ate 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 for our readers Describe specific weaknesses or concerns
62 Content of FCRR Reports 3. Review of Research Empirical Research Summaries 4. Strengths and Weaknesses 5. Florida districts that implement the program 6. Program s website link 7. References
63 Content of FCRR Reports Is Informational Should NOT be construed as an Advertisement Endorsement Approved product
64 Process for FCRR Reports Florida School districts request a review. A comprehensive review of teacher and student materials is conducted. A thorough literature review is conducted and all available research is gathered. This research is analyzed and succinctly summarized.
65 Process for FCRR Reports More information is gathered through observations of the program in classrooms. conference calls with principals and teachers who use the program. meetings with the author/publisher. the program s website.
66 Process for FCRR Reports Collaborative effort by a review team with one team member taking the lead for each program. Report is written Team feedback Dr. Torgesen s feedback Author/Publisher feedback Revisions Posted
67 Curriculum Review Team Members Former classroom teachers with Doctoral or Master s Degree in Education. Experience teaching struggling readers, teaching reading methods courses at the university level, and developing reading curriculum.
68 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.
72 Key: Summary Table for FCRR Reports Type of Program 1 = Core Reading Program 2 = Supplemental or Intervention Program 3 = Technology-Based Program 4 = Program that may be implemented by a tutor or mentor 5 = Intervention or Remedial Program for students above third grade Reading Component (PA = Phonemic Awarene