1
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2
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- A complex, purposeful, social and cognitive process in which readers
simultaneously use their knowledge of spoken and written language, t=
heir
knowledge of the topic of the text, and their knowledge of their cul=
ture
to construct meaning.
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3
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- Reading is not a technical skill acquired once and for all in the
primary grades, but rather a developmental process.
- A reader’s competence continues to grow through engagement with
various types of texts and wide reading for various purposes over a
lifetime.
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4
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- “Phonics” refers to lessons or programs that teach child=
ren
strategies for connecting sounds and letter representations—sm=
all
chunks
- “Whole language” refers to lessons or programs that empl=
oy
authentic language/literature, teach children to recognize sight wor=
ds
and use context for understanding—larger patterns
- Research shows that a combination of these is most effective for
learners
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5
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- NCLB places renewed emphasis on reading
- Only one view of reading is acceptable
- “Research based” code for phonics
- Overwhelmingly, research demonstrates the value of blended programs<=
/li>
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6
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- On the National Assessment of Educational Progress (NAEP), 69% of 4<=
sup>th
graders and 68% of 8th graders failed to achieve grade le=
vel
- 55% in Minneapolis schools are below grade level
- 30% of students in Minnesota are below grade level
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7
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- Between 1982 and 2002 literary reading declines 10%
- Rate is accelerating
- Between 1982 and 2002 reading declined 10% among men and 5% among
women. In 2002 55% of =
women
read literature while 37% of men did
- Literary reading declining among Whites, African Americans, Hispanic=
s
- Declining among all education levels—In 2002 67% of college gr=
ads
read (73% in 1982)
- In 1982 young adults (age 18-24) were most likely group to read
literature. In 2002 th=
is
group was the least likely.
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8
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- Other texts must be incorporated and accounted for—nonfiction,
newspapers, magazines, electronic texts, etc.
- Use of literature with broader appeal in schools
- Literature beyond English class
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9
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- Reading Programs
- Five elements of reading
- Reading diagnosis and intervention
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10
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- Reading Recovery
- Success for All
- Accelerated Reader
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11
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- Begun in New Zealand by
Marie Clay
- Most researched program
- Most successful program
- Some say most expensive program
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12
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- Program for bottom quartile of students
- Intervene early, in first grade
- Tutors/RR Teachers are carefully trained
- Lessons
- Reread books
- Sentence writing
- Introduce new book
- New program called “Early Steps” introduces phonics
component
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13
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- Begun in 1987 (Robert Slavin and others)
- Effort to restructure high poverty elementary school
- Provide high quality early education experiences to assure school
success
- “Catch them before they’re behind”
- Genuine belief all children can learn
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14
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- Cooperative learning heavily used; multiple modalities used
- Rapid pace, structured lessons, variety of activities—draws on
multimedia for “hook”
- Phonetic program rooted in authentic literature
- Grouped by reading level, not grade
- 1 to 1 tutoring for struggling students, computer tutor
- SFA facilitator works with school and teachers
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15
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- After both Reading Recovery and Success for All fewer children place=
d in
special ed or retained
- The number one component for struggling students seems to be one-on-=
one
tutoring or intervention
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16
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- Related to older programs (DiStar, SRA)
- Students read books at a certain level
- Students answer questions (often lower-order questions) on the compu=
ter
- Students earn points for their reading rating
- When the reading rating is sufficiently high, students go on to the =
next
level
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17
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- Research shows that it can enhance fluency but not necessarily
comprehension
- Program locks students in to a level, little flexibility if mis-plac=
ed
- Program does not account for how context and motivation influence
students’ reading skill
- Many AR books are not “real” or authentic but are written
for the program; expense
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18
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- Phonemic Awareness
- Phonics
- Fluency
- Vocabulary
- Text Comprehension
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19
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- The conscious knowledge that spoken language is made up of sentences,
words, and sounds (phonemes)
- A phoneme is the smallest unit of sound that distinguishes one word =
from
another (44)
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20
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- The study of the relationships of the letters and the letter
combinations in written words to the sounds they represent in spoken
words. The study of ph=
onics
provides content for the development of one of the word attack skill=
s
- Phonics instruction is generally not helpful to children beyond seco=
nd
grade
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21
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22
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- Fluency is fast expressive reading.
- Fluent: “Some
children read quickly.”
- Non-fluent: “So=
me
chil-dren…hes-i-tate…and re-peat…re-peat
words.”
- How to improve fluency:
reading aloud to students, performances, partner reading, lot=
s of
reading opportunities, modeling use and enjoyment of books, reading =
to
younger children, make tape recordings of favorite texts, radio play=
s
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23
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- One of the more important and evident elements for adolescent reader=
s
- Too much vocabulary instruction is shallow, word-and-definition lear=
ning
- Aim for thick vocabulary learning—quality over quantity. What are the essential term=
s?
- Students know words on a continuum:
- never heard it
- heard it but have no idea of meaning
- recognize it in context as having to do with…
- know it well
- Poverty a powerful factor:
High SES 4th graders know 19000 words; Low SES know
13000 (White, Graves, & Slater 1990). Widening gap in school
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24
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- Employs multiple entry points into the word
- Multiple modalities where necessary
- Contextual learning
- Awareness of alternate meanings
- Use word parts—prefixes, suffixes, roots
- Take advantage of cognates where available
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25
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- Most foundational aspect is previous knowledge
- Vocabulary involved in comprehension
- Understanding text structure can help many students
- Comparison/Contrast
- Cause/Effect
- Explanation
- Chronological Order
- Journalistic Structure
- Narrative
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26
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- Formal diagnoses of disabilities will likely take place earlier;
however, if you suspect a child has a genuine disability work with y=
our
special ed. department
- Helpful interventions (general):
- Advanced vocabulary and comprehension strategies
- Fluency work
- Reading practice
- Four areas that could be at issue:
- Motivation to read
- Decoding
- Comprehension
- Transaction with text
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27
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- QAR
- Think-aloud
- Reciprocal teaching
- Summarizing
- Text structure
- Peer tutoring
- Discussion of texts
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