Consumers Guide to

1
Consumers Guide to SBRR Programs
2
Choosing an SBRR Program

• What is a comprehensive reading program?
• How do we choose a scientifically-based reading
  program?
• What can we do if our program doesnt meet all of
  the elements?

3
What is a Comprehensive Instructional Program?

• Based on scientific reading research
• Includes all essential components
• Phonological Awareness (K-1)
• Systematic Phonics and Spelling
• Fluency
• Vocabulary
• Comprehension
• Writing
• Sequences instruction
• Provides ample practice opportunities
• Assessment and grouping procedures
• Maintains a 90 minute uninterrupted block of
  instruction

4
Quick Survey

• What is your core reading program?

5
Critical Elements Analysis

• Program (materials)
• Essential Literacy Elements
• Phonemic awareness (K-1)
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Writing
• Content, Text Structure, and Illustrations
• Assessments and Grouping

6
What if our school already has a core program?

• Is the program a good match for the students at
  your school?
• What are the programs strengths and weaknesses?
• What materials and instructional procedures will
  need to be added to the program?
• What materials and instructional procedures are
  not evidence based?

7
Review Process

• For your core program, label each element as
• A Approaches the criteria
• M Meets the criteria
• E Exceeds the criteria

8
Time to Reflect

• Action Plan
• What elements or practices are already in place
  in my reading curriculum?
• What resources, activities, and materials do I
  need to add?
• How will I integrate these into my existing
  curriculum?

9
A Call to Action

• Our understanding of what works in reading is
  dynamic and fluid, subject to ongoing review and
  assessment through quality research . . . We
  encourage all teachers to explore the research,
  open their minds to changes in their
  instructional practice, and take up the challenge
  of helping all children become successful
  readers.
• National Institute for Literacy, 2001, p. iii