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![Page 1: 1 Effective Interventions for Struggling Readers Comprehension: The Essence of Reading Dr. Melissa Comer Tennessee Tech University.](https://reader035.fdocuments.net/reader035/viewer/2022081515/5697bfb61a28abf838c9e4dc/html5/thumbnails/1.jpg)
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Effective Interventions forStruggling Readers
Comprehension: The Essence of Reading
Dr. Melissa Comer
Tennessee Tech University
![Page 2: 1 Effective Interventions for Struggling Readers Comprehension: The Essence of Reading Dr. Melissa Comer Tennessee Tech University.](https://reader035.fdocuments.net/reader035/viewer/2022081515/5697bfb61a28abf838c9e4dc/html5/thumbnails/2.jpg)
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• Impact of Reading Interventions
• Factors That Interfere With Comprehension
• Assessment
• Strategies and Practice
• Processing
Outline
![Page 3: 1 Effective Interventions for Struggling Readers Comprehension: The Essence of Reading Dr. Melissa Comer Tennessee Tech University.](https://reader035.fdocuments.net/reader035/viewer/2022081515/5697bfb61a28abf838c9e4dc/html5/thumbnails/3.jpg)
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NCLB
Assessments
Standards
Teachers
Students
The Connections Between Reading Interventions, NCLB, and YOU!
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Targeted Interventions
Benefit:StudentsTeachersSchoolsDistrictsStates
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Essential Components of Reading
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension
Comprehension: “Components of an Effective Reading Program” http://www.k8accesscenter.org/training_resources/effectivereadingcomponents.asp
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Discussion
• Share with your partner examples of students you know who struggle with comprehension. Discuss why you think they may be having difficulty.
• Share with your partner any comprehension strategies you currently use, or know about.
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Students Who Struggle • Students with disabilities:
– Dyslexia
– Traumatic brain injury
– Learning disability
– Cognitive deficit
– Attention deficit disorder
– Sensory Impairment
• Students with skill deficits in the reading components
• Students who are not task persistent
• Students who lack appropriate background knowledge
• Students who are not engaged in reading
• Students who are not motivated to read
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What Can Practitioners Do
• Students with disabilities:– Increase your knowledge base – Provide accommodations
• Skill deficits:– Conduct screening assessments– Provide remediation
• Lack of appropriate background knowledge:– Conduct screening assessments– Implement pre-reading activities
• Lack of engagement:– Select appropriate text– Allow for choice
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Comprehension AssessmentsThings to Consider
• Different tests tap different abilities.
• Tests do not usually help pinpoint difficulties in individual students.
• Tests are not geared toward distinguishing specific comprehension processes that might underlie poor comprehension in both listening and reading.
Spear-Swerling (2006)
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What Practitioners Can Do
• Look for and use tests that are technically adequate • If possible, use more than one test • Assess key component skills • Take everyday classroom performance into account • Consider both current and upcoming grade expectations
For more information about comprehension assessments, go to the Web site of the Southwest Education Development Laboratory: http://www.sedl.org/reading/framework/assessment.html
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How Do YouAssess Comprehension
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Instructional Strategies and
Practice
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National Reading Panel (2000)Key Findings
• Teaching a combination of reading comprehension techniques is the most effective.
• When students use comprehension techniques appropriately, they assist in recall, question answering, question generation, and summarization of texts.
• When reading comprehension techniques are used in combination, these can improve results in standardized comprehension tests.
• Teachers must be provided with appropriate and intensive training to ensure that they know when and how to teach specific strategies.
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Evidenced-BasedComprehension Strategies
1. Cooperative Learning 2. Comprehension Monitoring3. Graphic Organizers 4. Answering Questions5. Summarization
National Reading Panel (2000)
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Cooperative Learning
• A successful teaching strategy in which small teams use a variety of learning activities to improve their understanding of a subject
• Key Elements:Positive Interdependence (sink or swim together) Face-to-Face Interaction (promote each other's
success) Individual and Group Accountability (no hitchhiking
or social loafing) Interpersonal and Small-Group Skills Group Processing
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“The Jigsaw”
• All students:
– Learn about pieces of the puzzle of material
– Share their findings
– Solidify their learning by teaching to other students