Polly Bayrd, MA, LP

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Research Based Instruction in Reading

• Best Practices for Mainstream
• Modifications for the LD Population

v

• Polly Bayrd, MA, LP

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Reading is the key

• To all school based learning
• To general knowledge, spelling, writing abilities
  and vocabulary
• To love of learning
• To success in most academic and occupational
  fields
• To a healthy self-concept

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Reading Success is key

• Poor readers by end of first grade have lowered
  self-esteem and self-concept and motivation
• Embarrassing even devastating to demonstrate this
  weakness in the classroom
• I would rather have a root canal than read

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It is Imperative

• Prevent reading failure
• Prevent frustration
• Allow flexibility of pacing
• Avoid stigmatizing and comparing
• Nurture a culture of acceptance

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Five Pillars of Reading Instruction

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension

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Strategies for Teaching LD Students

• Specific, directed, individualized, intensive
• Direct instruction
• Strategy instruction
• Accurate assessment to monitor progress
• Scaffolding

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Successful Teachers of LD Students

• Break learning into small steps
• Administer probes
• Supply regular quality feedback
• Use diagrams, graphics, and pictures

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Successful Teachers of LD Students

• Provide ample independent, intensive practice
• Model instructional practices
• Provide prompts of strategies to use
• Engage students in process type questions How
  is that strategy working for you?

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Scaffolding

• Process in which students are given support
• Strategies that allow the teacher to break down a
  task
• Technique that is flexible and temporary

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Eight Essential Elements of Scaffolding

• Pre-engagement with the student and the
  curriculum
• Establish a shared goal
• Actively diagnose student needs and
  understandings
• Provide tailored assistance

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Elements of Scaffolding

• Maintain pursuit of the goal
• Give feedback
• Control for frustration and risk
• Assist internalization, independence, and
  generalization to other contexts

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Scaffolding Tips

• Begin with what the student can do
• Help students achieve success quickly avoid
  frustration and cycle of failure
• Help students to be like everyone else
• Know when it is time to stop Less is more once
  mastery is demonstrated
• Help students be independent when they
  demonstrate mastery

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Accommodations Involving Materials

• Use a tape recorder
• Clarify or simplify written directions
• Present a small amount of work
• Block out extraneous stimuli
• Highlight essential information

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Accommodations Involving Materials

• Locate place in consumable material
• (Diagonal cut on corner of last page used)
• Provide additional practice activities
• Provide a glossary in content areas
• Develop reading guides

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Accommodations Involving Interactive Instruction

• Use explicit teaching procedures
• Repeat directions
• Maintain daily routines
• Provide a copy of lecture notes
• Provide students with a graphic organizer
• Use step by step instruction

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Accommodations Involving Interactive Instruction

• Simultaneously combine verbal and visual
  information
• Write key points or words on the chalkboard
• Use balanced presentations and activities
• Use mnemonic instruction
• Emphasize daily review

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Accommodations Involving Student Performance

• Change response mode
• Provide an outline of the lecture
• Encourage use of graphic organizers
• Place students close to the teacher
• Encourage use of assignment books or calendars
• Reduce copying by including information or
  activities on handouts or worksheets
• Use cues to denote important items

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Accommodations Involving Student Performance

• Design hierarchical worksheets (easy-hard)
• Allow use of instructional aids
• Display work samples
• Use peer mediated learning
• Encourage note sharing
• Use flexible work times
• Provide additional practice
• Use assignment substitutions or adjustments

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Five Pillars of Reading Instruction

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension

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Phonemic Awareness

• Ability to hear, identify and manipulate the
  individual sounds (phonemes) in spoken words
• Primary grade activity using rhymes and games
• Auditory skill, not visual skill
• A part of phonological awareness

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Two Important Phonemic Awareness Activities

• Phoneme Blending.
• /d/ /o/ /g/ (used in decoding words)
• Phoneme Segmentation
• Break spoken word into separate phonemes
• 4 sounds in truck /t/ /r/ /u/ /k/
• Used in spelling word phonetically-
• Invented spelling is OK

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Phonics Instruction

• The Sound (phoneme) - symbol (Grapheme)
  relationship
• Phonics vs. Whole Word debate

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More on Phonics Instruction

• Phonics is a means to an end not an end of itself
• Should be Part of a comprehensive reading
  program,
• Most effective when early (K or first grade)

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Systematic and Explicit Phonics Instruction

• Effective for children from various social and
  economic levels
• Particularly beneficial for children who are
  having difficulty learning to read and are at
  risk for developing future reading problems
• Must include ample opportunities to practice and
  review the relationships they are learning

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Reading Fluency

• The ability to read with accuracy, and with an
  appropriate rate, expression, and phrasing.
• Important because it provides a bridge between
  word recognition and comprehension.
• Attention to fluency is often neglected in
  reading instruction.

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Why Fluency is Important

• More fluent readers focus their attention on
  making connections among the ideas in a text and
  between these ideas and their background
  knowledge. Therefore, they are able to focus on
  comprehension.

• Less fluent readers must focus their attention
  primarily on decoding and accessing the meaning
  of individual words. Therefore, they have little
  attention left for comprehending the text.

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Reading Fluency

• If you dont ride your bike
• fast enough, you fall off.

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Automaticity Fluency

• Automaticity refers only to accurate, speedy word
  recognition, not to reading with expression.
• Necessary prerequisite for fluency in passage
  reading
• LD students need work on this intermediate step

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Building Automaticity in Word Reading

• Prerequisite skill is word accuracy
• Word sorts/games
• Reading word lists
• Timings on word lists
• Start with words of one pattern
• Move to word lists with multiple patterns
• Goal 45-50 wpm with 2 or fewer errors

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Megawords List 22 /shun/
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Megawords Lists 20-25
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Proficiency Graph
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Strategies for Developing Fluency

• Model fluent reading, then have students reread
  the text on own.
• Have students repeatedly read passages aloud with
  guidance
• Have students reread text that is reasonably easy
  (independent reading level)
• Student-adult reading, choral reading, partner
  reading, tape-assisted reading and Readers
  Theater

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Select Reading Levels

• 1. Independent Reading Level. Easy reading. (95
  word accuracy)
• 2. Instructional Reading Level. Challenging but
  manageable for the reader. (90 word accuracy).
• 3. Frustration Reading Level. This is too hard
  for the reader. (less than 90 word accuracy)

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Select Reading Topic

• High interest
• Fun
• Nurture affinities

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Lexile Level 1030
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Readers Theater

• Fun, motivating, meaningful, enjoyable
• Easily adapted to whole class or small
  groupswithout costumes or props
• Practice ahead of time silently and aloud
• Students do not memorize lines
• Students perform

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Prosody

• Prosody is reading with expression, with
  appropriate phrasing, with pitch, stress and
  emphasis.
• Automatic word recognition may lead to accurate
  and effortless decoding but it stops short of the
  final goal including prosody.

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Prosody

• Disfluent readers tend to read in
  a monotonous and choppy fashion
  with little or no expression and
  their phrasing is either word by
  word or involves awkward
  groupingofwords.

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Prosody cont.

• Fluent readers, on the other hand, integrate
  pitch, emphasis, and the appropriate use of
  phrasing in their reading. This occurs only as
  readers become aware of the connection between
  written and oral language. This indicates their
  understanding of what they have read.

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Dysfluency Kids View

• I hate reading!
• This is stupid!
• I just seem to get stuck when I try to read a lot
  of the words in this chapter.
• It takes me so long to read something.
• Reading through this book takes so much of my
  energy, I cant even think about what it means.

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Vocabulary

• Pre-teaching of specific words improves
  vocabulary learning and reading comprehension
• Use of reference aids
• Use of context cues
• Use of word parts prefix, root word, suffix

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Text Comprehension

• Comprehension is the reason for reading
• Systematic instruction in comprehension can help
  students understand what they read, remember what
  they read and communicate with others about what
  they read
• Comprehension skills should be taught during
  primary grades and as long as students need it

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What should be TaughtKey Comprehension
Strategies

• Monitoring comprehension
• Using graphic and semantic organizers
• Answering questions
• Generating questions
• Recognizing story structure (and other text
  structures)
• Summarizing

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Monitoring

• CLICKS This makes sense.
• CLUNKS OOOPS! HUNNH?
• Am I remembering what I am reading?

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Graphic Organizer

• Visual representation of the elements of the
  thinking process
• Way to strengthen memory
• Common frame of reference for the student and
  teacher

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What is the main idea?
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Follow the Clues
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Story Map
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Strategies Before Reading

• Brainstorm, cluster, web, fast-write, list
• Predict
• Skim
• Question
• Predict meaning of new vocabulary
• Visualize
• Set purpose

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Strategies During Reading

• Adjust reading rate
• Predict/support/confirm/adjust
• Question
• Self-correct
• Monitor understanding
• Reread
• Read/pause/summarize

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Strategies After Reading

• Confirm/adjust predictions
• Retell
• Skim and reread
• Take notes
• Make inferences
• Reflect on reading

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KWL

• What do I KNOW?
• What do I WANT to find out?
• What did I LEARN?

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CSI Comprehension Strategy Instruction
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CSI Comprehension Strategy Instruction

• Comprehension Monitoring
• Graphic organizers
• Listening actively
• Mental imagery
• Mnemonic instruction
• Prior knowledge activation

• Question answering
• Question generating
• Text structure
• Summarization
• Multiple strategy instruction with and without
  reciprocal teaching

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Excellent Reading Teachers

• Understand reading and writing development, and
  believe that all children can learn to read and
  write
• Continually assess childrens individual progress
  and relate reading instruction to childrens
  previous experience
• Offer a variety of materials and texts for
  children to read.

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Excellent Reading Teachers

• Know a variety of ways to teach reading, when to
  use each method, and how to combine the methods
  into an effective instructional program
• Use flexible grouping strategies to tailor
  instruction to individual students
• Are good reading coaches (provide help
  strategically)

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Excellent Reading Teachers

• Have strong content and pedagogical knowledge
• Manage classrooms so there is a high rate of
  engagement
• Use strong motivational strategies that encourage
  independent learning
• Have high expectations for childrens learning
• Help children who are having difficulty

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Recommendations for Developing Excellence in
Reading Instruction

• Teachers must view themselves as lifetime
  learners and continually strive to improve their
  practice.
• Administrators must be instructional leaders who
  support teachers efforts to improve reading
  instruction.

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Recommendations for Excellence

• Teacher educators must provide both a solid
  knowledge base and extensive supervised practice
  to prepare excellent beginning reading teachers.
• Legislators and policy makers must understand the
  complex role of the teacher in providing reading
  instruction and ensure that teachers have the
  resources and support they need.

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Recommendations excellence

• Legislators and policy makers should not impose
  one-size-fits all mandates.
• Parents, community members, and teachers must
  work in partnership to assure that children value
  reading and have many opportunities to read
  outside of school.

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Thank You!