1 Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005
2 Goals for Today 1. Understand the big picture of an effective reading program. 2. Learn important characteristics of reading programs that are aligned with current research. 3. Learn about the purpose, content, and process of FCRR Reports. 4. Learn how to access FCRR Reports and related resources. 5. Discuss opportunities for SLPs to help every child become an independent, fluent reader.
3 ii + iii = NCLB 5 Five skills on which early reading instruction should focus 3 Three types of assessment to guide instruction Screening Progress monitoring Diagnosis ii iii High quality initial instruction is critical Immediate intensive interventions for children lagging behind in the growth of critical reading skills
4 Initial Instruction (ii) The goal of ii is to implement consistent high quality instruction in K-3 classrooms. The instructional tool used for ii is a core reading program that is aligned with Reading First guidelines.
5 What is a Core Reading Program (CRP)? A reading program that is used to help guide both initial and differentiated instruction in the regular classroom. It supports instruction in the broad range of reading skills (phonemic awareness, phonics, fluency, vocabulary, comprehension) required to become a skilled reader. It contains teacher s manuals with explicit lesson plans, and provides reading and practice materials for students.
6 Immediate Intensive Intervention (iii) iii should be implemented with children as soon as we notice they are falling behind in the development of critical reading skills. iii involves children in receiving instruction in reading that is more intensive than what they have been receiving. This can be accomplished by: reducing the student/teacher ratio providing more instructional time Both include providing more supports (instructional opportunity, time, resources, materials and/or personnel)
7 Resources to Implement iii 1. Intervention program that accompanies the core reading program 2. Research based program that targets specific skills, is implemented explicitly and systematically, is coordinated and consistent with the work that is being done during initial instruction.
8 Reading Coaches Responsibilities An important part of the Coaches responsibility is to help teachers use assessment data to navigate, organize, and plan for ii and iii.
9 Classroom Teacher Responsibilities Uninterrupted 90 minute block of reading instruction (this is a minimum) Implement high quality initial instruction differentiated instruction immediate intensive intervention
10 Classroom Organization Whole Group Instruction Teacher-Led Center - Small (flexible) group instruction Independent Student Centers - Academically engaged - Accountability - Group, Pair, Cooperative, Individual
11 Flexible Groups Keep high risk group sizes small (5-7 as a maximum). For students not making adequate progress in a group of 5-7, it is critical to reduce the group size. Monitor high risk student progress more frequently in order to make instructional changes, small group changes, and to accelerate learning. It is important to work with each small group differently based on instructional need. Consider attitudes, behaviors, and work ethics when forming and modifying groups.
12 Model for Student Success Continuous Assessment Instruction Data-Based Instructional Planning
13 Florida s Formula 5 Components 3 Types of Assessment Initial Instruction Immediate Intensive Intervention Phonemic Awareness Phonics Fluency Vocabulary Comprehension Screening Progress Monitoring Diagnostic Whole Group Differentiated
14 Goals for Today 1. Understand the big picture of an effective reading program. 2. Learn important characteristics of reading programs that are aligned with current research. 3. Learn about the purpose, content, and process of FCRR Reports. 4. Learn how to access FCRR Reports and related resources. 5. Discuss opportunities for SLPs to help every child become an independent, fluent reader.
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