 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 Awareness, P = Phonics, F = Fluency, V = Vocabulary, C = Comprehension) + = some aspects of this component taught and/or practiced ++ = most aspects of this component taught and/or practiced +++ = all aspects of this component taught and/or practiced n/a = Not Addressed in this program. In other words, this element of reading is not a goal of this program. Special Considerations a. explicit b. systematic c. student materials aligned d. ample practice opportunities provided e. practice only f. oral language only g. phonemic awareness and phonics program h. phonics program i. fluency program j. vocabulary program k. comprehension program l. extensive professional development required m. expertise required to make informed curriculum decisions n. extensive organization of materials required o. school-wide implementation required
75 Curriculum & Instructional Projects Team Joe Torgesen, Ph.D. Michelle Wahl, M.S. Mary VanSciver, M.S. Georgia Jordan, M.S. Lila Rissman, M.S. Elissa Arndt, M.S., CCC-SLP Director of Professional Development: Jane Granger, M.S. Research Consultant: Beth Phillips, Ph.D.
76 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.
77 Opportunities for SLPs Intervention Familiarize yourself with the CRP used at your school FCRR Resources Collaboration with Reading Coach and Teachers
79 Most Commonly Used CRPs Trophies published by Harcourt (Beck et al., 2003) A Legacy of Literacy published by Houghton Mifflin (Cooper et al., 2003) Open Court published by SRA (Bereiter, et al., 2002) Reading Mastery Plus published by SRA (Englemenn & Brunder, 2002) Scott Foresman Reading (Afflerbach, et al., 2002) Al Otaiba S., Kosanovich, M.L., Torgesen J.K., Hassler, L. & Wahl, M. (2005).