eading 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 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 appropri