Quick Reads

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Quick Reads

• An Overview

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Agenda

• Program features
• General Overview
• Samples from the text version
• Content area topics
• Lesson components
• Software version
• Cost effectiveness
• Overview of a study

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Quick Reads Program Features

• Careful balance of familiar and new words promote
  fluency
• Interesting content and connections across texts
  promote comprehension
• Grade-level appropriate texts focusing on key
  concepts promote vocabulary
• High-frequency words make up 98 of the texts
• Hard words are repeated so students can develop
  meaning and word recognition strategies for hard
  words
• Text length corresponds to grade-level reading
  rate for 1 minute
• Texts are thematically grouped

http//quickreads.org/
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Overview of the Quick Reads Program Sources
Carroll, J.B., Davis, P., and Richman, B. Word
Frequency Book. Boston, MA Houghton Mifflin,
1971. Zeno, S.M., Ivens, S.H., Milliard, R.T.,
Duvvuri, R. (1995). The Educators Word Frequency
Guide. New York Touchstone Applied Science
Associates, Inc.
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Hiebert, 2003
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Hiebert, 2003
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Hiebert, 2003
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(No Transcript)
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Science Content Area Topics
Life Science Level A Our Sense of Sight Seeds
Give Us Food Your Own Dog Level B A World Without
Trees City of Ants Do Animals Talk Level C Animal
Giants Dinosaurs Today Pollinating Plants Level
D Habitat, Sweet Habitat Life in a Group The
Human Body
Earth Science Level A Measuring Weather Seasons
Around the World Stars Level B Climates of the
United States Rocks We Use The Flow of a
River Level C Hurricane Watch Our Solar
System Without Warning Earthquakes Level
D Saving Ecosystems The Power of Sunlight When
Volcanoes Erupt
Physical Science Level A How Submarines Work The
Science of Play Water Goes Around and
Around Level B Forces in Basketball The Pull of
Magnets Thinking Like a Scientist Level
C Inventions That Changed the World Play It
Again Simple Machines Level D Cameras Across
Time Solar and Wind Farms The Day the Lights Went
Out
http//quickreads.org/content/fluency-library
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Social Studies Content Area Topics
Civics Level A Americans Who Dream Government
for the People Our National Parks Level B Animal
Helpers Brave Americans National Symbols Level
C American Heroes Celebrations The United States
Government Level D American Pathfinders A New
Beginning The Right to Vote
Geography and Economics Level A Lakes Give Us
Water The Zoo Crew Homes in Hot and Cold
Places Level B Building a New School Making Sense
of Money Mapmaking Through the Years Level
C Bicycles From Plan to Sale Discover the
Ocean Inside the Amazon Rain Forest Level D Oil
Fuels the World Our Neighbor, Canada Zone In on
Your Climate
History Level A Secrets of the Caves Toys of
Long Ago Our Flag Level B Growing Up in the
Colonies Transportation Then and Now Yo-Yos Then
and Now Level C From Feather Pens to Webcams Life
in Ancient Egypt The First Americans Level D An
Eye on the Ball The Adventures of Two
Explorers The Empire of Ancient Rome
http//quickreads.org/content/fluency-library
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Science Content Area Topics (Middle/Secondary)
Life Science Level A The Five Senses Level B Do
Animals Talk? Level C Exercise and Your
Body Level D Taking Care of the Human Body Level
E Eating for Energy Level F The Human Nervous
System
Earth Science Level A Stars Level B Water Level
C Earthquakes Level D Volcanoes Level E Earths
Moon Level F Environmental Disasters
Physical Science Level A Solids, Liquids,
Gases Level B Forces in Sports Level
C Inventions Level D Wind and Solar Energy Level
E Heat and Energy Level F Computers
http//quickreads.org/content/fluency-library
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Social Studies Content Area Topics
(Middle/Secondary)
Civics Level A Americans Who Dream Level
B National Symbols Level C Our National
Government Level D Immigration to America Level
E Civil Rights Leaders Level F Speeches That
Inspire
Geography and Economics Level A Careers Level
B Money Level C Oceans Level D Our North American
Neighbors Level E Managing Money Level
F Purchasing Power
History Level A The Stone Age Level B Cars Then
and Now Level C Ancient Egypt Level D Ancient
Rome Level E The American Civil War Level
F Ancient Greece
http//quickreads.org/content/fluency-library
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Literature Content Area Topics (Middle/Secondary)
Literature Level A Realistic Fiction Level
B Writing about Oneself Level C Adventure
Writing Level D Mystery/Suspense Level E Science
Fiction Level F Myths
Communication Level A Word Play Level B How the
News Gets to You Level C Nonverbal
Communication Level D The Internet Level E All
about English Level F All about Advertising
Everyday Reading Level A Real-World
Reading Level B From Book to Movie Level C Comics
and Cartoons Level D Creating an Ad Level
E Newspapers Level F Careers in Language
http//quickreads.org/content/fluency-library
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The Arts Content Area Topics (Middle/Secondary)
Cultural Studies Level A Drums Level B Popular
Foods in the United States Level C Masks Level
D Regional Origins of Sports Level
E Guitars Level F Murals
Fine and Performing Arts Level A Famous
Paintings Level B International Dances Level
C Jazz Level D Art and Technology Level E People
in Pictures Level F Amazing Architecture
Everyday Arts Level A Outdoor Art Level
B Wearable Art Level C Posters Level
D Fashion Level E Music in the Movies Level
F Designing for All
http//quickreads.org/content/fluency-library
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Quick Reads Steps Print

• Step 1 The teacher begins by browsing the title,
  picture and caption with students.
• Teacher says Before we read this new passage
  lets think about this topic. First let us begin
  by reading the title. Now let us look at the
  picture and the caption that accompanies it.
• Step 2 The teacher uses a graphic organizer to
  help students to make predictions about what
  might occur in the passage. 
• Teacher says Do you have any predictions about
  what this passage might be about? Let us write
  down some of your predictions. We will come back
  to your predictions at the end of the passage.
• Step 3 The teacher then reads the passage as
  students follow along silently.
•  Teacher says Please read along silently as I
  read the passage aloud. Be sure that you are
  showing me that you are following along by using
  your pointer finger or a pencil to point to the
  words as I read.
•  Step 4 Students then choral read the passage.
•  Teacher says Now we will read the passage
  together. Be sure to use your pointer finger or a
  pencil to point to each word as we read.

Fenty, 2006
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Quick Reads Steps Print

• Step 5 Students practice the passage by reading
  with a partner.
•  Teacher says Now you are going to read this
  passage with your partner. Remember, you are to
  help your partner with the words that they have
  trouble with and provide your partner with a
  compliment about their reading when they are
  finished.
•  Step 6 The teacher then times the student for
  one minute.
•  Teacher says Now it is time to do your one
  minute timing. If you are waiting to be timed you
  may go ahead and work on the questions that
  accompany this passage at the end of the unit.
• To student who is being timed We are going to
  do a timing of the passage we have practiced
  today. Be sure to do your best reading...
  ready... begin.
•  Step 7 The teacher and student chart the number
  of word correctly per minute.
•  Teacher says That was wonderful reading. Let
  us turn to the back of the book and mark how many
  words you read today.
•  Step 8 As students wait to be time, they
  respond to the comprehension questions that
  accompany a particular passage. Review the
  comprehension questions with students.
•  Teacher says Now let us review the questions
  that accompanied this passage. Let us read the
  first question together. What is the correct
  answer to that question? Let us read the second
  question together. What is the correct answer to
  that question? Let us read the third question
  together. What is the correct answer to that
  question?

Fenty, 2006
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(No Transcript)
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Quick Reads Steps Computer

• 1. The student logs into the program.
• 2. The student tests the microphone.
• 3. The student logs into the reading passage.
• 4. The student chooses to have the computer read
  or to read to the computer.
• 5. The student responds to comprehension
  questions.

Fenty, 2006
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Quick Reads Title Screen Page. Reprinted with
permission from Pearson Education Inc. Hiebert,
E.H. (2005). Quick Reads Technology Edition
Version 3 Student Charting Page. Pearson
Learning Group. Parsippany, NJ.
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Quick Reads Definition Page. Reprinted with
permission from Pearson Education Inc. Hiebert,
E.H. (2005). Quick Reads Technology Edition
Version 3 Student Charting Page. Pearson
Learning Group. Parsippany, NJ.
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Quick Reads Comprehension Questions Page. .
Reprinted with permission from Pearson Education
Inc. Hiebert, E.H. (2005). Quick Reads
Technology Edition Version 3 Student Charting
Page. Pearson Learning Group. Parsippany, NJ.
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Quick Reads Progress Monitoring Page. Reprinted
with permission from Pearson Education Inc.
Hiebert, E.H. (2005). Quick Reads Technology
Edition Version 3 Student Charting Page. Pearson
Learning Group. Parsippany, NJ.
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Quick Reads Print vs. Computer Pricing

• The print version of this program costs
  approximately 600 for a complete classroom set
  of 24.
• The software version of the program costs
  approximately 1,200 for a stand alone package of
  12.
• Cost effectiveness
• Cost of the program (Print (consumable) vs
  Computer (re-usable))
• Cost of personnel
• Training

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Pilot Study
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Group Study Overview

• Research Questions
• Is a computer-based method of instruction as
  effective as a print-based method of instruction
  in improving the fluency skills of children who
  demonstrate delayed fluency development?
• Is a computer-based method of instruction as
  effective as a print-based method of instruction
  in improving the general reading skills of
  children who demonstrate delayed fluency
  development?
• Is there a clear functional relationship between
  method of fluency instruction and task engagement
  for students who demonstrate delayed development
  in on-task engagement?

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Group Study Results

• No significant differences in fluency between the
  treatment groups.
• No significant differences in comprehension
  between the treatment groups.
• Significant differences in vocabulary between the
  treatment groups.
• Favored software group
• Forty-six percent of students in the software
  group averaged two or more passages per day.

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Research Question 3 Results
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What Does it All Mean?

• Use of Quick Reads increased fluency,
  comprehension, and vocabulary overall
• Use of software as a supplement
• Use of software not engaging for all students
• Use of software not so expensive

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Any Additional Questions?

• Nicole Fenty, Ph.D
• University of Louisville
• [phone] (voice)
• nsfent01_at_louisville.edu