Claudia Edmondson, Ph.D.Claudia Edmondson, Ph.D.

September 13, 2007September 13, 2007

Effective Strategies for Effective Strategies for Struggling ReadersStruggling Readers

Train-the-Trainer ModulesTrain-the-Trainer Modules

The Essential The Essential ComponentsComponentsof Readingof Reading

• The Alphabetic PrincipleThe Alphabetic Principle• Phonemic AwarenessPhonemic Awareness• PhonicsPhonics

• FluencyFluency• VocabularyVocabulary• ComprehensionComprehension

Module ContentsModule Contents

Preparation ChecklistPreparation Checklist Power PointPower Point Facilitator’s NotesFacilitator’s Notes HandoutsHandouts Tips for Customizing ModulesTips for Customizing Modules Frequently Asked QuestionsFrequently Asked Questions

Goal and ObjectivesGoal and Objectives

To promote effective reading instruction for To promote effective reading instruction for struggling readers.struggling readers.

Objectives:Objectives:• Participants will:Participants will:

– learn how effective reading interventions impact all learn how effective reading interventions impact all stakeholders;stakeholders;

– learn why some students struggle with reading;learn why some students struggle with reading;– learn how to effectively assess the reading skills of learn how to effectively assess the reading skills of

struggling readers;struggling readers;– learn and apply evidenced-based strategies in all five learn and apply evidenced-based strategies in all five

reading components.reading components.

NCLB

Assessments

Standards

Teachers

Students

The Connections The Connections Between Reading Between Reading

Interventions, NCLB, and Interventions, NCLB, and YOU!YOU!

Targeted Interventions

Benefit:StudentsTeachersSchoolsDistrictsStates

Alphabetic Principle Alphabetic Principle ModuleModule

Major FeaturesMajor Features Background Information Background Information Review of Critical Skills Review of Critical Skills Intervention PlanIntervention Plan Introduction to Effective Instructional Introduction to Effective Instructional

StrategiesStrategies Opportunities to Practice StrategiesOpportunities to Practice Strategies

Develop an Intervention Develop an Intervention PlanPlanOr…Or…Wander AimlesslyWander Aimlessly

Critical ElementsCritical Elements• Comprehensive Assessments ProcessComprehensive Assessments Process• Learner AccommodationsLearner Accommodations• Research-Based PrinciplesResearch-Based Principles• Differentiated InstructionDifferentiated Instruction• Specific Instructional StrategiesSpecific Instructional Strategies

Assessment Is CriticalAssessment Is Critical

What type of assessment What type of assessment procedures do you currently use?procedures do you currently use?

What is the purpose of these What is the purpose of these assessments?assessments?

1.1. Screening Screening Student readinessStudent readiness Student interestStudent interest Learning styleLearning style

2. Diagnostic2. Diagnostic Administered to select studentsAdministered to select students Helps teachers plan instructionHelps teachers plan instruction Identifies specific problemsIdentifies specific problems

3. Progress monitoring3. Progress monitoring OngoingOngoing FormativeFormative Guides instructionGuides instruction

4. Outcomes4. Outcomes Summative dataSummative data Measurement of student achievementMeasurement of student achievement

Comprehensive Assessment Comprehensive Assessment ProcessProcess

For more information: Big Ideas in Reading (2006), The Access Center (2006), The National Center for Student Progress Monitoring (2006)

Learner ChallengesLearner Challenges

ExamplesExamples Difficulty paying attentionDifficulty paying attention Lack of motivationLack of motivation Difficulty rememberingDifficulty remembering Sensory impairmentsSensory impairments Behavior problemsBehavior problems

Examples:Examples: Remove distractions.Remove distractions. Provide reading material in large print.Provide reading material in large print. Present activities that appeal to multiple senses.Present activities that appeal to multiple senses. Post visual reminders of routines.Post visual reminders of routines. Make a tape recording of rules and assignments. Make a tape recording of rules and assignments. Provide clear directions with limited wording.Provide clear directions with limited wording. Have multiple reading materials available on a Have multiple reading materials available on a

variety of topics.variety of topics. Assess student understanding. Assess student understanding. Use flexible grouping.Use flexible grouping. Provide easy access to student folders where they Provide easy access to student folders where they

can keep their assignments.can keep their assignments. Develop a system for student questions.Develop a system for student questions.

The Access Center: http://www.k8accesscenter.org/The Access Center: http://www.k8accesscenter.org/

Learner AccommodationsLearner Accommodations

Divide into groups.Divide into groups. Refer to Handout 3. Refer to Handout 3. Review the vignette of the student assigned to Review the vignette of the student assigned to

your group:your group: Group #1—RaulGroup #1—Raul Group #2—AprilGroup #2—April Group #3—JackGroup #3—Jack Group #4—TheraGroup #4—Thera

Review Learner Accommodations (Slide 14).Review Learner Accommodations (Slide 14). Select one or more—or come up with your own Select one or more—or come up with your own

that may be appropriate for your student.that may be appropriate for your student. Share out with the whole group.Share out with the whole group.

Activity #1Activity #1Learner AccommodationsLearner Accommodations

Group #1 -Group #1 -Raul’s readiness screening indicates that he reads at the 2nd grade level and has Raul’s readiness screening indicates that he reads at the 2nd grade level and has deficits in phonemic awareness and phonics. He is very talkative and has difficulty sitting still, deficits in phonemic awareness and phonics. He is very talkative and has difficulty sitting still, and often interrupts the teacher when she is working with other students. His teacher has and often interrupts the teacher when she is working with other students. His teacher has noticed that he is particularly disruptive when it is time for reading. His screening assessment noticed that he is particularly disruptive when it is time for reading. His screening assessment indicates that he is a visual learner and is interested in all types of sports.indicates that he is a visual learner and is interested in all types of sports.

Group #2 -Group #2 -April’s diagnostic assessment indicates that she has a hearing impairment. April’s diagnostic assessment indicates that she has a hearing impairment. Although she currently has hearing aids that correct her impairment, she still has difficulty Although she currently has hearing aids that correct her impairment, she still has difficulty saying the sounds of the letters and is behind in reading. She is somewhat shy and often sits at saying the sounds of the letters and is behind in reading. She is somewhat shy and often sits at the back of the class. Her screening assessments indicate that April is a kinesthetic learner and the back of the class. Her screening assessments indicate that April is a kinesthetic learner and that she is very artistic. She seems eager to learn to read better and enjoys listening when the that she is very artistic. She seems eager to learn to read better and enjoys listening when the teacher reads aloud.teacher reads aloud.

Group #3- Group #3- Jack’s diagnostic assessment indicates that he has Asperger’s Syndrome. He has Jack’s diagnostic assessment indicates that he has Asperger’s Syndrome. He has difficulty paying attention and is easily distracted. He is particularly sensitive to light and difficulty paying attention and is easily distracted. He is particularly sensitive to light and noise. His cognitive assessment indicates that he has the ability to learn to read well but has noise. His cognitive assessment indicates that he has the ability to learn to read well but has fallen below grade level due to long absences from school. His learning style inventory fallen below grade level due to long absences from school. His learning style inventory indicates that he is predominantly a visual learner. He only likes to read stories that are about indicates that he is predominantly a visual learner. He only likes to read stories that are about animals.animals.

Group #4 - Group #4 - Thera’s readiness screening assessment indicates that her phonemic awareness Thera’s readiness screening assessment indicates that her phonemic awareness skills are at grade level, but that she is behind in her phonics skills. Her intervention plan skills are at grade level, but that she is behind in her phonics skills. Her intervention plan focused on these skills. Her 3rd month progress monitoring assessment indicated that she is focused on these skills. Her 3rd month progress monitoring assessment indicated that she is falling behind. Although there are no outward signs of a disability, review of her diagnostic falling behind. Although there are no outward signs of a disability, review of her diagnostic assessment reminded the teacher that Thera suffered a brain injury two years ago that results assessment reminded the teacher that Thera suffered a brain injury two years ago that results in short term memory difficulties. Thera’s screening assessments indicate that she is interested in short term memory difficulties. Thera’s screening assessments indicate that she is interested in music and is an auditory learner.in music and is an auditory learner.

Fluency ModuleFluency Module

Major Features:Major Features: Common TermsCommon Terms Fluency ComponentsFluency Components AssessmentAssessment Fluency RatesFluency Rates Effective StrategiesEffective Strategies Opportunities to PracticeOpportunities to Practice

Discussion Question Discussion Question

What are some behaviors you What are some behaviors you may observe in the classroom may observe in the classroom that indicate some students that indicate some students are struggling with fluency?are struggling with fluency?

Possible ObservationsPossible Observations Student has difficulty and grows frustrated Student has difficulty and grows frustrated

when reading aloud. when reading aloud.

Student does not read aloud with expression.Student does not read aloud with expression.

Student does not “chunk” words into Student does not “chunk” words into meaningful units. meaningful units.

Student doesn’t pause at meaningful breaks Student doesn’t pause at meaningful breaks within sentences or paragraphs. within sentences or paragraphs.

Reading Rockets. “Target the Problem” (2006)Reading Rockets. “Target the Problem” (2006)

Assess the ProblemAssess the Problem Use multiple types of assessments; formal and Use multiple types of assessments; formal and

informal.informal.• Measure speed, comprehension, types of errors, and Measure speed, comprehension, types of errors, and

expression.expression.• Select and administer assessment tools that are valid Select and administer assessment tools that are valid

and reliable in the measurement of fluency. and reliable in the measurement of fluency. • Monitor student progress regularly to ensure student Monitor student progress regularly to ensure student

achievement in fluency is progressing. achievement in fluency is progressing. • Administer assessments one on one. Administer assessments one on one. • Use screening and progress monitoring assessment to Use screening and progress monitoring assessment to

form flexible instructional groupsform flexible instructional groups..

Good & Kaminski (2002)Good & Kaminski (2002)

What Is Your Fluency Rate?What Is Your Fluency Rate?

Find a partner.Find a partner.

Read your assigned Read your assigned passage to your passage to your partner.partner.

Record your fluency Record your fluency rate.rate.

Measuring Fluency Measuring Fluency • InformalInformal

– Informal reading inventories (IRI)Informal reading inventories (IRI)– Running recordsRunning records– Miscue analysisMiscue analysis– Reading speed calculationsReading speed calculations

• FormalFormal– Gray Oral Reading Test (GORT-4)Gray Oral Reading Test (GORT-4)– Dynamic Indicators of Basic Early Dynamic Indicators of Basic Early

Literacy Skills (DIBELS)Literacy Skills (DIBELS)

Vocabulary ModuleVocabulary Module

Major FeaturesMajor Features Types of VocabularyTypes of Vocabulary Vocabulary AssessmentVocabulary Assessment Instructional Strategies Instructional Strategies Strategy PracticeStrategy Practice Processing Processing

Methods of Effective Methods of Effective Vocabulary InstructionVocabulary Instruction

Incidental Incidental (Indirect(Indirect))

Rich oral experiencesRich oral experiences

Teacher read-aloudsTeacher read-alouds

Independent readingIndependent reading

Intentional Intentional (Direct)(Direct)

Specific Word Specific Word Strategies:Strategies:Provide examples and Provide examples and non-examples non-examplesExplain the meaningExplain the meaningPronounce the wordPronounce the wordElaborate on the Elaborate on the meaningmeaningProvide opportunities Provide opportunities for practice using the for practice using the word in textword in text

Word Learning Word Learning StrategiesStrategies::Morphemic AnalysisMorphemic AnalysisMnemonicsMnemonicsContextual AnalysisContextual Analysis

Word Word ConsciousnesConsciousnesss

Strategies:Strategies:Semantic Semantic mappingmappingWord playWord playWord histories Word histories and originsand origins

Specific Word Specific Word StrategiesStrategies

Specific word instruction can be highly Specific word instruction can be highly effective, but the instruction must be effective, but the instruction must be robust.robust.

Teaching important vocabulary words Teaching important vocabulary words before reading can help students learn before reading can help students learn new words and comprehend the text. new words and comprehend the text.

Students learn new vocabulary words best Students learn new vocabulary words best when they are provided with instruction when they are provided with instruction over an extended period of time.over an extended period of time.

Students learn new vocabulary words best Students learn new vocabulary words best when they encounter them often and in when they encounter them often and in various contexts. various contexts.

Specific Word StrategiesSpecific Word Strategies

ScenarioScenario

A teacher plans to have his third-grade A teacher plans to have his third-grade class read the novel Stone Fox, by John class read the novel Stone Fox, by John Reynolds Gardiner. In this novel, a young Reynolds Gardiner. In this novel, a young boy enters a dogsled race in hopes of boy enters a dogsled race in hopes of winning prize money to pay the taxes on his winning prize money to pay the taxes on his grandfather's farm. The teacher knows that grandfather's farm. The teacher knows that understanding the concept of taxes is understanding the concept of taxes is important to understanding the novel's plot. important to understanding the novel's plot.

What would you do if you were the teacher to What would you do if you were the teacher to make sure your students understand what the make sure your students understand what the concept means and why it is important to the concept means and why it is important to the story?story?

Word Learning Word Learning StrategiesStrategies

MnemonicsMnemonics systematic strategies for strengthening long-systematic strategies for strengthening long-

term retention and retrieval of informationterm retention and retrieval of information Contextual analysisContextual analysis

vocabulary strategy whereby a reader vocabulary strategy whereby a reader attempts to determine the meaning of an attempts to determine the meaning of an unknown word by the way it is used in a unknown word by the way it is used in a sentence or passage.sentence or passage.

Morphemic analysisMorphemic analysis practice of identifying words by an analysis practice of identifying words by an analysis

of the meaningful parts of those words of the meaningful parts of those words

Word ConsciousnessWord Consciousness Word consciousness is the knowledge of Word consciousness is the knowledge of

and interest in words.and interest in words. Word conscious students enjoy learning Word conscious students enjoy learning

new words and using words in a variety new words and using words in a variety of ways.of ways.

Word consciousness promotes an Word consciousness promotes an understanding of how words and understanding of how words and concepts are related across different concepts are related across different context.context.

StrategiesStrategies Semantic mappingSemantic mapping Word playWord play Word originsWord origins

Comprehension ModuleComprehension Module

Major FeaturesMajor Features Factors that Interfere with Factors that Interfere with

ComprehensionComprehension AssessmentAssessment Strategies Strategies Opportunities to PracticeOpportunities to Practice ProcessingProcessing

Evidenced BasedEvidenced BasedComprehension Comprehension

StrategiesStrategiesActivitiesActivities

• Cooperative learning Cooperative learning • Comprehension monitoringComprehension monitoring• Graphic organizers Graphic organizers • Answering questionsAnswering questions• Summarization Summarization

National Reading Panel (2000)National Reading Panel (2000)

Cooperative LearningCooperative Learning

A successful teaching strategy in which A successful teaching strategy in which small teams use a variety of learning small teams use a variety of learning activities to improve their understanding activities to improve their understanding of a subject. of a subject.

Key ElementsKey Elements Positive InterdependencePositive Interdependence  (sink or swim  (sink or swim

together) together) Face-to-Face InteractionFace-to-Face Interaction  (promote each  (promote each

other's success) other's success) Individual & Group AccountabilityIndividual & Group Accountability (no (no

hitchhiking or social loafing) hitchhiking or social loafing) Interpersonal & Small-Group SkillsInterpersonal & Small-Group Skills Group ProcessingGroup Processing

““The Jigsaw”The Jigsaw”

All students:All students:

learn about pieces of the puzzle of learn about pieces of the puzzle of material,material,

share their findings and,share their findings and,

solidify their learning by teaching to solidify their learning by teaching to other students.other students.

Instructions forInstructions for“Home Teams”“Home Teams”

• Introduce yourself.Introduce yourself.• Select a leader.Select a leader.• Group leaders will assign each team Group leaders will assign each team

member to an “Expert Group”.member to an “Expert Group”.• Join your assigned “Expert Group”.Join your assigned “Expert Group”.• Select a leader.Select a leader.• Complete the reading/activities with the Complete the reading/activities with the

“Expert Group” and develop a “Expert Group” and develop a dissemination plan. dissemination plan.

• Return to your “Home Team” and share Return to your “Home Team” and share your findings with you team mates.your findings with you team mates.

Tour of ModulesTour of Modules

http://www.k8accesscenter.org/index.php

The Access Center: The Access Center: Improving Outcomes for All Improving Outcomes for All

Students K-8Students K-8

American Institutes for American Institutes for ResearchResearch

1000 Thomas Jefferson St. NW 1000 Thomas Jefferson St. NW Washington, DC 20007Washington, DC 20007