The document summarizes evidence-based strategies for effective teaching of reading. It discusses how struggling readers need to read more text to close gaps, and how interrupting students to correct mistakes during oral reading is not effective. It also outlines key instructional and infrastructural improvements from the Reading Next report, including direct comprehension instruction, instruction embedded in content areas, and extended time for literacy. Overall, the document promotes strategies to help all students read with meaning, joy, and increased volume.

1. Teaching Reading: what works
The
appie
session
Prince
Rupert
Thursday,
Jan.
8,
2015
www.slideshare.net/fayebrownlie/rupert/
jan2015

2. Learning Intentions
• I
have
polished
my
mental
model
of
what
is
effecEve
teaching
of
reading.
• I
have
a
beGer
idea
of
how
to
use
evidence-­‐based
reading
strategies
with
a
colleague.
• I
am
commiGed
to
having
all
my
students
read
with
JOY!
• I
am
leaving
with
a
quesEon
and
a
plan.

3. Background
knowledge
has
a
greater
impact
on
being
able
to
read
a
text
than
anything
else.
-­‐Doug
Fisher,
Richard
Allington

4. We CAN teach all our kids to read.
• Struggling
readers
need
to
read
MORE
than
non-­‐struggling
readers
to
close
the
gap.
• Struggling
readers
need
to
form
a
mental
model
of
what
readers
do
when
reading.
• Struggling
readers
need
to
read
for
meaning
and
joy

• Struggling
readers
do
NOT
need
worksheets,
scripted
programs,
or
more
skills
pracEce.

5. Reading Moves: What NOT to Do –
Allington, EL, Oct 2014, Vol 72, #2
• InterrupEng
students
to
correct
their
mistakes
during
oral
reading
– More
oral
reading
that
ever
in
the
past
4
decades
– Good
readers
read
more
silently
than
struggling
• Twice
as
many
words/minute
read
silently
• Asked
to
read
aloud
less
oYen
– Difference
in
interrupEon
• Good:
self-­‐regulaEon
and
what
makes
sense
• Struggling:
sounds
and
leGers

6. • Asking
students
low-­‐level
quesEons
aYer
they’ve
finished
reading
– “not
a
single
study
demonstrates
that
this
pracEce
actually
leads
to
improved
reading
comprehension”
– Need
literate
conversaEons
• WriEng
aYer
reading
• Having
conversaEons
about
texts
students
have
read
• Higher-­‐order
quesEons

7. Reading Next: a vision for action
and research in middle and high
school literacy – Carnegie
Foundation, 2nd ed. 2006

8. Instructional Improvements
1. Direct,
explicit
comprehension
instrucEon
2. InstrucEon
embedded
in
content
3. MoEvaEon
and
self-­‐directed
learning
4. Text-­‐based
collaboraEve
learning
5. Strategic
tutoring
6. Diverse
texts
7. Intensive
wriEng
8. Technology
component
9. Ongoing
formaEve
assessment
of
students

9. Infrastructural
Improvements
1. Extended
Eme
for
literacy
2. Professional
development
3. Ongoing
summaEve
assessment
of
students
and
programs
4. Teacher
teams
5. Leadership
6. Comprehensive
and
coordinated
literacy
program

10. Quick Writes
• Give
a
word
• 15
seconds
to
think
• 2-­‐3
minutes
to
write
• Word
count
• Find
a
phrase,
short
piece
you’d
like
to
share
• As
the
students
stand
and
share,
listen
for
nuggets
you
might
be
able
to
use
in
some
way
in
your
wriEng
• Paint,
train
–
the
words
we
used
today

11. Picture Prompts
• Talk
to
your
partner
about
what
you
are
seeing,
wondering,
thinking
about
in
this
picture…think
about
how
it
connects
to
‘paint’
and
‘train’
• Share
2-­‐3
pictures.
• Walk
and
talk
with
a
partner:
what
is
the
story
behind
the
pictures?
What
is
the
story/text
that
is
sparked
in
your
thinking
by
the
words,
the
wriEng,
the
conversaEon,
the
pictures.
• Quick
write
of
10
minutes
or
so.

17. Balance
• Where
do
your
students
spend
their
Eme?

18. • “…preschool
children
growing
up
in
professional
households
heard
about
1,500
more
words
per
hour
than
children
living
in
low-­‐income
environments,
creaEng
a
32
million
word
gap
between
children
in
poverty
and
their
more
affluent
peers
before
even
starEng
school.”
• Study
by
BeGy
Hart
and
Todd
Risley
• “interrupEng
the
Cycle
of
Word
Poverty”-­‐B.J.
Overturf,
in
Reading
Today,
Nov/Dec
2014

19. Intensive
Vocabulary
Building
Before
During
A-er
Living
wage
Case
study
Factor

20. Poverty by the Numbers
in Issues 21, Poverty (Scholastic)
• EsEmated
number
of
youth
across
Canada
who
were
homeless
in
2009
• Difference
in
years
In
life
expectancy
between
someone
living
in
the
poorest
neighbourhood
and
someone
living
in
the
richest
neighbourhood
in
Hamilton,
ON
• %age
of
Canadian
children
who
live
in
poverty,
according
to
a
2012
study
by
UNICEF
• %age
of
people
in
the
world
who
live
on
less
than
$10/day

21. • 21
• 14
• 65000
• 80

22. Vocabulary
Building
–
less
intensive
• Matching
• DefiniEons
• Crossword
puzzles
• Fill
in
the
blanks