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Strategies for Understanding and Incorporating the National Reading Panels Five Components of Reading into the Classroom Paraprofessional Conference 2006
Rolling Meadow Duckling Stripes Hatched Waddled Webbed Diving Delicious Hero Story Impressions
Key Word Prediction ,[object Object],[object Object],[object Object],[object Object]
Reading is a Constructive Process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Cook, 1986, 1989) THE READER THE TEXT THE CONTEXT COMPREHENSION STRATEGIES
Schemata ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cognitive Dissonance ,[object Object],[object Object]
Cognitive Dissonance ,[object Object],[object Object],[object Object]
Zone of Proximal Development ,[object Object],[object Object]
4 Stage Model of ZPD
Gradual Release of Responsibility  Model of Instruction Responsibility:All Teacher Responsibility:All Student P.D. Pearson and M.C. Gallagher, Contemporary Educational  Psychology 8, 1983; Farotrup & Samuels, 2002 Direct Instruction   I do it. Teacher Models the strategy use Guided Practice: We do it. Pairs/ Homework Partners Individuals    You do it. Assessment M O D E  L  I N G
Reversing the Lesson Triangle Historical design   Current design Assignment Read Discussion   to see if students read and if they remember & understand the proper concepts Frontloading pre-reading activities: discussion, prediction, questioning, brainstorming, vocabulary Guided Active Silent Reading Discussion to clarify, reinforce & extend
An Effective  Text-Centered Lesson Vacca and Vacca,  Content Area Reading,  2002 Post-reading Reader-text interactions Pre-reading Rationale Instructional Sequence Before reading During reading After reading To establish purpose, activate background, sustain motivation, & provide direction To prompt an active response to reading To extend & elaborate ideas from the text Instructional Framework
Review of the NRP 5 Components ,[object Object],[object Object],[object Object],[object Object],[object Object]
Phonemic Awareness ,[object Object],[object Object],[object Object]
Examples of Phonemic Awareness Skills  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Phonemic Awareness (PA) is important because: ,[object Object],[object Object],[object Object]
Phonemic Awareness (PA) is difficult because: ,[object Object],[object Object],[object Object]
Best Results: Phonemic Awareness instruction should only be 10-15 minutes per day of your reading instruction.  Explicitly teach lessons with small groups of children.
Assessing PA ,[object Object],[object Object],[object Object]
Let’s Practice ,[object Object],[object Object],[object Object]
Phonics, Decoding and  Alphabetic Principle ,[object Object],[object Object],[object Object],[object Object]
Regular Word Reading ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Progression of Regular Word Reading
Phonics Can feel  like a Foreign Language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
English Language Smorgasbord! ,[object Object],[object Object],[object Object]
Best Way to Teach Phonics!
Fluency with Text ,[object Object],[object Object],[object Object]
Are You a Fluent Reader? Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer In waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a tatol mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mind deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig, huh?
Why is Fluency important?   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How to Teach Fluency
Other Ideas for  Teaching Fluency ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
Vocabulary Vocabulary Development : The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. As a learner begins to read, reading vocabulary is mapped onto the oral vocabulary the learner brings to the task.
Meaningful Differences ,[object Object],[object Object],[object Object]
Actual Differences in Quantity of Words Heard In a typical hour, the average child would hear: Welfare: 616 words Working Class: 1,251 words Professional: 2,153 words Actual Differences in Quality of Words Heard Professional: 32 affirmations, 5 prohibitions Working Class: 12 affirmations, 7 prohibitions Welfare: 5 affirmations, 11 prohibitions (Hart & Risley, 1995)
Cumulative Vocabulary Children from professional families: 1100 words Children from working class families: 700 words Children from welfare families: 500 words
Cumulative Vocabulary Experiences Words heard per hour Words heard in  a 100-hour week Words heard in  a 5,200 hour year 4 years Welfare 616 62,000 3 million 13 million Working Class 1,251 125,000 6 million 26 million Professional 2,153 215,000 11 million 45 million
Variation in the Amount of Independent Reading ,[object Object]
How to Teach Vocabulary
Comprehension ,[object Object],[object Object],[object Object]
Readers Who Comprehend ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The National Reading Panel recommends: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Causes of Reading Comprehension Failure (Kame'enui & Simmons, 1990) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teaching Comprehension
6 Reading Comprehension  Instruction Techniques ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Research Based
 
Kids need books they can read! ,[object Object],[object Object],[object Object]
Reading Levels Reading Level    Word   Comprehension   Recognition Independent    95%   95% Instructional   90%   80-90% Frustration   below 90%  below  80%

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Strategies for Incorporating the National Reading Panels Five Components of Reading into the Classroom

  • 1. Strategies for Understanding and Incorporating the National Reading Panels Five Components of Reading into the Classroom Paraprofessional Conference 2006
  • 2. Rolling Meadow Duckling Stripes Hatched Waddled Webbed Diving Delicious Hero Story Impressions
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  • 9. 4 Stage Model of ZPD
  • 10. Gradual Release of Responsibility Model of Instruction Responsibility:All Teacher Responsibility:All Student P.D. Pearson and M.C. Gallagher, Contemporary Educational Psychology 8, 1983; Farotrup & Samuels, 2002 Direct Instruction I do it. Teacher Models the strategy use Guided Practice: We do it. Pairs/ Homework Partners Individuals You do it. Assessment M O D E L I N G
  • 11. Reversing the Lesson Triangle Historical design Current design Assignment Read Discussion to see if students read and if they remember & understand the proper concepts Frontloading pre-reading activities: discussion, prediction, questioning, brainstorming, vocabulary Guided Active Silent Reading Discussion to clarify, reinforce & extend
  • 12. An Effective Text-Centered Lesson Vacca and Vacca, Content Area Reading, 2002 Post-reading Reader-text interactions Pre-reading Rationale Instructional Sequence Before reading During reading After reading To establish purpose, activate background, sustain motivation, & provide direction To prompt an active response to reading To extend & elaborate ideas from the text Instructional Framework
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  • 19. Best Results: Phonemic Awareness instruction should only be 10-15 minutes per day of your reading instruction. Explicitly teach lessons with small groups of children.
  • 20.
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  • 24. Progression of Regular Word Reading
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  • 27. Best Way to Teach Phonics!
  • 28.
  • 29. Are You a Fluent Reader? Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer In waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a tatol mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mind deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig, huh?
  • 30.
  • 31. How to Teach Fluency
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  • 33.  
  • 34. Vocabulary Vocabulary Development : The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. As a learner begins to read, reading vocabulary is mapped onto the oral vocabulary the learner brings to the task.
  • 35.
  • 36. Actual Differences in Quantity of Words Heard In a typical hour, the average child would hear: Welfare: 616 words Working Class: 1,251 words Professional: 2,153 words Actual Differences in Quality of Words Heard Professional: 32 affirmations, 5 prohibitions Working Class: 12 affirmations, 7 prohibitions Welfare: 5 affirmations, 11 prohibitions (Hart & Risley, 1995)
  • 37. Cumulative Vocabulary Children from professional families: 1100 words Children from working class families: 700 words Children from welfare families: 500 words
  • 38. Cumulative Vocabulary Experiences Words heard per hour Words heard in a 100-hour week Words heard in a 5,200 hour year 4 years Welfare 616 62,000 3 million 13 million Working Class 1,251 125,000 6 million 26 million Professional 2,153 215,000 11 million 45 million
  • 39.
  • 40. How to Teach Vocabulary
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  • 49. Reading Levels Reading Level Word Comprehension Recognition Independent 95% 95% Instructional 90% 80-90% Frustration below 90% below 80%