Power point discussing the benefits of reading.

1. TEACHING READING
REALLY IS
ROCKET SCIENCE.
IT IS AN
ENORMOUSLYCOMPLEX ACT.
Donald N. Langenberg, Chair
National Reading Panel
Chancellor, University of Maryland

2. Speaking and listening come first.
But learning to read is, without
question, the top priority in elementary
education.
Boyer, 1995, p.69

3. “Yes, parents may have the greatest
impact on how their children come to
us. But we have the greatest impact
on how they leave us.”
Superintendent, North Carolina

4. High Home
Support
Low Home
Support
Consistent High Quality
Classroom Support Instruction
100%
100%
Mixed Classroom Support
100%
25%
Consistent Low Classroom Support
60%
0%

5. The Simple View of Reading
R = D x C
(Phil Gough)

6. Fluency
Word Recognition & Comprehension

7. What are the Essential Components?





Phonemic Awareness
Phonics
Th
Vocabulary development F F a e
iv b
e!
Reading fluency
Reading comprehension

8. 
Classroom organization

Matching pupils and texts

Access to interesting texts, choice, and
collaboration

Writing and reading

9. What are the Major Findings?






Most children need explicit instruction in decoding and
comprehension.
While fluency isn’t sufficient for comprehension, it is absolutely
necessary for good comprehension.
Assessment and instruction are inextricably linked.
Writing, spelling, and reading are highly related, especially in
the early stages of learning to read.
Children should spend more time independently reading and
writing.
Children not reaching benchmarks benefit from daily intensive
instruction.

10. Chall’s Stages of Reading Development

12. Changing Emphasis of Big Ideas
K
1
2
3
Phonological
Awareness
Alphabetic
Principle
Letter Sounds
& Combinations
Multisyllables
Automaticity
and Fluency
with the Code
Vocabulary
Listening
Reading
Comprehension
Listening
Reading

13. The Effects of Weaknesses in Oral Language
on Reading Growth/Academic Achievement
Reading Age Level
16
High Oral Language
in Kindergarten
15
14
13
5.2 years difference
12
11
10
Low Oral Language
in Kindergarten
9
8
7
6
5
5
6
7
8
9
10 11
12 13 14 15
Chronological Age
16
(Hirsch, 1996)

14. Children must become accurate
readers as a first step toward
becoming fluent readers.

15. An accurate, fluent reader will
read more.

16. The Failure Cycle

17. Percentage of youngsters in
the school who can read
grade level material
The Reading Gap
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Target
The Reading Gap
Actual
PreK
K
1
2
3
4
Target: 85-90% of students can handle grade level material.
Actual: Where schools say they are.
The difference between the Target and Actual levels is the Reading Gap that can only be
closed by comprehensive literacy strategies at the school level.
5

18. Importance of Independent Reading
100%
Percentile Rank
80%
60%
40%
20%
0%
0.0
1.0
4.3
9.2
Minutes Per Day
16.9
33.4
76.3

19. Importance of Independent Reading
Minutes/Day
Percentile Rank
(Books, Magazines,
Newspapers)
Words/Year
98th
67.3
4,733,000
90th
33.4
2,357,000
70th
16.9
1,168,000
50th
9.2
601,000
30th
4.3
251,000
10th
1.0
51,000
2nd
0.0
--

20. Reading rate is strongly correlated
with comprehension.

21. Reading rate (fluency) is causally
related to reading comprehension.

22. Reading rate is correlated with many
other student characteristics that also
influence reading comprehension.
Vocabulary = .99
% F/R Lunch = .97
% Minority = .97
% ELL = .96

23. How much fluency (rate) is enough to
facilitate good reading comprehension?
1 st
DIBELS
Norms
45 wpm
H & T
Norms
43 wpm
Aimsweb
Norms
45 wpm
2 nd
91 wpm
79 wpm
85 wpm
3 rd
110 wpm
96 wpm
102 wpm

24. Oral Reading Fluency Goals
Grades 1 – 2
Grades 3 – 5
2-3 words per week
1½-2 words per week

25. The role of vocabulary becomes
increasingly important as students
progress in school.

26. Kindergarten vocabulary (PPVT) is closely related
to later reading comprehension
End of Grade One -- .45
End of Grade Four -- .62
End of Grade Seven -- .69
The relationship of vocabulary to reading
comprehension gets stronger as texts become
more complex.
(Snow, 2002)

27. Comprehensive Vocabulary
Development
1.
Wide reading
2. Direct teaching of important words
3. Teaching word learning strategies
4. Fostering word consciousness

28. Magic Number
=
1,000,000 words
read per year
For a child who reads 15-200 words per minute,
reading 20 minutes per day will yield 1,000,000
words read in a year.
Anticipated vocabulary growth:
1,000 – 4,000 new words learned

29. Tier One:
 The most basic words
 Rarely require instruction in school
 Examples: happy, bed, school

30. Tier Two:
 High-frequency words for mature
language users
 Instruction adds productivity to an
individual’s language ability
 Examples: coincidence, absurd,
industrious

31. Tier Three:
 Words whose frequency of use is
quite low, often limited to specific
domains
 Best learned when needed in a
content area
 Examples: isotope, lathe,
peninsula

32. Prior Knowledge . . .
Better than I.Q. for predicting success
on inferential comprehension.

33. Types of Prior Knowledge

Topic knowledge

Text structure and organization

Vocabulary

34. The punter kicked the ball.
The baby kicked the ball.
The golfer kicked the ball.
How did the ball change?

35. Mary Lou’s heart was pounding as
she stood on the highest portion of the
platform, flanked by a Japanese and a
Rumanian. The last two years had
been worth it!

36. Today’s Cricket
The batsmen were merciless against the
bowlers. The bowlers placed their men in
slips and covers, but to no avail. The
batsmen hit one foul after another with an
occasional six. Not once did a ball look
like it would hit their stumps or be caught.

37. Proficient comprehension of text is
influenced by:

Accurate and fluent word reading skills

Oral language skills

Extent of conceptual and factual knowledge



Knowledge and skill in use of cognitive strategies to
improve comprehension or repair it when it breaks down.
Reasoning and inferential skills
Motivation to understand and interest in task and
materials

38. Three Major Strategies to Teach
Comprehension
1.
Reading a lot
2.
Strategic reading
3.
Deep discussions about
books or articles

39. Two Approaches
1.
Competent reader strategies
2. Text structure strategies

40. The Big Five

Predict and Infer

Self-Question

Monitor and Clarify

Evaluate and Determine Importance

Summarize and Synthesize

41. Narrative Structure (Story Grammar)
Expository (Informational) Structure

42. The effectiveness of instruction
in comprehension strategies
depends critically on how they are
taught, supported, and practiced.

43. 1.
An explicit description of the strategy and when and
how it should be used.
2.
Teacher and/or student modeling of the strategy in
action.
3.
Collaborative use of the strategy in action to construct
meaning of text.
4.
Guided practice using the strategy with gradual
release of responsibility – scaffolding by the teacher.
5.
Independent use of the strategy.

44. Engaged Readers

Meaningful conceptual content in reading instruction
increases motivation for reading and text
comprehension.

Giving students choices of texts, responses, or
partners during instruction.

Have an abundance of interesting texts available at
the right reading level for every student.

Allow students the opportunity to work collaboratively
with ample opportunities for discussion, questioning,
and sharing.