 Why be concerned with selecting programs? We have evidence that curriculum matters. Instruction that s guided by a systematic and explicit curriculum is more effective, particularly with at-risk learners, than instruction that does not have these features.
16 Characteristics of Scientifically Based Reading Programs Instructional Content Empirical Evidence Instructional Design
17 Instructional Content = Ingredients
18 Instructional Content Core elements of scientifically based reading programs include explicit and systematic instruction in the following: phonemic awareness phonics fluency vocabulary comprehension strategies
19 Phonemic Awareness Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words (Torgesen, 1998).
20 PA Research & Instruction PA improves word reading, spelling, and comprehension Poor readers who enter first grade with weak PA are most likely to be the poor readers in fourth grade Auditory Activities Needs to follow the developmental hierarchy of phonological awareness
22 Phonics An understanding of the alphabetic principle the relationship between phonemes and graphemes.
23 Phonics Research Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction significantly improves children s reading comprehension
24 Phonics Instruction Systematic pre-specified sequence of letter sound correspondences taught in a logical order (e.g., most common sounds taught first; progresses from simple to more complex; once a few letter sounds are learned, students are taught a decoding strategy; students apply recently learned phonics to reading connected text) Explicit taught directly (teacher modeling, providing guided practice, and independent practice)
25 Fluency The ability to read text quickly accurately with proper expression
26 Fluency Research Repeated and monitored oral reading improves reading fluency and overall reading achievement.
27 Fluency Instruction Articulate the importance & provide modeling Determine Reading Levels Oral reading with feedback Variety of research based strategies Repeated Readings, Timed, Partner Monitor fluency progress
28 Vocabulary The knowledge of the meanings and pronunciation of words that are used in oral and written language.
29 Vocabulary Research Can be developed Directly (teach important, difficult, and useful words) Indirectly Vocabulary knowledge is strongly related to overall reading comprehension. The relationship of vocabulary to reading comprehension gets stronger as reading material becomes more complex and the vocabulary becomes more extensive.
30 Vocabulary Instruction Selection of words to teach Unknown, critical to understanding the text, likely to encounter in the future Teach word learning strategies How to use word parts to determine meaning of words Provide multiple exposures to words Encourage independent wide reading
31 Comprehension The ability to make sense of text and to monitor for understanding.
32 Comprehension Research Text comprehension can be improved by instruction that is explicit, or direct helps readers use specific comprehension strategies
33 Comprehension Instruction Monitoring comprehension (promoting metacognition) Using graphic and semantic organizers e.g., teaching the use of a Venn diagram to compare and contrast 2 characters from a story Main Idea Summarizing Text Structure
34 Instructional Content = Ingredients
35 Characteristics of Scientifically Based Reading Programs Instructional Content Empirical Evidence Instructional Design
36 Instructional Design = Recipe
37 Instructional Design Features of well-designed programs include: explicit instructional strategies coordinated instructional sequences ample practice opportunities aligned student materials
38 Explicit Instruction 1. Teacher Models and Explains 2. Teacher provides Guided Practice Students practice what the teacher modeled and the teacher provides prompts and feedback 3. Teacher provides Supported Application Students apply the skill as the teacher scaffolds instruction 4. Independent 