Reading Appraisal in the Elementary Classroom RDG 414

1
Reading Appraisal in theElementary Classroom
(RDG 414)

• Week 1 Agenda
• My philosophy of teaching
• Course overview/syllabus
• Student information form
• RDG 414 Pretest
• Reviewing reading concepts

Instructor home page http//www.oakland.edu/mcen
eane/
2
My philosophy of teaching

• Five principles that guide my instructional
  decision making
• Expectation High expectations are necessary, but
  not sufficient for high achievement.
• Accommodation Instruction should provide for
  students with varying levels of ability and
  experience.
• Variation A reliance on the one right teaching
  method is the wrong approach.
• Integration Integrative thinking is central to
  all academic (i.e., symbolic) learning and
  instruction.
• Reflection Learning and instruction involve both
  technical competence and a commitment to
  reflective practice.

3
Course overview/Syllabus

• Contacting the instructor (email, phone, office)
• Internet access IST 396 skills are required
• Required readings but no textbook (online)
• Students without prerequisites will be dropped
• Michigan Entry-level Teacher Standards (MDE)
• Course policies assessment criteria
• Major/Minor Projects Rubrics
• Class format semester schedule
• Grade book discussion board (WebCT/Moodle)

4
Course Web Sitehttp//personalwebs.oakland.edu/m
ceneane/rdg414/fall2006/
5
Student Information Form RDG 414 Diagnostic
Pretest

• Please complete the student information form and
  the Diagnostic pretest that have been
  distributed.
• Turn in both documents when you are done and take
  a short break.

6
Reading Instruction Review

• Assessment Diagnostic, Formative, Summative
• Instructional Span (implications for classrooms)
• What is a reading disability? (myths realities)
• What is reading? (A simple view)
• Cue miscues in reading teaching
• Informal Reading Inventory (IRI)

7
Screening Assessment

• Screening focuses on identifying at-risk
  learners who may benefit from further assessment.
• Diagnostic assessment focuses on clarifying the
  relative strengths and weaknesses of a learner.
  Examples include pretests and IRIs.
• Formative assessment focuses on helping shape and
  develop the learners response. Examples include
  self-assessment and teacher feedback.
• Summative assessment focuses on evaluating a
  learners understanding or performance. Examples
  are grades and standardized test scores.

8
Instructional Span (OH)

• Instructional Span variability within a
  classroom with respect to some measure of
  achievement.
• Rate of learning in a classroom is influenced
  both by learner characteristics and by
  instruction.
• Instructional span increases in higher grade
  levels.
• Negative side effects increase with instructional
  span.
• This concept applies both to individuals and
  groups.

9
What is a reading disability?

• Popular Myths
• letter reversals, visual origins, faulty wiring,
  
• Embarrassing Realities
• definitions, incidence, instructional causes,
• A pragmatic classroom orientation
• learning teaching cannot be separated
• a social model, not a medical model

10
What is reading?

• R WR X Comp
• Reading Word Recognition X Comprehension
• If WR 0, then R 0 (reading does not occur)
• If Comp 0, then R 0 (reading does not occur)
• Reading requires both WR Comp
• Hoover, W.A. Gough, P.B. (1990). The Simple
  View of Reading. Reading and Writing An
  Interdisciplinary Journal, 2(2) 127-60.

11
Cues and miscues in teaching and reading

• READING (more specific)
• Cue - raw material for meaning making
• Miscue - deviation from the text
• TEACHING (less specific)
• Cue - raw material for meaning making
• Miscue - ineffective teacher response

12
Causes of instructional miscues

• Instructional miscues Sometimes its our fault
  and sometimes it isnt
• Confusing explanations
• Inappropriate materials
• Standardized methods
• Unreflective practice
• Not paying attention
• Curricular mandates
• The good news Teachers have a more direct
  impact on classroom learning than any other
  factor AND we can (and should) learn from our
  mistakes.

13
Informal Reading Inventory (IRI)

• R WR X Comp
• Word lists
• Graded passages
• Questions
• Oral reading, silent reading, listening
• Reading levels Ind, Inst, Frs, Lst

14
Some Types of Reading Programs

• Developmental (e.g. basal series)
• The standard reading program developed to meet
  the needs of most students - emphasizes a
  systematic curricular approach.
• Enrichment (e.g., SSR, Book Club)
• Supports a reader-oriented focus on learning to
  read by reading - emphasizes wide personal
  reading.
• Curricular (e.g., content area reading)
• Intended to help students use reading as a tool
  to support learning - emphasizes reading to learn
  in other subject areas.
• Corrective (e.g., Reading Recovery)
• Developed to help students who do not demonstrate
  progress consistent with their ability.

15
Tasks of the Beginning Reader

• Beginning readers must
• Recognize familiar words automatically
• Begin to develop word analysis skills
• Experience reading as meaning-making
• Sight Vocabulary
• Word Recognition Skills
• Comprehension

16
Ways of Knowing (and teaching)

• Declarative Knowledge (point out, explain, etc.)
• Facts or rule-like knowledge that can be
  verbalized and is acquired through listening or
  reading. Often characterized as knowing that
  something is the case (e.g., i before e
  except after c).
• Procedural Knowledge (structure, cue, drill,
  etc.)
• Action-oriented knowledge that often cannot be
  verbalized and usually requires extensive
  practice. Often characterized as knowing how to
  do something (e.g., tie your shoes).
• Why is it useful to make this distinction?
• How do they connect in teaching reading?

17
Causes of Reading Disability (and the focus of
RDG 414)
Reading Disability
caused by
Deficits Developmental Delays
caused by
caused by
Emotional, Physical, Intellectual, Social,
or Neurological factors
Instructional Miscues
influence
influence
Cognitive processes
Affective processes
resulting in
resulting in
Disorganized declarative knowledge or incomplete
procedural knowledge
18
Corrective Reading in Context
Developmental Reading
Enrichment Reading
Speaking
Listening
Writing
Corrective Reading
Content Reading