W. J. (2004). Fluency and Comprehension Gains as a Result of Repeated Reading. Remedial and Special Education, 25(4), 252 -261 • • Meta-Analysis of 18 studies, spanning 1977 -2001. Subjects: Students ranging 5 to 18 years old, school aged students with learning disabilities. Findings: Repeated reading improved the reading fluency and comprehension of students with and without learning disabilities. Improved reading fluency and comprehension not only on passages with which students used the strategy, but also with new passages.
ESSENTIAL ELEMENTS OF EFFECTIVE REPEATED READING 1. 2. 3. Teacher/adult determines preset level of fluency and selects reading passage on that level. (Passage should be no less than 50 words. ) Teacher/adult administers one-minute timed reading probes prior to or at beginning of intervention session. Directly before the timed reading probe is administered, teacher/adult cues student before reading the passage to focus on either reading for speed or reading for comprehension, or both. One minute timed reading probe: With the assistance of a watch or timer, student reads selected passage aloud to teacher/adult for one minute. Teacher/adult notes errors: (omissions, additions, substitutions) and marks the last word student read of the passage.
ESSENTIAL ELEMENTS OF REPEATED READING (CONTINUED) 4. 5. 6. After the one-minute timed reading probe, teacher/adult shares results of one-minute timed reading probe with student and reviews student’s fluency progress. With the student, teacher/adult records number of words read correctly per minute on graph or progress chart. If accuracy is a concern, the number of errors can also be recorded on graph or progress chart. During the intervention’s practice portion of the session, teacher/adult provides modeling, corrective feedback, and praise. Student reads and practices the same reading passage with the teacher/adult for 3 -4 consecutive intervention sessions.
Hasbrouck, J. & Tindal, G. A. . (April 2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636 -644. Oral reading fluency norms, grades 1– 4 Fall WCPM Winter WCPM Spring WCPM 81 47 23 12 6 111 82 53 28 15 Grade Percentile 1 90 75 50 25 10 2 90 75 50 25 10 106 79 51 25 11 125 100 72 42 18 142 117 89 61 31 3 90 75 50 25 10 128 99 71 44 21 146 120 92 62 36 162 137 107 78 48 4 90 75 50 25 10 145 119 94 68 45 166 139 112 87 61 180 152 123 98 72 WCPM: Words correct per minute
Hasbrouck, J. & Tindal, G. A. . (April 2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636 -644. Oral reading fluency norms, grades 5 -8 Grade Percentile Fall WCPM Winter WCPM Spring WCPM 5 90 75 50 25 10 166 139 110 85 61 182 156 127 99 74 194 168 139 109 83 6 90 75 50 25 10 177 153 127 98 68 195 167 140 111 82 204 177 150 122 93 7 90 75 50 25 10 180 156 128 102 79 192 165 136 109 88 202 177 150 123 98 8 90 75 50 25 10 185 161 133 106 77 199 173 146 115 84 199 177 151 124 97 WCPM: Words correct per minute
JIGSAW DISCUSSION STRATEGY • • • Jigsaw strategy may be used class-wide with students broken down into small groups. Focuses on reading comprehension and understanding of content. In small groups, each student will read a particular section of a written piece or will read one of several articles on a similar theme or topic. Students then present to their group on the section/article they read and facilitate discussion with their group on important points of their piece/article. Advantage: Students take ownership by reading a small amount of text carefully and then teaching what they have learned to others. Students become the teachers! Advantage: The smaller amount of text can help keep struggling readers from feeling overwhelmed. Understanding of content is reinforced through the group discussion.
CAUTION! When using the jigsaw strategy, it is important that each section of an individual piece of text be independent and stand apart from earlier portions so that each student can understand what he or she is reading without needing to read the earlier sections of the piece. Harvey, S & Goudvis, A. (2007). Strategies that Work: Teaching Comprehension for Understanding and Engagement. Portland: Stenhouse Publishers. 2 nd edition, p. 54.
JIGSAW STRATEGY VIDEO http: //www. pd 360. com/index. cfm? Content. Id=59 (9: 18)
READING COMPREHENSION STUDY MIDDLE SCHOOL (PACT) Stage One • • Random Assignment of 8 th graders 27 social studies classes taught by 5 teachers Stage Two • Teacher’s classes were randomly assigned to a condition. • Comparison Condition 11 classes (119 -126 students) • Intervention Condition 16 classes (203 -218 students)
PACT STRATEGY PROMOTING ACCELERATION OF COMPREHENSION AND CONTENT THROUGH TEXT FIVE COMPONENTS USED OVER THE COURSE OF A 10 -DAY UNIT 1. COMPREHENSION CANOPY: An overarching question is introduced on day one and reviewed each day as new knowledge is gained. 2. ESSENTIAL WORDS: Four to five key terms are introduced and then reviewed throughout the unit. 3. KNOWLEDGE ACQUISITION: Each day, students read in various settings (whole class, small group, paired, and individually) and record notes from their readings and teacher presentations in a log. 4. TEAM BASED LEARNING (TBL) COMPREHENSION CHECK: Students complete regular multiple choice and open-ended knowledge checks. Students then complete the questions on their own and then verify their answers in groups, using resource materials to answer questions, when necessary. 5. TBL KNOWLEDGE ACQUISITION: At the end of a unit, students engage in debate, requiring students to use textual evidence, think critically, evaluate team member’s contributions, synthesize perspectives, present a final written product to entire class, and respond to feedback.
TURN AND TALK ACTIVITY (PACT STRATEGY) You will be teaching a 10 -day unit on one of the topics below (or a topic of your own choosing). At your table, please develop one overarching question (comprehension canopy), 4 -5 essential words (key terms), 2 multiple choice questions, and one open-ended question for that unit. Examples of Unit Topics: • Astronomy (sun, moon, stars, planets) Oceanography (waves, tides, ocean life) Weather Dinosaurs The Civil War Ancient Egypt; Ancient Greece; Ancient Rome American Revolution; French Revolution; Russian Revolution; Industrial Revolution Art: Italian Renaissance period, Impressionism, Pointillism, Realism Music: Baroque period, Classical, Romantic period, Contemporary Pick your own! • • •
RESEARCH ON PACT STRATEGY (STUDY CITATION) Vaughn, S. , Swanson, E. A. , Roberts, G. , Wanzek, J. , Stillman-Spisak, S. J. . , Solis, M. , & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77 -93. RESULTS The study reported, and the “What Works Clearinghouse” verified, that students in the classrooms where teachers used the PACT intervention for social studies instruction preformed significantly better than students in the comparison condition classrooms in two measured outcomes of reading comprehension (i. e. , the Gates-Mac. Ginitie Reading Comprehension Subtest, Fourth Edition and the ASK Reading Comprehension in Social Studies subtest).
WORD IDENTIFICATION STRATEGY UNIVERSITY OF KANSAS LEARNING STRATEGIES • Provides a practical and efficient strategy to help struggling readers successfully decode and identify unknown words in their reading materials • Based on the principle that most words in the English language can be pronounced by identifying prefixes, suffixes, and stems (i. e. , roots) and by following three short syllabication rules. • Comprised of a set of steps students use to decode multisyllabic words, such as words they find in secondary science and social studies textbooks. • Requires training conducted by certified Strategic Instruction Model (SIM) instructors. Strategy materials are available through the training.
RESEARCH ON THE WORD IDENTIFICATION STRATEGY • Study cited on the University of Kansas Center for Research on Learning’s website states, “students made an average of 20 errors in a passage of 400 words before learning this strategy. Having learned the Word Identification Strategy, students reduced their errors to an average of three per 100 words. Reading comprehension increased from 40 percent on the pretest to 70 percent on grade-level passages. • http: //www. ku-crl. org/sim/strategies/wordid. shtml crl@ku. edu (785) 864 -4789 • •
STAGE 1 -PRETEST AND MAKE COMMITMENTS Goals: • To obtain a measure of each student’s skills at identifying prefixes and suffixes. • To obtain a measure of each student’s word decoding skills. • To obtain a measure of each student’s comprehension of written material. • To obtain each student’s commitment to learn a strategy for decoding words. • To offer a commitment to each student to facilitate his/her learning.
STAGE 2: DESCRIBE Goals: To provide students with a description of the following: 1. Rationales for learning the Word Identification Strategy. 2. General characteristics of situations where students will be able to apply the strategy. 3. Example situations where students can use the strategy. 4. The results students can expect after learning the strategy. 5. The steps of the strategy.
DISSECT STEPS OF THE WORD IDENTIFICATION STRATEGY 1. 2. 3. 4. 5. 6. 7. D: Discover the context I: Isolate the prefix S: Separate the suffix S: Say the stem E: Examine the stem C: Check with someone T: Try the Dictionary
STAGE 3: MODEL Goals: • To demonstrate the Word Identification Strategy in its entirety wile “thinking aloud, ” so students can witness all of the processes involved. • To involve students in the demonstration to check their understanding of the cognitive processes involved.
STAGE 4: VERBAL PRACTICE Goals: • To ensure that each student understands the concepts and processes involved in using the Word Identification Strategy. • To ensure that each student memorizes the strategy steps to a criterion of 100% correct performance.
STAGE 5: CONTROLLED PRACTICE AND FEEDBACK Goals: • To ensure that the student masters the Word Identification Strategy in controlled materials (i. e. , materials at the student’s reading level). • To build students’ confidence as strategic learners.
STAGE 6: ADVANCED PRACTICE AND FEEDBACK Goal: • To ensure that the students master the Word Identification Strategy in materials written at levels above their reading ability, and, ideally, in materials used in their mainstream classes.
STAGE 7: POSTTEST AND MAKE COMMITMENTS GOALS: • To obtain a final measure of each student’s worddecoding skills. • To obtain a final measure of each student’s comprehension of written material. • To celebrate progress. • To obtain each student’s commitment to learn to use the strategy in a variety of situations and circumstances. • To give students your commitment to facilitate their generalization of the strategy.
STAGE 8: GENERALIZATION • PHASE 1: Orientation (To make the student aware of the necessity of applying the strategy in a purposeful manner to meet relevant setting demands. To make students aware of situations and circumstances in which the strategy can be used. To ensure students prepare cue cards and affirmation cards. ) • PHASE 2: Activation (To ensure that students use the strategy in a variety of settings and circumstances. To build the students’ self-confidence as strategic learners. • PHASE 3: Adaptation (To ensure that students are aware of the cognitive strategies imbedded in the Word Identification Strategy. To ensure that students become of aware of the situations and circumstances to which parts of the strategy can be adapted for use. To give students practice in adapting the strategy. To build the students’ confidence as generalized strategy users. • PHASE 4: Maintenance (To ensure students do not forget the steps of the strategy and to ensure that students continue to use the strategy correctly over time. )
THE HOWARD STREET MODEL Developed in Chicago, Illinois • One-to-one tutoring session, but can be adapted easily for small groups. Three Part Session 1. Guided reading practice on student’s instructional level (modeling, guided practice, correction, and praise). 2. Word Study Activities (e. g. , spelling test, card matching activity to teach word families) 3. Reading for fluency on student’s independent instructional level. •
HOWARD STREET MODEL VIDEO http: //www. pd 360. com/index. cfm? Content. Id=522
ADDITIONAL RESEARCH-BASED READING STRATEGIES Choral Reading to Build Reading Fluency 1. 2. 3. 4. 5. 6. 7. 8. Reading aloud in unison with a whole class or group of students. Choose material that the student can read—poems, song lyrics or picture books. Begin with simpler pieces until students are familiar with the procedure. Select a poem, song lyric, or text from a book that contains words that will come alive when read aloud (i. e. , descriptive words, alliteration, vivid verbs, or rhyming words) Introduce the selection to the students by reading it aloud while they follow along silently. Have everyone read through the selection aloud in unison at least one time. Ask different groups of students to take turns reading lines, stanzas, or paragraphs of the poem together. Group readers into boys and girls, brown eyes and blue eyes, odd number birthdays and even number birthdays, or odd number birth month and even number birth month. Dowhower, S. L. (l 987). Effects of repeated reading on second-grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22(4), 389– 406. Pikulski, J. J. , & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510– 519. .
ADDITIONAL RESEARCH-BASED READING STRATEGIES • Radio Reading/Reading Theater Students build reading fluency by rehearsing scripts of a play, news item/current event, or high-interest story. • The student practices the story or script and then reports to the class. • Emphasis is placed on the student getting across the important points of the story or script.
ADDITIONAL RESEARCH-BASED READING ACTIVITIES • Oral Previewing: Teacher models reading a passage prior to student practice. • Imitative/Echo Reading: Similar procedure to oral previewing, but the students echo or imitate what the teacher has read after the teacher has provided a model. Henk, W. A. , Helfeldt, J. P. , & Platt, J. M. (1986). Developing reading fluency in learning disabled students, Teaching Exceptional Children, 18(3), 202 -206. Mastropieri, M. A. , Leinart, A. , & Scruggs, T. E. (1999). Strategies to increase reading fluency. Intervention in School and Clinic, 34, 278 -283. Mathes, P. G. , Simmons, D. C. , and Davis, B. I. (1992). Assisted reading techniques for developing reading fluency. Reading Research and Instruction, 31(4), 70 -77.
- Slides: 30