Eliminating Reading Difficulties

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Eliminating Reading Difficulties
We Know Effective early reading instruction
must build reading skills in five important
areas We Can Identify and prevent childrens
reading difficulties before they begin formal
reading instruction
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Reading Gap Over Time

• Matthew Effect
• Students not reading at end of first grade
• Graphs

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Model for Student Success
Instruction
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Todays Objectives

• DIBELS as a screening and progress monitoring
  tool
• Administration and scoring procedures for all 7
  DIBELS measures
• Oral Reading Fluency (ORF)
• Letter Naming Fluency (LNF)
• Phoneme Segmentation Fluency (PSF)
• Nonsense Word Fluency (NWF)
• Initial Sound Fluency (ISF)
• Word Use Fluency (WUF)
• Retell Fluency (Retell)

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SBRR

• The No Child Left Behind Act (2002) establishes
  Reading First as the primary national initiative
  aimed at improving reading in K thru 3 classrooms
• The National Reading Panel (1997) reviewed
  research in reading instruction (K-3) and
  identified methods that consistently relate to
  reading success

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WHAT CONSTITUTES TRUSTWORTHY
SCIENTIFIC RESEARCH?

• Findings Should Be Published In Peer Reviewed
  Sources
• Findings Should Be Replicated By Independent
  Researchers
• Multiple Studies Should Lead to Convergent
  Findings

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READING FAILURE AN EDUCATIONAL AND A PUBLIC
HEALTH PROBLEM

• Reading Proficiency is Critical to Academic
  Learning and Success in School (Lyon, 1998 2002,
  2003, 2004 Snow, Burns Griffin, 1998)
• The Ability to Read Proficiently is Significantly
  Related to Quality of Life and Health Outcomes
  (Lyon, 1997 Lyon Chhabra, 2004 Thompson,
  2001)

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Right now, all over the United States, we are
leaving too many children behind in reading
And, a large share of those children come from
poor and minority homes
Percent of Students Performing Below Basic Level
- 37
10 20 30 40 50 60 70 80
90 100
White
Black
Hispanic
Poor
Non-poor
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SOME REASONS WHY READING INSTRUCTION HAS NOT BEEN
HELPFUL

• Untested Theories and Assumptions Regarding
  Reading Development and Instruction
• Romantic Beliefs About Learning and Teaching
• Fads
• Appeals to So Called Authority

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In 1995, the U.S. Department of Education and
the National Institutes of Health
National Academy of Sciences
Report from the National Research Council 1998
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In 1997, United States Congress
National Institute of Child Health and Human
Development U.S. Department of Education
Report of the National Reading Panel
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National Reading Panel Findings

• Phonemic awareness
• Phonics
• Vocabulary development
• Reading fluency
• Text comprehension

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Available from National Institute for
Literacy 1-800-228-8813 EdPubOrders_at_aspensys.com w
ww.nifl.gov
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The top 5 discoveries
1. It is very important for young children to
acquire strong phonemic decoding skills early in
reading development
2. Many children struggle in learning phonics
because of lack of skill and/or preparation in
phonemic awareness
3. Children must become accurate readers early in
development in order to become fluent readers by
3rd grade and fluency is important for
comprehension

• The large individual differences in oral language
  vocabulary
• that arise from pre-school experiences begin to
  exert a powerful influence on comprehension by
  grade three.

• Many children must be taught explicitly and
  directly how to
• think about what they are reading to improve
  comprehension

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Targeting Instruction
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
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What is Phonological Awareness?
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Phonological awareness involves the
understanding that spoken words are composed of
segments of sound smaller than a syllable. It
also involves the ability to notice, think about,
or manipulate the individual sounds in words
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What is Phonics?
It is a kind of knowledge
Which letters are used to represent which phonemes
It is a kind of skill
Pronounce this word
blit
fratchet
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Reading Fluency

• What is reading fluency?
• Why is fluency important?
• What instruction helps students develop fluency?
• How can we adapt instruction for students with
  special needs?
• How can we monitor students progress in fluency?

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What is fluency?

• Fluency is the ability to read a text quickly,
  accurately, and with expression.
• Combines rate and accuracy
• Requires automaticity
• Includes reading with prosody

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What is automaticity?
Automaticity

• is the ability to rapidly and accurately
  associate sounds with letters to read words.
• is achieved through many opportunities for
  practice on a regular basis.
• makes reading less demanding, thus increasing
  comprehension.

Rapid reading of high-frequency words and
decodable words is critical for comprehension.
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What is prosody?

• Prosody is using appropriate phrasing and paying
  attention to punctuation.
• Students use of prosody provides clues to their
  comprehension of a passage.

Beginning or struggling readers may read with
speed and accuracy, but their limited prosody
indicates they do not understand the meaning of
the text.
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What do fluent readers sound like?

• Fluent readers reading flows, sounds smooth, has
  expression, and contains natural pauses.
• Fluent readers adjust their reading rate
  depending on their purpose for reading.
• Fluent readers read from diverse texts making few
  or no errors.

Non-fluent readers read haltingly, ignore
punctuation, combine phrases into meaningless
statements, and read with little or no prosody.
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Why is fluency important?

• Fluency provides a bridge between word
  recognition and comprehension.
• National Institute for Literacy (NIFL), 2001, p.
  22
• Fluent readers are able to focus their attention
  on understanding text.

Non-fluent readers focus much of their attention
on figuring out words, therefore they have less
attention to devote to comprehension.
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What do students need to learn?

• How to decode words (in isolation and in
  connected text)
• How to automatically recognize words (accurately
  and quickly with little attention or effort)
• How to increase speed (or rate) of reading while
  maintaining accuracy

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How do we teach it?

• Provide opportunities for guided oral repeated
  reading that includes support and feedback from
  teachers, peers, and/or parents
• Match reading texts and instruction to individual
  students
• Apply systematic classroom-based instructional
  assessment to monitor student progress in both
  rate and accuracy.

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Steps to Providing Fluency Instruction

• Measure students fluency
• Select appropriate text
• Set fluency goals for individual students
• Model fluent reading
• Provide repeated reading opportunities
• Monitor student progress

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Model Fluent Reading

• Hearing authentic literature provides students
  with a model of fluent reading and familiarizes
  students with literature beyond their
  instructional- or independent-reading levels. It
  also assists with the development of prosody.

Students with low fluency benefit from repeated
reading with a model. This promotes comprehension
as well as fluency, because the students can
focus on the content of the passage before they
read it themselves.
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Selecting Appropriate Text

• It is important to identify the highest
  grade-level reading material in which the student
  reads at the instructional- or independent-level.

Start the fluency building program.
Continue or stop the assessment procedure.
Assess each student individually.
Select the text.
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Set Fluency Goals for Individual Students

• Establishing baseline fluency scores helps
  determine students fluency goals.
• Determine the number of words the student needs
  to improve each week to reach an end-of-year
  goal.
• Set a goal for the student to reach by the middle
  of the year.

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Model Fluent Reading

• Hearing authentic literature provides students
  with a model of fluent reading and familiarizes
  students with literature beyond their
  instructional- or independent-reading levels. It
  also assists with the development of prosody.

Students with low fluency benefit from repeated
reading with a model. This promotes comprehension
as well as fluency, because the students can
focus on the content of the passage before they
read it themselves.
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Provide Repeated Reading Opportunities
Repeated reading

• Promotes the goal of reading text until it can be
  read rapidly and smoothly
• Encourages rapid decoding
• Fosters automatic word recognition through many
  exposures to words
• Increases speed and accuracy
• Enhances comprehension

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Repeated ReadingActivities

• Partner Reading
• Computer-Based/Tape-Assisted Reading
• Readers Theatre
• Choral Reading
• Chunking

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Repeated ReadingPartner Reading

• Students are paired to practice rereading text.
• Time spent on reading is increased.
• A model of fluent reading is provided.

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Repeated ReadingAdapted Partner Reading

• Struggling readers may need adaptations to
  Partner Reading.
• Consider the requisite abilities for the task in
  comparison to the students strengths and
  struggles.
• Adapt the instructional content (length, type of
  passage)
• Adapt the delivery of instruction (be the
  students partner, provide more practice)
• Adapt the instructional material (reformat
  passage, use instructional technology)

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Repeated ReadingAlternate Activities

• Struggling readers may need a different activity
  entirely.
• Computer-based/tape-assisted reading models the
  proper phrasing and speed of fluent reading
• Readers theatre involves small groups of students
  rehearsing and reading a play
• Choral reading actively involves students as they
  read in unison
• Chunking involves reading phrases, clauses, and
  sentences by dividing text into chunks

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Remember

• Fluency is increased when students
• develop instant, efficient word recognition
  (automaticity).
• participate in repeated reading activities.
• receive consistent feedback and guidance.
• spend a lot of time reading.

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The challenge of continuing growth in fluency
becomes even greater after third grade
4th, 5th, and 6th graders encounter about 10,000
words they have never seen before in print during
a years worth of reading
Furthermore, each of these new words occurs
only about 10 times in a years worth of reading
Sadly, its very difficult to correctly guess the
identity of these new words just from the
context of the passage
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Fundamental discoveries about how children learn
to read
In addition to being able to identify printed
words accurately and fluently, children must also
know the meanings of many words in order to
comprehend what they read
Children must also develop and actively use a
variety of comprehension monitoring and
comprehension building strategies to reliably
construct the meaning of text.
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Relationship between Vocabulary Score (PPVT)
measures in Kindergarten and later reading
comprehension
End of Grade One -- .45
End of Grade Four -- .62
End of Grade Seven -- .69
The relationship of vocabulary to reading
comprehension gets stronger as reading material
becomes more complex and the vocabulary becomes
becomes more extensive (Snow, 2002)
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Some definitions of reading comprehension to make
a point about remaining gaps in our knowledge
Acquiring meaning from written text Gambrell,
Block, and Pressley, 2002
the process of extracting and constructing
meaning through interaction and involvement with
written language Sweet and Snow, 2002
thinking guided by print Perfetti, 1985
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What we know about the factors that affect
reading comprehension
Proficient comprehension of text is influenced by
Accurate and fluent word reading skills
Oral language skills (vocabulary, linguistic
comprehension)
Extent of conceptual and factual knowledge
Knowledge and skill in use of cognitive
strategies to improve comprehension or repair it
when it breaks down.
Reasoning and inferential skills
Motivation to understand and interest in task and
materials
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5 ii 3 iii NCLB
Five Instructional Components
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
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• Life Experience
• Content Knowledge
• Activation of Prior
• Knowledge
• Knowledge about
• Texts

• Oral Language Skills
• Knowledge of Language
• Structures
• Vocabulary
• Cultural Influences

Language
Reading Comprehension
Knowledge
Fluency

• Prosody
• Automaticity/Rate
• Accuracy
• Decoding
• Phonemic Awareness

• Motivation
• Engagement
• Active Reading
• Strategies
• Monitoring Strategies
• Fix-Up Strategies

Metacognition
Florida Reading Initiative Conceptual Framework
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What is DIBELS?

• A screening assessment that identifies children
  K-3 at risk for having reading difficulties
• Provides information about critical reading
  skills that are predictors or indicators of
  reading success or lack thereof.
• A progress monitoring instrument to measure
  success of interventions.

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Screening vs. Diagnosis

• SCREENING ASSESSMENTS
• Identify children at risk for reading
  difficulties.
• Show whether all the major skills are in place
  for reading readiness.
• Tell us if something is lacking with a major
  skill, not specifically what is wrong
• DIAGNOSTIC ASSESSMENTS
• Give information to develop a specific plan to
  reach a specific outcome.
• Identify specifically WHAT is missing with regard
  to specific skills.

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When are DIBELS Screenings Administered?

• Benchmark screenings are given to all students
  K-3 three times a year
• Beginning of year (fall)
• Middle of year (winter)
• End of year (spring)

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DIBELS MEASURES THE MOST IMPORTANT SKILLS IN
EARLY LITERACY (THE BIG IDEAS)

• Phonemic Awareness
• Ability to identify and manipulate phonemes,
  which are the smallest units of sound in a word
• Phonics
• The Alphabetic Principle knowledge that letters
  represent sounds
• Fluency and Accuracy with Connected Text
• Comprehension
• Ability to understand what is read
• Vocabulary and Language
• Ability to use words appropriately

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Big Ideas are the basis for curriculum and
instruction. Big Ideas inspire the measures we
use.

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DIBELS overview (kindergarten)
Kindergarten knowledge of letter names and
sounds, phonemic awareness, vocabulary,
alphabetic reading skills
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Examples of assessments that can be used to
monitor progress and outcomes
1st grade phonemic awareness, alphabetic
reading skills, reading fluency, vocabulary, and
comprehension
2nd grade - reading fluency, comprehension, and
vocabulary
3rd grade - reading fluency, vocabulary, and
comprehension
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DIBELS Screening Measures Administered by Grade
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DIBELS Screening Measures Administered by Grade
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DIBELS Screening Measures Administered by Grade
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One Minute Timed Readings

• All DIBELS measures incorporate fluency, the
  ability to quickly and accurately process
  information.

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DIBELS is a Standardized Test

• Because
• University of Oregon research
• Reliability and validity as a predictor of
  reading success
• Measures given the same way every time
• Correlational data (TPRI, W-J)

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Universal Scoring Rules

• Incorrect Answers put a slash through incorrect
  answers (/)
• Skipped lines draw a line through any row of
  words or letters skipped
• Adding words or sounds no scoring penalty (time
  is used)
• Insertions, additions and repeated words are
  ignored
• Adding uh to the end of a phoneme is ignored.
  (muh instead of mmmm)
• Self-corrections mark SC above the answer and
  score as correct (time is used)
• Dialectical differences score as correct
• Articulation differences score as correct

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Oral Reading Fluency (ORF)

• DIBELS Oral Reading Fluency (DORF) - is a
  standardized, individually administered test of
  accuracy and fluency with connected text.
• The student reads a passage aloud for one minute
• Score Total number of words read accurately in
  one minute
• Administer 3 oral reading passages in each
  screening
• If only one passage must be used, use the second
  passage of the 3

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ORF Scoring

• Scores are recorded for each passage
• Scoring marks
• (/) for incorrect
• Disregard lines through words (means skipped
  lines)
• Bracket designates the end of the reading
• Record the score in the bottom right hand corner

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Calculating the ORF score

• To determine of correct words
• Record of words in last line used (Ex. 98)
• Subtract of words not read in that line (3)
• Equals of words attempted 95
• Subtract of slashes (except self-corrects) (3)
• Subtract of words in lines not read (14)
• Equals of words read accurately 78

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Finding the Median Score

• Record the score for each of the 3 passages on
  the pages inside the scoring booklet
• To find the ORF middle score, ask
• What is the highest score? Disregard that
  score.
• What is the lowest score? Disregard that core.
• Which score remains? This is the median, which
  is recorded on the front of the booklet.

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First Grade Benchmarks
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Letter Naming Fluency (LNF)

• Description - Students are presented with a page
  of upper- and lower-case letters arranged in a
  random order and are asked to name as many
  letters as they can.
• Score Total number of letters correctly named

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Phoneme Segmentation Fluency (PSF)

• Description - It requires the student to produce
  verbally the individual phonemes for each word.
  For example, the examiner says "sat," and the
  student says "/s/ /a/ /t/" to receive three
  possible points for the word. After the student
  responds, the examiner presents the next word,
• Scoring Total number of correct phonemes
  produced in one minute determines the final
  score.

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Nonsense Word Fluency (NWF)

• Description - The student is allowed 1 minute to
  produce as many letter-sounds as he/she can, and
  the final score is the number of letter-sounds
  produced correctly in one minute.

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Thank YOU!
How do we know we have been successful? When ALL
children can read!
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Model Fluent Reading

• Hearing authentic literature provides students
  with a model of fluent reading and familiarizes
  students with literature beyond their
  instructional- or independent-reading levels. It
  also assists with the development of prosody.

Students with low fluency benefit from repeated
reading with a model. This promotes comprehension
as well as fluency, because the students can
focus on the content of the passage before they
read it themselves.
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What makes us think we can do better?

• We now have substantial converging scientific
  evidence about
• How children learn to read
• Why some children have difficulty
• How to prevent and remediate reading difficulties
• Federal funding for the prevention and
  remediation of reading failure has increased
  significantly