CONNECTING THE DOTS

Dyslexia and Good Reading Instruction

Steven Beldin MO-CASE

September 29 2015

bull The use of Dyslexia as a term for reading problems has waxed and waned over the years Right now this term is very popular and commonly used Due to multiple terms and systems to address reading problems confusion can occur when talking with parents or professionals outside of public education about a child they believe may be ldquodyslexicrdquo or who has received a diagnosis of dyslexia Shifting the conversation to instruction and intervention can help keep it out of the weeds

This session will focus on practices and tools for reading instruction which have a substantial evidence base as being effective for all learners and essential for those with reading difficulties particularly dyslexia

Dyslexia bull ldquoDyslexia is a specific learning disability that is

neurobiological in origin It is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledgerdquo

National Institutes of Health National Institute of Child Health and Human Development

From the American Academy of Pediatrics Joint Technical ReportLearning Disabilities Dyslexia and Vision

Sheryl M Handler MD Walter M Fierson MD the Section on Ophthalmology and Council on Children with Disabilities American Academy of Ophthalmology American Association for Pediatric Ophthalmology and Strabismus and American Association of Certified Orthoptists

bull The use of Dyslexia as a term for reading problems has waxed and waned over the years Right now this term is very popular and commonly used Due to multiple terms and systems to address reading problems confusion can occur when talking with parents or professionals outside of public education about a child they believe may be ldquodyslexicrdquo or who has received a diagnosis of dyslexia Shifting the conversation to instruction and intervention can help keep it out of the weeds

This session will focus on practices and tools for reading instruction which have a substantial evidence base as being effective for all learners and essential for those with reading difficulties particularly dyslexia

Dyslexia bull ldquoDyslexia is a specific learning disability that is

neurobiological in origin It is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledgerdquo

National Institutes of Health National Institute of Child Health and Human Development

From the American Academy of Pediatrics Joint Technical ReportLearning Disabilities Dyslexia and Vision

Sheryl M Handler MD Walter M Fierson MD the Section on Ophthalmology and Council on Children with Disabilities American Academy of Ophthalmology American Association for Pediatric Ophthalmology and Strabismus and American Association of Certified Orthoptists

This session will focus on practices and tools for reading instruction which have a substantial evidence base as being effective for all learners and essential for those with reading difficulties particularly dyslexia

Dyslexia bull ldquoDyslexia is a specific learning disability that is

neurobiological in origin It is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledgerdquo

National Institutes of Health National Institute of Child Health and Human Development

From the American Academy of Pediatrics Joint Technical ReportLearning Disabilities Dyslexia and Vision

Sheryl M Handler MD Walter M Fierson MD the Section on Ophthalmology and Council on Children with Disabilities American Academy of Ophthalmology American Association for Pediatric Ophthalmology and Strabismus and American Association of Certified Orthoptists

Dyslexia bull ldquoDyslexia is a specific learning disability that is

neurobiological in origin It is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledgerdquo

National Institutes of Health National Institute of Child Health and Human Development

From the American Academy of Pediatrics Joint Technical ReportLearning Disabilities Dyslexia and Vision

Sheryl M Handler MD Walter M Fierson MD the Section on Ophthalmology and Council on Children with Disabilities American Academy of Ophthalmology American Association for Pediatric Ophthalmology and Strabismus and American Association of Certified Orthoptists

From the American Academy of Pediatrics Joint Technical ReportLearning Disabilities Dyslexia and Vision

Sheryl M Handler MD Walter M Fierson MD the Section on Ophthalmology and Council on Children with Disabilities American Academy of Ophthalmology American Association for Pediatric Ophthalmology and Strabismus and American Association of Certified Orthoptists

Reading disability or dyslexia is the most common learning disability It is a receptive language-based learning disability that is characterized by difficulties with decoding fluent word recognition rapid automatic naming andor reading-comprehension skills These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word Handler amp Fierson

Because dyslexia is a language-based disorder treatment should be directed at this etiology Remedial programs should include specific instruction in decoding fluency training vocabulary and comprehension Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics Handler amp Fierson

Vision problems can interfere with the process of reading but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions Currently there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities Handler and Fierson

Because they are difficult for the public to understand and for educators to treat learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures Scientific evidence does not support the claims that visual training muscle exercises ocular pursuit-and-tracking exercises behavioralperceptual vision therapy ldquotrainingrdquo glasses prisms and colored lenses and filters are effective direct or indirect treatments for learning disabilities There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate

Handler and Fierson

National Reading Panel

Congress asked the Panel tobull Review all the research available (more than 100000

reading studies) on how children learn to readbull Determine the most effective evidence-based methods for

teaching children to readbull Describe which methods of reading instruction are ready

for use in the classroom and recommend ways of getting this information into schools

bull Suggest a plan for additional research in reading development and instruction

National Institute of Child Health and Human Development

National Reading Panel

The Panel considered roughly 100000 reading studies published since 1966 and another 10000 published before that time From this pool the Panel selected several hundred studies for its review and analysis The National Reading Panelrsquos analysis made it clear that the best approach to reading instruction is one that incorporatesbull Explicit instruction in phonemic awarenessbull Systematic phonics instructionbull Methods to improve fluencybull Ways to enhance comprehension

National Institute of Child Health and Human Development

Essential Components of Reading Instruction

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

A Closer Look at the Five Essential Components of Effective

Reading Instruction A Review of

Scientifically Based Reading Research for Teachers

2004

Learning Point Associates

1120 East Diehl Road Suite 200

Naperville IL 60563-1486

800-356-2735 1113088 630-649-6500

wwwlearningptorg

Copyright copy 2004 All rights reserved

This work was originally produced in whole or in part by Learning Point Associates with funds from the US Department of Education under

contract number ED-01-CO-00460001 The content does not necessarily reflect the position or policy of the Department of Education nor does

mention or visual representation of trade names commercial products or organizations imply endorsement by the federal government

Learning Point Associates is a trademark of Learning Point Associates 1605R_2004

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Because dyslexia is a language-based disorder treatment should be directed at this etiology Remedial programs should include specific instruction in decoding fluency training vocabulary and comprehension Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics Handler amp Fierson

Vision problems can interfere with the process of reading but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions Currently there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities Handler and Fierson

Because they are difficult for the public to understand and for educators to treat learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures Scientific evidence does not support the claims that visual training muscle exercises ocular pursuit-and-tracking exercises behavioralperceptual vision therapy ldquotrainingrdquo glasses prisms and colored lenses and filters are effective direct or indirect treatments for learning disabilities There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate

Handler and Fierson

National Reading Panel

Congress asked the Panel tobull Review all the research available (more than 100000

reading studies) on how children learn to readbull Determine the most effective evidence-based methods for

teaching children to readbull Describe which methods of reading instruction are ready

for use in the classroom and recommend ways of getting this information into schools

bull Suggest a plan for additional research in reading development and instruction

National Institute of Child Health and Human Development

National Reading Panel

The Panel considered roughly 100000 reading studies published since 1966 and another 10000 published before that time From this pool the Panel selected several hundred studies for its review and analysis The National Reading Panelrsquos analysis made it clear that the best approach to reading instruction is one that incorporatesbull Explicit instruction in phonemic awarenessbull Systematic phonics instructionbull Methods to improve fluencybull Ways to enhance comprehension

National Institute of Child Health and Human Development

Essential Components of Reading Instruction

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

A Closer Look at the Five Essential Components of Effective

Reading Instruction A Review of

Scientifically Based Reading Research for Teachers

2004

Learning Point Associates

1120 East Diehl Road Suite 200

Naperville IL 60563-1486

800-356-2735 1113088 630-649-6500

wwwlearningptorg

Copyright copy 2004 All rights reserved

This work was originally produced in whole or in part by Learning Point Associates with funds from the US Department of Education under

contract number ED-01-CO-00460001 The content does not necessarily reflect the position or policy of the Department of Education nor does

mention or visual representation of trade names commercial products or organizations imply endorsement by the federal government

Learning Point Associates is a trademark of Learning Point Associates 1605R_2004

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Vision problems can interfere with the process of reading but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions Currently there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities Handler and Fierson

Because they are difficult for the public to understand and for educators to treat learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures Scientific evidence does not support the claims that visual training muscle exercises ocular pursuit-and-tracking exercises behavioralperceptual vision therapy ldquotrainingrdquo glasses prisms and colored lenses and filters are effective direct or indirect treatments for learning disabilities There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate

Handler and Fierson

National Reading Panel

Congress asked the Panel tobull Review all the research available (more than 100000

reading studies) on how children learn to readbull Determine the most effective evidence-based methods for

teaching children to readbull Describe which methods of reading instruction are ready

for use in the classroom and recommend ways of getting this information into schools

bull Suggest a plan for additional research in reading development and instruction

National Institute of Child Health and Human Development

National Reading Panel

The Panel considered roughly 100000 reading studies published since 1966 and another 10000 published before that time From this pool the Panel selected several hundred studies for its review and analysis The National Reading Panelrsquos analysis made it clear that the best approach to reading instruction is one that incorporatesbull Explicit instruction in phonemic awarenessbull Systematic phonics instructionbull Methods to improve fluencybull Ways to enhance comprehension

National Institute of Child Health and Human Development

Essential Components of Reading Instruction

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

A Closer Look at the Five Essential Components of Effective

Reading Instruction A Review of

Scientifically Based Reading Research for Teachers

2004

Learning Point Associates

1120 East Diehl Road Suite 200

Naperville IL 60563-1486

800-356-2735 1113088 630-649-6500

wwwlearningptorg

Copyright copy 2004 All rights reserved

This work was originally produced in whole or in part by Learning Point Associates with funds from the US Department of Education under

contract number ED-01-CO-00460001 The content does not necessarily reflect the position or policy of the Department of Education nor does

mention or visual representation of trade names commercial products or organizations imply endorsement by the federal government

Learning Point Associates is a trademark of Learning Point Associates 1605R_2004

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Because they are difficult for the public to understand and for educators to treat learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures Scientific evidence does not support the claims that visual training muscle exercises ocular pursuit-and-tracking exercises behavioralperceptual vision therapy ldquotrainingrdquo glasses prisms and colored lenses and filters are effective direct or indirect treatments for learning disabilities There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate

Handler and Fierson

National Reading Panel

Congress asked the Panel tobull Review all the research available (more than 100000

reading studies) on how children learn to readbull Determine the most effective evidence-based methods for

teaching children to readbull Describe which methods of reading instruction are ready

for use in the classroom and recommend ways of getting this information into schools

bull Suggest a plan for additional research in reading development and instruction

National Institute of Child Health and Human Development

National Reading Panel

The Panel considered roughly 100000 reading studies published since 1966 and another 10000 published before that time From this pool the Panel selected several hundred studies for its review and analysis The National Reading Panelrsquos analysis made it clear that the best approach to reading instruction is one that incorporatesbull Explicit instruction in phonemic awarenessbull Systematic phonics instructionbull Methods to improve fluencybull Ways to enhance comprehension

National Institute of Child Health and Human Development

Essential Components of Reading Instruction

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

A Closer Look at the Five Essential Components of Effective

Reading Instruction A Review of

Scientifically Based Reading Research for Teachers

2004

Learning Point Associates

1120 East Diehl Road Suite 200

Naperville IL 60563-1486

800-356-2735 1113088 630-649-6500

wwwlearningptorg

Copyright copy 2004 All rights reserved

This work was originally produced in whole or in part by Learning Point Associates with funds from the US Department of Education under

contract number ED-01-CO-00460001 The content does not necessarily reflect the position or policy of the Department of Education nor does

mention or visual representation of trade names commercial products or organizations imply endorsement by the federal government

Learning Point Associates is a trademark of Learning Point Associates 1605R_2004

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

National Reading Panel

Congress asked the Panel tobull Review all the research available (more than 100000

reading studies) on how children learn to readbull Determine the most effective evidence-based methods for

teaching children to readbull Describe which methods of reading instruction are ready

for use in the classroom and recommend ways of getting this information into schools

bull Suggest a plan for additional research in reading development and instruction

National Institute of Child Health and Human Development

National Reading Panel

The Panel considered roughly 100000 reading studies published since 1966 and another 10000 published before that time From this pool the Panel selected several hundred studies for its review and analysis The National Reading Panelrsquos analysis made it clear that the best approach to reading instruction is one that incorporatesbull Explicit instruction in phonemic awarenessbull Systematic phonics instructionbull Methods to improve fluencybull Ways to enhance comprehension

National Institute of Child Health and Human Development

Essential Components of Reading Instruction

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

A Closer Look at the Five Essential Components of Effective

Reading Instruction A Review of

Scientifically Based Reading Research for Teachers

2004

Learning Point Associates

1120 East Diehl Road Suite 200

Naperville IL 60563-1486

800-356-2735 1113088 630-649-6500

wwwlearningptorg

Copyright copy 2004 All rights reserved

This work was originally produced in whole or in part by Learning Point Associates with funds from the US Department of Education under

contract number ED-01-CO-00460001 The content does not necessarily reflect the position or policy of the Department of Education nor does

mention or visual representation of trade names commercial products or organizations imply endorsement by the federal government

Learning Point Associates is a trademark of Learning Point Associates 1605R_2004

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

National Reading Panel

The Panel considered roughly 100000 reading studies published since 1966 and another 10000 published before that time From this pool the Panel selected several hundred studies for its review and analysis The National Reading Panelrsquos analysis made it clear that the best approach to reading instruction is one that incorporatesbull Explicit instruction in phonemic awarenessbull Systematic phonics instructionbull Methods to improve fluencybull Ways to enhance comprehension

National Institute of Child Health and Human Development

Essential Components of Reading Instruction

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

A Closer Look at the Five Essential Components of Effective

Reading Instruction A Review of

Scientifically Based Reading Research for Teachers

2004

Learning Point Associates

1120 East Diehl Road Suite 200

Naperville IL 60563-1486

800-356-2735 1113088 630-649-6500

wwwlearningptorg

Copyright copy 2004 All rights reserved

This work was originally produced in whole or in part by Learning Point Associates with funds from the US Department of Education under

contract number ED-01-CO-00460001 The content does not necessarily reflect the position or policy of the Department of Education nor does

mention or visual representation of trade names commercial products or organizations imply endorsement by the federal government

Learning Point Associates is a trademark of Learning Point Associates 1605R_2004

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Essential Components of Reading Instruction

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

A Closer Look at the Five Essential Components of Effective

Reading Instruction A Review of

Scientifically Based Reading Research for Teachers

2004

Learning Point Associates

1120 East Diehl Road Suite 200

Naperville IL 60563-1486

800-356-2735 1113088 630-649-6500

wwwlearningptorg

Copyright copy 2004 All rights reserved

This work was originally produced in whole or in part by Learning Point Associates with funds from the US Department of Education under

contract number ED-01-CO-00460001 The content does not necessarily reflect the position or policy of the Department of Education nor does

mention or visual representation of trade names commercial products or organizations imply endorsement by the federal government

Learning Point Associates is a trademark of Learning Point Associates 1605R_2004

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

A Closer Look at the Five Essential Components of Effective

Reading Instruction A Review of

Scientifically Based Reading Research for Teachers

2004

Learning Point Associates

1120 East Diehl Road Suite 200

Naperville IL 60563-1486

800-356-2735 1113088 630-649-6500

wwwlearningptorg

Copyright copy 2004 All rights reserved

This work was originally produced in whole or in part by Learning Point Associates with funds from the US Department of Education under

contract number ED-01-CO-00460001 The content does not necessarily reflect the position or policy of the Department of Education nor does

mention or visual representation of trade names commercial products or organizations imply endorsement by the federal government

Learning Point Associates is a trademark of Learning Point Associates 1605R_2004

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

A Closer Look at the Five Essential Components of Effective

Reading Instruction A Review of

Scientifically Based Reading Research for Teachers

2004

Learning Point Associates

1120 East Diehl Road Suite 200

Naperville IL 60563-1486

800-356-2735 1113088 630-649-6500

wwwlearningptorg

Copyright copy 2004 All rights reserved

This work was originally produced in whole or in part by Learning Point Associates with funds from the US Department of Education under

contract number ED-01-CO-00460001 The content does not necessarily reflect the position or policy of the Department of Education nor does

mention or visual representation of trade names commercial products or organizations imply endorsement by the federal government

Learning Point Associates is a trademark of Learning Point Associates 1605R_2004

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

A Closer Look at the Five Essential Components of Effective

Reading Instruction A Review of

Scientifically Based Reading Research for Teachers

2004

Learning Point Associates

1120 East Diehl Road Suite 200

Naperville IL 60563-1486

800-356-2735 1113088 630-649-6500

wwwlearningptorg

Copyright copy 2004 All rights reserved

This work was originally produced in whole or in part by Learning Point Associates with funds from the US Department of Education under

contract number ED-01-CO-00460001 The content does not necessarily reflect the position or policy of the Department of Education nor does

mention or visual representation of trade names commercial products or organizations imply endorsement by the federal government

Learning Point Associates is a trademark of Learning Point Associates 1605R_2004

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Phonemic Awarenessbull Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced However it can also be thought of as skill at hearing and producing the separate sounds in words dividing or segmenting words into their component sounds blending separate sounds into words and recognizing words that sound alike or different (NICHD 2000)

bull Hearing and saying that the word cat has three sounds or phonemes k a t is an example of phonemic awareness skill

A Closer Look

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

How Can Teachers Help Students Develop Phonemic

Awareness

The National Reading Panel Report stated that ldquothe extent of phonemic

awareness needed to contribute maximally to childrenrsquos reading development

does not arise from incidental learning or instruction that is not focused on

this objectiverdquo (NICHD 2000 p 2-33)

The following points highlight key ideas for teaching phonemic awareness

A Closer Look

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Assess the kinds of phonemic awareness tasks students are able to

perform and plan instruction accordingly Nonreaders in kindergarten

and first grade who have developed little or no phonemic awareness

will benefit from explicit and systematic instruction that begins with the

easier levels of phonemic awareness such as identifying the initial

sounds in spoken words More mature readers may need instruction in

segmenting blending and deleting phonemes (NICHD 2000 p 2-31)

A Closer Look

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Focus on one or two phonemic awareness skills at a time

A Closer Look

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Allocate a reasonable amount of time to phonemic awareness instruction

Studies that produced the strongest results engaged students with

phonemic awareness activities between a total of 5 to 18 hours (NICHD

2000 p 2-22)

A Closer Look

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Emphasize segmenting words into phonemes

Teaching young readers to segment words into individual phonemes appears to be

as effective in helping them learn to read as instruction in both segmenting and

blending (Torgesen Morgan amp Davis 1992) While blending is an essential skill for

use in decoding Torgesen et al (1992) concluded that emphasis should be

placed on segmenting words into phonemes

A Closer Look

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Working with small groups of three to four children to teach

phonemic awareness may be more effective than one-on-one

tutoring

It appears that children learn from observing and listening to the responses of

other children and what the teacher says to the other children about their

responses (NICHD 2000 p 2-22)

A Closer Look

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Use letters when teaching about phonemes

According to the work of Blachman Ball Black and Tangel (as cited in NICHD

2000) instruction in letters should accompany phonemic awareness instruction

Teaching students to use letters to add delete or substitute phonemes increases

the application of phonemic awareness to reading and writing

A Closer Look

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Connect phonemic awareness instruction to reading and writing

Making it clear to students how phonemic awareness is connected to reading

and writing increases its impact on reading achievement Isolated phonemic

awareness training improves reading but not to the extent that it would if its

application to reading and writing was stressed

A Closer Look

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Use manipulatives to help students acquire phonemic awareness

Manipulatives can be effective aids in teaching phonemic awareness The work of

Blachman et al (as cited in NICHD 2000) reported this finding Having students

move letters as they pronounced phonemes in given words was a ldquokey activityrdquo in a

program of phonemic awareness instruction that produced significant transfer of

learning to reading and spelling

A Closer Look

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Focus attention on how the mouth changes when pronouncing

different phonemes

Focusing attention on the changes that take place in the mouth as words are

pronounced is an effective way to identify phonemes Lindamood amp Lindamoodrsquos

work (as cited in NICHD 2000) explains that by helping students notice the

position and movement of their lips and tongue teachers can increase studentsrsquo

ability to identify count and segment phonemes For example when the word

foot is spoken the lower lip is held against the teeth as air is forced out to pronounce the phoneme f Then the mouth forms a circle as the is

pronounced Finally the tongue touches the roof of the mouth to make the t

A Closer Look

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Use spelling to teach phonemes

Asking children to spell words by listening for individual phonemes and

identifying the letters that represent those phonemes helps to teach

segmenting and improves childrenrsquos ability to recognize unfamiliar words (Ehri

and Wilce 1987) It is helpful to encourage children to think about how their

mouth changes as they repeat the word they are trying to spell This helps

them segment and identify individual phonemes (NICHD 2000 p 2-36)

A Closer Look

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

A Final Word on Phonemic Awareness

Although phonemic awareness is a critical skill in learning to read

phonemic awareness instruction by itself is not a complete program of

reading instruction It is only a means by which children come to

understand that words are made up of individual sounds Therefore it

is important that children quickly learn another skill namely to say the

letters of the alphabet and to say the sounds represented by lettersmdashas

taught through phonics instruction Together phonemic awareness and

phonics instruction provide a sound foundation for using the

alphabetic principle to learn to read

A Closer Look

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Phonicsbull Phonics instruction is intended to help readers understand

and use the alphabetic principle This principle says there is a systematic if sometimes irregular relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds) Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters

bull A Closer Look

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Findings cited in the National Reading Panel Report (NICHD 2000) on the

efficacy of systematic phonics instruction include the following

bull Systematic phonics instruction was shown to produce substantial improvement in reading

and spelling in kindergarten through sixth grade especially for younger children who were at

risk of future reading failure and disabled readers The contribution of systematic phonics

instruction to reading achievement was greater than that of programs that provided

unsystematic phonics instruction and programs that included no phonics instruction

bull Positive results were greater with younger students (kindergarten students and first

graders) indicating that beginning systematic phonics instruction early is helpful

bull Systematic phonics instruction produced gains when used in a variety of grouping patterns

such as one-on-one tutoring small groups and whole-class instruction

bull Gains in reading were demonstrated by children from all socioeconomic levels

bull Systematic phonics instruction improved comprehension and showed an even greater

impact on word recognition

A Closer Look

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Phonics instruction should be explicit and systematic

Explicit phonics instruction requires the teacher to explain clearly and directly

that certain letters or letter combinations represent certain sounds (ldquoThe

sound d is spelled with the letter drdquo) Systematic phonics instruction utilizes a

predetermined sequence of letter-sound relationships rather than teaching letter-

sound relationships randomly as students encounter them in stories and books

It also includes lots of practice using letter-sound relationships the students have

been taught

A Closer Look

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Phonics instruction is a means to an end And that

end is reading connected text

A Closer Look

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Fluencybull Fluency is recognizing the words in a text rapidly and

accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language

A Closer Look

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

The relationship between fluency and comprehension is explained in

this way in the National Reading Panelrsquos Report (NICHD 2000)

Why do problems with reading accuracy speed and expression interfere with

comprehension To answer this question we need to examine the reading process in

terms of two basic cognitive tasks The reader must recognize the printed words

(decoding) and construct meaning from the recognized words (comprehension) Both

decoding and comprehension require cognitive resources At any given moment the

amount of cognitive resources available for these two tasks is restricted by the limits of

memory If the word recognition task is difficult all available cognitive resources may be

consumed by the decoding task leaving little or nothing for use in interpretation

Consequently for the nonfluent reader difficulty with word recognition slows down the

process and takes up valuable resources that are necessary for comprehension

Reading becomes a slow labor-intensive process that only fitfully results in

understanding (p 3- 8)

A Closer Look

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Accurate Automatic Word Recognition

Accuracy in word recognition focuses on correctly identifying words on the

first attempt When a word is identified correctly the meaning retrieved

from the readerrsquos oral vocabulary is one that makes sense with the other

words in the sentence

A Closer Look

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

How Can Teachers Help Students Develop Greater Fluency

bull Although there is a good deal of research that connects how much children read and their reading performance this research does not prove which comes first reading skill or lots of reading (NICHD 2000) For example strategies that emphasize silent independent reading have not been proven to produce improvement in reading achievement (Carver amp Liebert 1995) So to ensure that students continue to develop fluency other forms of practice should be included Two forms that have shown evidence of improving fluency are repeated reading and guided repeated oral reading (NICHD 2000)

A Closer Look

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Vocabularybull The term vocabulary refers to words we need to know to

communicate with others There are four types of vocabulary listening speaking reading and writing Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary

A Closer Look

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Vocabulary should be taught directly even though a great deal of

vocabulary is learned indirectly Effective vocabulary instruction includes

teaching new words directly by providing explicit clearly written definitions

and well-chosen examples and nonexamples as well as helping students

learn words indirectly by teaching word-learning strategies students can

use to learn words on their own

A Closer Look

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Teaching Vocabularybull Associate new words with known words bull Use new words in a sentence bull Match definitions to new words Use activities that make

this type of practice fun for students including game-type activities

bull Use new words in different contexts (The teacher explores with the class how the word fishing has different meanings depending on the contextmdashfishing for trout fishing for her keys in the bag or fishing for a compliment)

bull Provide students with multiple exposures to new words

A Closer Look

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Comprehension

bull Comprehension involves constructing meaning that is

reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood

bull Comprehension is the final goal of reading instruction bull While fluent decoding is an essential component of skilled

reading (Block amp Pressley 2002) it should be considered a prerequisite to strong comprehension rather than an end in itself

A Closer Look

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Proficient readers use comprehension strategies to help them

understand more of what they are reading The ability to know

when and how to use these strategies is essential to understanding

different types of text such as stories informational text or poetry

Good readers apply comprehension strategies without being

directed to do so They have become self-regulated in their use of

these strategies

A Closer Look

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

How Can Comprehension Strategies Be Taught Most

Effectively

Even though modeling a comprehension strategy is an effective approach it is

much more effective to use an explicit explanation along with modeling of the

strategy (Duffy Roehler Sivan Rackliffe Book Meloth et al 1987) Modeling

may include a demonstration of how to use the strategy with only a brief

explanation A more detailed explanation of what is involved in using the

strategy is required in order for students to be able to apply it on their own

A Closer Look

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Direct explanation is a term applied to an instructional technique

that makes the important features of a comprehension strategy

explicit and clear

Teachers who use direct explanation of comprehension strategies focus their

explanations on what skilled readers actually do to improve comprehension and then

how they determine which strategies to use in a specific situation The goal is to help

readers understand what skilled readers do in trying to gain a deeper understanding of

what they are reading and to know when to use a particular comprehension strategy

This enables readers to gain control over the strategy so they are able to select the

ldquoright tool for the jobrdquo and use it effectively

A Closer Look

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Ideas That Are Effective in Using Direct Explanation With Students

bull It is important that students perceive the strategy to be taught as something useful

bull Immediate opportunities to use the strategy in an appropriate reading task are also

important

bull Repeat the explanation and modeling of how to use the strategy within the same lesson

presentation

bull Opportunities to practice should transfer responsibility to students gradually

bull Assess how well students understand the content and how well they used the strategies that

were taught

bull Maintain a focus on the strategy while teaching the content of the text

Adapted with permission of Guilford Press from ldquoThe Case for Direct Explanation of Strategiesrdquo

by Gerald Duffy in Comprehension Instruction Research-Based Best Practices edited by C C

Block and M Pressley

A Closer Look

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

7 Comprehension Strategies

1 Activating background knowledge

2 Questioning the text

3 Drawing inferences

4 Determining importance of content

5 Creating mental images

6 Monitoring comprehension

7 Synthesizing information

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Different approaches to reading instruction different results

bull Direct instructionInstruction in which the teacher demonstrates or presents new information or skills models its use guides use by the student and monitors mastery I do we do you do

Usually sequenced and explicit There is a large amount of scientific experimental design research which strongly supports the effectiveness of direct instruction

bull Instruction based in constructivist theoryConstructivism is a philosophy of knowledge which emphasizes experience and interaction with the environment Instructional practices associated with this philosophy arose from the work of Jean Piaget There is virtually no experimental design research which validates the efficacy of constructivist approaches to instruction Constructivists maintain that teaching is more of an art than a science question the need or validity of experimental design research in education and note that such an approach cannot demonstrate the magnificance of Beethovenrsquos music or the joy of love It is a strongly held view of what education should be which persists and often dominates K-12 instructional practices in the United States

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Brain imaging results for children with reading problems after receiving systematic and explicit reading instruction

Dyslexia Evolution of a scientific conceptJournal of the International Psychological Society 15(4) 501-508 2011Jack M Fletcher

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Reading instructional materials which incoporate the 5 essential elementsbull Languagebull Orton Gillinghambull Wilson Reading Systembull Rewardsbull Reading Masterybull Open Court

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

ESEA Section 1208(3)Section 1208(3) of the ESEA states the term essential components of reading instruction means explicit and systematic instruction in (A) phonemic awareness (B) phonics (C) vocabulary development (D) reading fluency including oral reading skills and (E) reading comprehension strategies

EDgov

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Evaluation Report

Each public agency shall develop a written Evaluation Report for all initial evaluations and any reevaluations which required additional testingThe evaluation report must includeA A statement of whether the child has a specific disability as defined in Regulation III2 of this documentB A synthesis of information from the evaluation considering all areas of functioningC The basis for making the determination of eligibility for a disability

D A statement that the disability is not a result of lack of appropriate instruction in reading including the essential components of reading instruction (as defined by section 1208(3) of the ESEA or lack of appropriate instruction in math or Limited English proficiency

Missouri State Plan for Special Education

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia

Proceed to review of the MO-CASE position statement on Dyslexia

• Connecting the Dots
• Slide 2
• Slide 3
• Dyslexia
• Slide 5
• Slide 6
• Slide 7
• Slide 8
• Slide 9
• National Reading Panel
• National Reading Panel (2)
• Essential Components of Reading Instruction
• Slide 13
• Slide 14
• Slide 15
• Phonemic Awareness
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Phonics
• Slide 30
• Slide 31
• Slide 32
• Fluency
• Slide 34
• Slide 35
• How Can Teachers Help Students Develop Greater Fluency
• Vocabulary
• Slide 38
• Teaching Vocabulary
• Comprehension
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• 7 Comprehension Strategies
• Different approaches to reading instruction different results
• Brain imaging results for children with reading problems after
• Reading instructional materials which incoporate the 5 essentia
• Slide 49
• Slide 50
• Proceed to review of the MO-CASE position statement on Dyslexia