Practice
40 Coordinated Instructional Sequences Phonemic Awareness: Students practice orally segmenting and blending words with /m/ Phonics: Students learn to connect /m/ with the letter m Fluency & Comprehension: reading word lists that include words that have /m/ and other previously learned letter sounds reading decodable passages (using repeated readings) that include many words with /m/ Spelling spelling words that include /m/ and other letter sounds previously learned
41 Ample Practice Opportunities Practice should follow in a logical relationship with what has just been taught in the program. Once skills are internalized, students are provided with opportunities to independently apply previously learned information (e.g., at student learning centers).
42 Aligned Student Materials The content of student materials (texts, activities, homework, manipulatives, etc.) work coherently with classroom instruction to reinforce the acquisition of specific skills in reading. Student aligned materials include a rich selection of coordinated student materials at various readability levels to help build skills through practice.
43 Example of Aligned Student Materials If students are taught specific vocabulary words, they should have the opportunity to read materials containing those words, or engage in writing activities that apply those words in sentences or paragraphs.
45 Programs PLUS Programs can make a valuable contribution to raising the reading achievement of at-risk students, however
46 Reading Programs PLUS LEADERSHIP EFFECTIVE INSTRUCTION ASSESSMENT PROFESSIONAL DEVELOPMENT SCIENTIFICALLY BASED INSTRUCTIONAL PROGRAMS
49 Characteristics of Scientifically Based Reading Programs Instructional Content Empirical Evidence Instructional Design
50 What does research-based :mean? There is a substantial difference between saying something is: Research-derived: CONTENT and METHODS are supported by previous empirical work, theory, and general knowledge vs. Research-supported: THIS VERSION has empirical support via appropriate studies
51 Factors to Consider when Reviewing Articles Reporting of Results: Peer-reviewed journals Reviews, empirical, special issues Not all journals created equal Third Party Investigator Publisher Materials
52 Research? Experimental Design Random Assignment Control Group Quasi-Experimental Design Control Group (participants not randomly assigned) Participants should be matched on variables such as SES. Pre-Post, Single Group Design (this is NOT research)
53 Method Described in detail in order for other researchers to replicate Described so readers are not left with relevant questions
54 Assessment Reliable Valid Match the questions being asked
55 Factors to Consider when Reviewing Articles Was the sample appropriate Population Sample size Fidelity
56 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.
57 Purpose of FCRR Reports To be a reliable resource for school districts as they make decisions about instructional materials To report the alignment of instructional materials to current reading research
58 Types of FCRR Reports Reading Programs Core Supplemental/Intervention Middle and High School Professional Development
59 Content of FCRR Reports 1. Description 2. Alignment with Current Research 3. Review of Empirical Research 4. Strengths and Weaknesses 5. Florida districts that implement the program 6. Program s website link 7. References
60 Content of FCRR Reports 1. Description Type of program: who, what, where, why Materials Instructional Design Lesson Format Assessment
61 Content of FCRR Reports 2. Alignment with Current Research How each component is addressed Explicit and Systematic Ample practice opportunities Professional development Use this as a teaching tool