IRA Position Paper: The Changing Role of Reading Teachers

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IRA Position Paper The Changing Role of Reading
Teachers
Source International Reading Association
Position Paper. Implications for reading teachers
in response To intervention (RTI). Retrieved from
http//www.rti4success.org/images/stories/pdfs/rea
dingteachersrti.pdf
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Team Activity RTI and School-Wide Change The
Role of the Classroom Teacher

• As a group
• Review the International Reading Association
  position paper on the changing role of reading
  teachers under RTI.
• Discuss and write down what a similar description
  would look like of the changing role of the
  classroom teacher under RTI.
• Be prepared to share.

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Finding a Way Out of the Research-Based Maze
A Guide for SchoolsJim Wrightwww.intervention
central.org
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Evidence-Based Interventions The Dilemma

• There is no complete collection of
  evidence-based interventions available for all
  types of student problems.
• Inevitably, schools sometimes have to settle for
  less than evidence-based when selecting
  interventions.
• Under RTI, however, schools must be able to
  provide a rationale for why they selected any
  given intervention idea.
• Therefore schools should have a shared
  understanding of how to evaluate quality of
  evidence to support any given intervention idea.

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RTI Interventions What If There is No Commercial
Intervention Package or Program Available?

• Although commercially prepared programs and the
  subsequent manuals and materials are inviting,
  they are not necessary. A recent review of
  research suggests that interventions are research
  based and likely to be successful, if they are
  correctly targeted and provide explicit
  instruction in the skill, an appropriate level of
  challenge, sufficient opportunities to respond to
  and practice the skill, and immediate feedback on
  performanceThus, these elements could be used
  as criteria with which to judge potential tier 2
  interventions. p. 88

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
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Finding a Way Out of the Research-Based Maze A
Guide for Schools

• Define the Academic or Behavioral Needs Requiring
  Intervention in Detail and Using Standard
  Terminology. Effective interventions cannot be
  reliably identified and matched to student needs
  if those needs are loosely or vaguely defined.
• Overly broad academic goal statement a student
  will know her letters.
• More focused goal statement When shown any
  letter in uppercase or lowercase form, the
  student will accurately identify the letter name
  and its corresponding sound without assistance.
  
• When possible, describe academic behaviors
  selected as intervention target using standard
  terminology to make it easier to locate
  appropriate evidence-based intervention ideas.

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Finding a Way Out of the Research-Based Maze A
Guide for Schools

• Develop Consensus in Your School About What is
  Meant by Evidence-Based.
• Compile a list of trusted professional
  organizations and journals. Continue to add to
  this list of trusted organizations and journals
  over time.

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Finding a Way Out of the Research-Based Maze A
Guide for Schools

• Develop Consensus in Your School About What is
  Meant by Evidence-Based.
• Draft a definition of evidence-based. Example
  The International Reading Association (2002)
  provides these guidelines Produce
  objective dataso that different evaluators
  should be able to draw similar conclusions when
  reviewing the data from the studies. Have
  valid research results that can reasonably be
  applied to the kinds of real-world reading tasks
  that children must master in actual classrooms.
  Yield reliable and replicable findings that would
  not be expected to change significantly based on
  such arbitrary factors as the day or time that
  data on the interventions were collected or who
  collected them.
• Employ current best-practice methods in
  observation or experimentation to reduce the
  probability that other sources of potential bias
  crept into the studies and compromised the
  results.
• Checked before publication by independent
  experts, who review the methods, data, and
  conclusions of the studies.

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Finding a Way Out of the Research-Based Maze A
Guide for Schools

• Develop Consensus in Your School About What is
  Meant by Evidence-Based.
• Adopt a research continuum. It can be useful
  for schools to use a research continuum that
  establishes categories for interventions in
  descending levels of research quality. The
  continuum would be used as an aid to judge
  whether specific instructional practices or
  interventions are supported by research of
  sufficient quantity and quality for use in
  schools.

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Evaluating the Quality of Intervention Research
The Research Continuum
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Intervention Research ContinuumExample from
What Works Clearinghouse Practice Guide Series
http//ies.ed.gov/ncee/wwc/publications/practiceg
uides/
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Finding a Way Out of the Research-Based Maze A
Guide for Schools

• Use Impartial On-Line Rating Sites to Evaluate
  Commercial Intervention Products. Cautions to
  keep in mind when using these sites
• They typically rely on existing research only.
• There can potential delays / lag time between the
  publication of new research and these sites
  evaluation of that research.

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Finding a Way Out of the Research-Based Maze A
Guide for Schools

• Know the Research-Based Components That Are
  Building Blocks of Effective Interventions.
  Research indicates (Burns, VanDerHeyden, Boice,
  2008) that, to be maximally effective,
  interventions should
• be matched to the students academic needs
• be delivered using explicit instruction
• provide the student with adequate success in the
  instructional task
• give the student a high opportunity to respond
• provide timely performance feedback.

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Finding a Way Out of the Research-Based Maze A
Guide for Schools

• Keep Up With Emerging Intervention Research
  Through Knowledge Brokers.
• Districts first define manageable and sensible
  intervention topic areas, such as alphabetics
  and reading fluency.
• Then district or school staff members are
  selected to serve as knowledge brokers based on
  their training, experience, and/or interest.
• Knowledge brokers regularly read educational
  research journals and other publications from
  reputable organizations or government agencies to
  keep up with emerging research in their
  intervention topic area.
• They periodically share their expertise with
  other district RTI planners to ensure that the
  schools are using the best available intervention
  strategies.

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Reading Interventions toPromote Fluency
ComprehensionJim Wrightwww.interventioncentral
.org
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Savvy Teachers Guide Reading Interventions That
Work (Wright, 2000)
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Big Ideas in Beginning Reading

• Phonemic Awareness The ability to hear and
  manipulate sounds in words.
• Alphabetic Principle The ability to associate
  sounds with letters and use these sounds to form
  words.
• Fluency with Text The effortless, automatic
  ability to read words in connected text.
• Vocabulary The ability to understand (receptive)
  and use (expressive) words to acquire and convey
  meaning.
• Comprehension The complex cognitive process
  involving the intentional interaction between
  reader and text to convey meaning.

Source Big ideas in beginning reading.
University of Oregon. Retrieved September 23,
2007, from http//reading.uoregon.edu/index.php
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• Building Reading Fluency

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Reading Decoding

• Of course, when children cannot decode at all,
  there is little chance of comprehension. When
  they can decode but it requires a considerable
  effort, decoding competes with comprehension
  efforts for the limited capacity available for
  processing of textso that effortful decoding
  consumes capacity that might otherwise be used to
  understand text.
• - Pressley Wharton-McDonald, 1997

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NRP Conclusions Regarding Importance of Oral
Reading Fluency

• An extensive review of the literature
  indicates that classroom practices that
  encourage repeated oral reading with feedback
  and guidance leads to meaningful improvements in
  reading expertise for studentsfor good readers
  as well as those who are experiencing
  difficulties.-p. 3-3

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Interventions forIncreasing Reading Fluency

• Assisted Reading Practice
• Listening Passage Preview (ListeningWhile
  Reading)
• Paired Reading
• Repeated Reading

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• The student reads aloud in tandem with an
  accomplished reader. At a student signal, the
  helping reader stops reading, while the student
  continues on. When the student commits a reading
  error, the helping reader resumes reading in
  tandem.

Paired Reading (p.17)
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• Building Reading Comprehension

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Student Reader Activity In your elbow
groups Identify the 2-3 most frequent or
important comprehension blockers that youhave
observed in the population of difficult-to-teach
students with whom you work. (Review the
Reading ComprehensionChecklist as a reference
if needed.) Be prepared to share your selections
with the larger group.
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Processing Before Reading (Pressley
Wharton-McDonald, 1997)

• Good readers
• have clear goals in mind before reading
• overview the text before reading to
• determine whether text is worth reading
• identify sections that may be most relevant
• Create a reading plan

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Processing During Reading (Pressley
Wharton-McDonald, 1997)

• Good readers
• pay differential attention to information that
  pertains to their goals
• may jump back and forth in the text to clarify
  confusion, review specific information
• anticipate what will come next in the text and
  updare their predictions based on new information
• make inferences based on reading
• demonstrate passion for their reading

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Processing After Reading (Pressley
Wharton-McDonald, 1997)

• Good readers
• may reread or reskim the text just read
• may take notes on text or attempt to restate
  main ideas
• continue to think about and reflect on text once
  they are done reading

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Comprehension Interventions That Rely on Gist
Sentences

• Click or Clunk? Self-Check
• Keywords A Memorization Strategy
• Main Idea Maps
• Mental Imagery Improving Text Recall
• Oral Recitation Lesson
• Prior Knowledge Activating the Known
• Question-Generation
• Reciprocal Teaching A Reading Comprehension
  Package
• Story Map
• Text Lookback

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Create a gist sentence for this passage

• when skilled readers read, they implicitly
  parse the text into micropropositions, the
  smallest units of meaning that can be conceived
  as verbs or prepositions as well as semantic
  roles that are related by the verbs or
  prepositions. All of the micropropositions
  specified in a text combine to capture the full
  meaning of the text. Of course, no one remembers
  every idea specified in a text. What people
  remember is the gist-the main idea of the text.-
  Pressley Wharton-McDonald, 1997

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• Students periodically check their understanding
  of sentences, paragraphs, and pages of text as
  they read. When students encounter problems with
  vocabulary or comprehension, they use a checklist
  to apply simple strategies to solve those reading
  difficulties.

Click or Clunk Self-Check (p.25)
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Click or Clunk Check Sheet
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Click or Clunk? Example
The combination of lack of practice, deficient
decoding skills, and difficult materials results
in unrewarding early reading experiences that
lead to less involvement in reading related
activities. Lack of exposure and practice on the
part of the less skilled readers delays the
development of automaticity and speed at the
word-metacognition level. Slow, capacity-draining
word-recognition processes require cognitive
resources that should be allocated to
higher-level process of text integration and
comprehension. - Stanovich, K., (1986)
The combination of lack of practice, deficient
decoding skills, and difficult materials results
in unrewarding early reading experiences that
lead to less involvement in reading related
activities. Lack of exposure and practice on the
part of the less skilled readers delays the
development of automaticity and speed at the
word-metacognition level. Slow, capacity-draining
word-recognition processes require cognitive
resources that should be allocated to
higher-level process of text integration and
comprehension. - Stanovich, K., (1986)
The combination of lack of practice, deficient
decoding skills, and difficult materials results
in unrewarding early reading experiences that
lead to less involvement in reading related
activities. Lack of exposure and practice on the
part of the less skilled readers delays the
development of automaticity and speed at the
word-metacognition level. Slow, capacity-draining
word-recognition processes require cognitive
resources that should be allocated to
higher-level process of text integration and
comprehension. - Stanovich, K., (1986)
The combination of lack of practice, deficient
decoding skills, and difficult materials results
in unrewarding early reading experiences that
lead to less involvement in reading related
activities. Lack of exposure and practice on the
part of the less skilled readers delays the
development of automaticity and speed at the
word-metacognition level. Slow, capacity-draining
word-recognition processes require cognitive
resources that should be allocated to
higher-level process of text integration and
comprehension. - Stanovich, K., (1986)
The combination of lack of practice, deficient
decoding skills, and difficult materials results
in unrewarding early reading experiences that
lead to less involvement in reading related
activities. Lack of exposure and practice on the
part of the less skilled readers delays the
development of automaticity and speed at the
word-metacognition level. Slow, capacity-draining
word-recognition processes require cognitive
resources that should be allocated to
higher-level process of text integration and
comprehension. - Stanovich, K., (1986)
The combination of lack of practice, deficient
decoding skills, and difficult materials results
in unrewarding early reading experiences that
lead to less involvement in reading related
activities. Lack of exposure and practice on the
part of the less skilled readers delays the
development of automaticity and speed at the
word-metacognition level. Slow, capacity-draining
word-recognition processes require cognitive
resources that should be allocated to
higher-level process of text integration and
comprehension. - Stanovich, K., (1986)
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• Students select the central idea of a passage
  and summarize it as a keyword. Next, they
  recode the keyword as a mental picture and use
  additional mental imagery to relate other
  important facts to the keyword. They can then
  recall the keyword when needed, retrieving the
  related information.

Keywords A Memorization Strategy (p.28)
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Using Keywords Student Strategy Sheet
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Keyword Strategy

• The keyword strategy includes these steps
• highlight important facts or ideas in a passage
• write a "gist" sentence that summarizes the
  highlighted ideas or facts
• select a 'keyword' that will help them to recall
  a central idea about the article or passage.
• create a mental picture to remember the keyword,
  and then
• add details to the mental picture or create a
  story around the keyword to memorize additional
  facts or ideas.

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• By constructing mental pictures of what they
  are reading and closely studying text
  illustrations, students increase their reading
  comprehension.

Mental Imagery Improving Text Recall (p.36)
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• Through a series of guided questions, the
  instructor helps students activate their prior
  knowledge of a specific topic to help them
  comprehend the content of a story or article on
  the same topic. Linking new facts to prior
  knowledge increases a students inferential
  comprehension (ability to place novel information
  in a meaningful context by comparing it to
  already-learned information).

Prior Knowledge Activating the Known (p.40)
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Activating Prior Knowledge Student Exercise
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• Students are taught to boost their comprehension
  of expository passages by (1) locating the main
  idea or key ideas in the passage and (2)
  generating questions based on that information.

QuestionGeneration (p.44)
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Question Generation Steps

• Introduce this strategy to the class
• Locating Explicit Main Idea Using examples of
  passages with explicit main ideas, train students
  to identify and underline main-idea sentences.
• Finding Key Facts. In some passages, the main
  idea is implied rather than explicitly stated.
  Readers must first identify the key facts or
  ideas of the passage before they can summarize
  the passage's main idea. Using examples of
  passages with implied main ideas, locate and
  circle key facts or ideas. Describe to students
  how you distinguished this central information
  from less important details.
• Writing a "Gist" Sentence. Show students a
  passage with an implied main idea. Circle all key
  ideas or facts. Demonstrate how to write a "gist"
  sentence (one that is built from the identified
  key ideas and summarizes the paragraph's main
  idea). Emphasize that the reader may have link
  information from different sections of the
  passage to build a gist sentence.
• Generating Questions. Tell students that careful
  readers often construct questions about what they
  are reading to help them learn. Put up a list of
  'signal words' that can be used as
  question-starters e.g., who, what, where, when,
  why, how. Using sample passages, show students
  how to convert explicit main-idea sentences or
  reader-created "gist" sentences into questions.