Evaluating and Modifying Remedial Reading Programs

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Evaluating and Modifying Remedial Reading Programs

• Marcy Stein, Ph.D.
• University of Washington, Tacoma

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Reading Programs PLUS

• Effective Instruction
• Reading Programs
• Assessment
• Professional Development
• Instructional Leadership
• Motivation

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Scientifically Based Reading Programs

• Definitions
• Program Content

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Definitions

• Scientifically based reading programs have been
  evaluated in valid scientific experiments.
• These experiments must include
• meaningful measures of achievement and
• compare several schools using a given program
  with several carefully matched schools that did
  not.
• Slavin, 2003

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Definitions

• Reading programs based on scientifically based
  research
• incorporate the findings of rigorous experimental
  research.
• Slavin, 2003

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Rigorous Experimental Research1967-2002
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Program Content

• Comprehensive Reading Programs
• phonemic awareness instruction
• systematic, explicit phonics instruction
• fluency instruction
• vocabulary instruction
• text comprehension instruction
• National Reading Panel,
  1999

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Program Content

• Remedial Reading Programs
• Decoding
• Phonics Instruction
• Fluency Building Activities
• Assessment
• Placement
• Teacher Support
• Progress monitoring

• Comprehension
• Specific skills/strategies
• Metacognitive strategies
• Text structure

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Program Design
Explicit Strategies Program Coherence Teacher
Support
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Decoding Emphasis

• Challenger
• Corrective Reading (Decoding)
• Language!
• Laubach Way to Reading
• REWARDS
• Sounder
• Wilson Reading System

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Decoding Fluency

• The process of converting the printed word into
  its spoken form is called decoding. (p. 2.4)
• Reading fluency is the accuracy and rate with
  which students read. It significantly affects
  the readers ability to comprehend, and it is the
  mark of a proficient reader. (p. 2.20)
• Honig,
  Diamond Gutlohn, 2000

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Decoding Problems

• Reads textbooks with difficulty
• Reads slowly and laboriously
• Cant figure out unfamiliar words, especially
  multisyllabic words
• Is afraid or embarrassed to read

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Program Design Decoding
Explicit Strategies

• Phonics Instruction
• Fluency Building

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Program Design Decoding

• Coherence
• Relationship of decoding instruction to the
• text selections
• Relationship of text selections to each
• other

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Program Design Decoding
Teacher Support

• Specified and Unspecified Examples

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Comprehension Emphasis

• Corrective Reading (Comprehension)
• Soar to Success
• Reason to Read

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Comprehension
Comprehension is the process of constructing
meaning from written text. (p.
2.24) Instruction should focus on developing
comprehension strategies while using explicit
instruction that develops students metacognitive
awareness. In explicit comprehension strategies
instructions, students learn what the strategy
is, why it is important, and how, when, and where
to apply it. (p. 2.24)
Honig, Diamond Gutlohn, 2000
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Comprehension Problems

• Lack of automaticity with word recognition
• Lack of comprehension strategies
• Failure to understand text organization
• Limited vocabulary

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Program Design Comprehension

• Explicit Strategies
• Comprehension monitoring vs.
• comprehension instruction

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Program Design Comprehension
Teacher Support

• Specified and Unspecified Examples

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Program Design Comprehension

• Coherence
• Relationship of comprehension
• skills to the text selections

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Assessment

• Placement
• Teacher Support
• Progress Monitoring

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Assessment

• Placement
• Initial placement
• Multiple entry levels

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Assessment

• Teacher Support
• Clarity of directions
• Use of assessment results to guide
• instruction

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Assessment

• Progress Monitoring
• Performance standards for assessment
• monitoring
• Recommendations for remediation and
• acceleration

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Program Modification

• Fluency
• Vocabulary
• Expository Text
• Tutoring

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Reading Programs PLUS
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