1 Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005
2 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.
3 ii + iii = NCLB 5 Five skills on which early reading instruction should focus 3 Three types of assessment to guide instruction Screening Progress monitoring Diagnosis ii iii High quality initial instruction is critical Immediate intensive interventions for children lagging behind in the growth of critical reading skills
4 Initial Instruction (ii) The goal of ii is to implement consistent high quality instruction in K-3 classrooms. The instructional tool used for ii is a core reading program that is aligned with Reading First guidelines.
5 What is a Core Reading Program (CRP)? A reading program that is used to help guide both initial and differentiated instruction in the regular classroom. It supports instruction in the broad range of reading skills (phonemic awareness, phonics, fluency, vocabulary, comprehension) required to become a skilled reader. It contains teacher s manuals with explicit lesson plans, and provides reading and practice materials for students.
6 Immediate Intensive Intervention (iii) iii should be implemented with children as soon as we notice they are falling behind in the development of critical reading skills. iii involves children in receiving instruction in reading that is more intensive than what they have been receiving. This can be accomplished by: reducing the student/teacher ratio providing more instructional time Both include providing more supports (instructional opportunity, time, resources, materials and/or personnel)
7 Resources to Implement iii 1. Intervention program that accompanies the core reading program 2. Research based program that targets specific skills, is implemented explicitly and systematically, is coordinated and consistent with the work that is being done during initial instruction.
8 Reading Coaches Responsibilities An important part of the Coaches responsibility is to help teachers use assessment data to navigate, organize, and plan for ii and iii.
9 Classroom Teacher Responsibilities Uninterrupted 90 minute block of reading instruction (this is a minimum) Implement high quality initial instruction differentiated instruction immediate intensive intervention
10 Classroom Organization Whole Group Instruction Teacher-Led Center - Small (flexible) group instruction Independent Student Centers - Academically engaged - Accountability - Group, Pair, Cooperative, Individual
11 Flexible Groups Keep high risk group sizes small (5-7 as a maximum). For students not making adequate progress in a group of 5-7, it is critical to reduce the group size. Monitor high risk student progress more frequently in order to make instructional changes, small group changes, and to accelerate learning. It is important to work with each small group differently based on instructional need. Consider attitudes, behaviors, and work ethics when forming and modifying groups.
12 Model for Student Success Continuous Assessment Instruction Data-Based Instructional Planning
13 Florida s Formula 5 Components 3 Types of Assessment Initial Instruction Immediate Intensive Intervention Phonemic Awareness Phonics Fluency Vocabulary Comprehension Screening Progress Monitoring Diagnostic Whole Group Differentiated
14 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.
15 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 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 appropriate 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 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). Reviewing core kindergarten and first-grade reading programs in light of no child left behind: an exploratory study. Reading and Writing Quarterly, 21,
80 FCRR Resources FCRR Reports The Science of Reading Articles Presentations Assessment Instruction Student Center Activities Progress Monitoring and Reporting Network
81 Student Center Activities Activity Plans and Activity Masters Phonological Awareness & Phonics (Book 1) Fluency, Vocabulary, and Comprehension (Book 2) Teacher Resource Guide (Book 3) Professional Development on a DVD
87 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.
Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews
The Elementary Reading Block GOAL... All Florida students read on grade level or higher by 2012 Solution: 5+3+ii+iii=NCLB Reading Priorities 5 + 3 + ii + iii 5 Major Components 3 Types of Classroom Assessments
Intensive Instruction for Middle School/High School Coaches Academy - August 7-11, 2005 Lila Rissman, M.S., Curriculum Specialist Jennifer Page, M.S., Intervention Teacher The Florida Center for Reading
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
1 Florida Center for Reading Research RAVE-O What is RAVE-O? RAVE-O (Retrieval, Automaticity, Vocabulary, Engagement-Orthography) is a comprehensive, fluency reading and comprehension intervention program
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
1 Florida Center for Reading Research Reading Recovery What is Reading Recovery? Reading Recovery is a short term, early reading intervention for the lowest performing students in first grade. Descubriendo
TAS Instructional Program Design/ Scientifically-based Instructional Strategies 2012-2013 Use effective methods and instructional strategies that are based on scientifically based research that strengthens
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
Kindergarten and First Grade Student Center Activities Phonological Awareness and Phonics Produced by the Florida Center for Reading Research Copyright Florida Department of Education 2005 Revised June,
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
Language Reading Connection Collaborating with Your SLP WELCOME! What is Project CENTRAL? Coordinating g Existing g Networks To Reach All Learners The ultimate goals are to provide professional development
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that
1 Florida Center for Reading Research LANGUAGE! What is LANGUAGE!? LANGUAGE! is a comprehensive literacy curriculum that integrates reading, spelling, writing, and other critical language arts strands.
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online
Students with Reading Problems Their Characteristics and Needs Roxanne Hudson, Ph.D. Florida Center for Reading Research Florida State University email@example.com We want all students to read grade level
1 REVISOR 8710.4925 8710.4925 READING LEADER. Subpart 1. Scope of practice. A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade
Appendix G Alverno College Master of Arts in Education Specialization in Reading Teacher/Reading Specialist IRA/NCATE Standards for Reading Professionals - STANDARD 1: FOUNDATIONAL KNOWLEDGE have knowledge
Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes Summary Document Elizabeth Crawford and Joseph Torgesen Introduction One of the most critical needs
Scholastic Reading Counts! Aligns to (With Professional Development from Scholastic Red) The following chart details how Scholastic Reading Counts!, with professional development support from Scholastic
Reading K 12 Section 35 * *Competencies and skills incorporate the scientifically based reading research (SBRR) and the components of Florida's formula for reading success addressing improved reading outcomes
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
Florida s Reading First Assessment Plan: An Explanation and Guide Dr. Joseph K. Torgesen, Director Florida Center for Reading Research Overview and Rationale Anyone who has worked as a teacher or principal
Building and Assessing Reading Fluency: Academy of READING with Oral Reading Fluency Research Brief Marcie Penner-Wilger Cognitive Scientist AutoSkill International Inc. April 2008 Correspondence concerning
Pasco County Schools Add-On Program Reading K-12 Endorsement - 1 - I. Program Title: Add-on Program for Reading (K-12) Endorsement II. Program Rationale and Purpose In1998, Pasco County began a study of
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
Schools Teaching Early Phonological Awareness Skills Phonological Awareness in Preschool Stephanie Robbins Forbes, M.S. CCC-SLP James Madison University Harrisonburg, VA Lee Ann Sweet Gray, M.S. CCC-SLP
To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables Development and Management of an Effective Reading Intervention Program Research into Practice
READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good
While permission to reprint this publication is not necessary, the citation should be: Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction: Identifying Target Skills in Reading
1 Common Core State Standards for English Language Arts Correlations for Levels K-3 SECOND EDITION Wilson Language Training Corporation www.wilsonlanguage.com www.fundations.com WILSON Fundations Correlated
. EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical
How Imagine Learning Response to Intervention Imagine Learning 191 River Park Drive Provo, UT 84604 866.377.5071 How Imagine Learning Supports Response to Intervention (RTI) There are a variety of descriptions
The Response to Intervention of English Language Learners At- Risk for Reading Problems Sylvia Linan-Thompson Sharon Vaughn Kathryn Prater Vaughn Gross Center for Reading and Language Arts at The University
Pedagogy Overview: Phonological Awareness What is Phonological Awareness? Phonological awareness is the ability to analyze and manipulate the sound structure of language. In Lexia Reading Core5, phonological
TExMaT I Texas Examinations for Master Teachers Preparation Manual 085 Master Reading Teacher Copyright 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and
Standard 1. Foundational Knowledge Candidates have knowledge of the foundations of reading and writing processes and instruction. 1.1 Demonstrate knowledge of psychological, sociological and linguistic
Presentation Full Details and Transcript Teaching Phonological Awareness in Preschool June 2007 Topic: Preschool Language and Literacy Practice: Teach Phonological Awareness Highlights Ms. Johnson learns
1 REVISOR 8710.4725 8710.4725 TEACHERS OF READING. Subpart 1. Scope of practice. A teacher of reading is authorized to facilitate and provide for kindergarten through grade 12 students instruction that
COMPARING BASAL PROGRAMS BY PAMELA MASLIN UNIVERSITY OF VIRGINIA Permission to reproduced this work for personal or classroom use is granted, provided that copies are not made or distributed for profit
Revised Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K 2 David Coleman Susan Pimentel INTRODUCTION Developed by two of the lead authors of the Common
The University for World-Class Professionals BA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics Faculty of Education mmu.ac.uk/education MMU 2015 Faculty
Foundation Paper Supporting Special Education Students with READ 180 READ 180 is a scientifically research-based, intensive reading intervention program with a proven track record of delivering measurable
Reading Recovery and Common Core State Standards Background Across the U.S., most states are adopting the Common Core State Standards so that teachers and parents have a common understanding of what students
Three Critical Success Factors for Reading Intervention and Effective Prevention Elizabeth Brooke, Ph.D., CCC-SLP Vice President of Education and Research, Lexia Learning Strong fundamental literacy skills
21st Century Community Learning Center Grant Overview The purpose of the program is to establish 21st CCLC programs that provide students with academic enrichment opportunities along with activities designed
Intervention Appropriate GRADES 2 12 RTI Aligned to the PROGRAM OVERVIEW ommon Core STATE STANDARDS Raise Reading Achievement for Struggling Students epsbooks.com/aor epsbooks.com/aor 1 Proven to Raise
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word
Exceptional Student Education K 12 Section 61 1 Knowledge of foundations of exceptional student education 1. Identify state and federal legislation and case law that have affected the education of students
Research Into Practice READING Reading Instruction and Reading Achievement Among ELL Students Principles of ELL Reading Instruction Some very straightforward principles, directly supported by research,
BUILDING A C OMMUNITY OF R EADING E XPERTS A Principal s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools PROFESSIONAL DEVELOPMENT We will never teach all our students
Technology for English Language Learners PreK Adult A Multisensory Approach to Learning early literacy and mathematics reading to learn becoming Lifelong learners Grades PreK 5 Support for beginning readers
70-1210.508C Reading Sufficiency Act - Programs of Reading Instruction Kindergarten Screening and Assessments A. 1. Each student enrolled in kindergarten in a public school in this state shall be screened
PALS is the essential screening, diagnostic, and progress monitoring tool for measuring the fundamental components of literacy. 888.924.7257 www.palsmarketplace.com PALS Who are we? The Phonological Awareness
Psychology of Learning to Read Learning Goals Explain the six skills necessary for learning how to read. Explain instructional strategies for each of the six skills. 1 Background Teachers play a very important
2013 RtI and Direct Instruction Symposium January 24-25, 2013 Anchorage Marriott Downtown 820 West 7th Avenue Anchorage, Alaska 99501 QUESTIONS? Contact: Jason Hillyer 877-654-3393 firstname.lastname@example.org
Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.
Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic
The Building Blocks of Reading and Writing The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding
A Review of the Research on Effective Phonics Instruction: How Evan-Moor s Daily Phonics Supports Sequential Skill Development in Decoding Tarra B. Henry, M.Ed., CET, NBCT 2012 Evan-Moor Corp. A Review
BEST PRACTICES RESOURCE GUIDE for ELEMENTARY, MIDDLE, and HIGH SCHOOLS Elementary School Best Practices Small class size Pupil/Teacher ratio Vertical and Horizontal articulation at each grade level and
Right into Reading Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program What is Right into Reading? Right into Reading is a phonics-based reading and comprehension
Three Tiered Model Assessment by response to intervention Tier 1 Provide classroom support Tier 2 Provide more intensive support Tier 3 Consider special education Monitor and evaluate at all stages Tier
Reading Specialist Certification Option Reading M.Ed. Program (Beginning Fall 2012) College of Education, University of Texas-Pan American Components of Reading: The Reading Specialist applies knowledge
Elementary Literacy Plan A Vision for Literacy Learning to read and write is one of life s most important achievements. A student s success in literacy development enhances learning in all subject areas,
Robina State School SUPPORT FOR STUDENTS WITH DYSLEXIA THROUGH THE EXPLICIT TEACHING OF READING Essential for all students but critical for students with dyslexia Background Dyslexia, as with other learning
Curriculum and Instruction Core curriculum is the foundation of Tier 1 instruction and is the basis for building K-12 literacy in Arizona students. The curriculum at each level must be based upon the 2010
YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports
Phonics Policy This policy outlines the teaching, organisation, management and teaching of phonics at Heaton Park Primary and Nursery School. Rational In 2006 Sir Jim Rose completed his independent review
Kindergarten and First Grade Student Center Activities Teacher Resource Guide Produced by the Florida Center for Reading Research Copyright Florida Department of Education 2005 371-2115A-5CA01 Acknowledgements
Phonics Policy St Michael s C of E Primary School North Road Highgate London N6 4BG Tel: 0208 340 7441 Date of issue September 2015 Renewal date September 2016 Responsible for this policy Rebecca Austin
PROGRAM OVERVIEW Intervention Appropriate K 6 Intervention Strategies for Struggling Readers M BA SE G IL LI NG M ORT N- HA O D PRO G RA What is Recipe for Reading? Recipe for Reading is a research-based,
2014 15 South Carolina Literacy Competencies for Reading Coaches Standard 1: Foundational Knowledge Coaches understand the theoretical and evidence-based foundations of reading and writing processes and
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
Kelly Waldo Senior Capstone Paper Paoze Thao, PhD California State University Monterey Bay Teaching Young Children How to Read: Phonics vs. Whole Language Introduction and Background I am interested in
1 Florida Center for Reading Research Project Read What is Project Read? Project Read is a comprehensive language arts program designed to provide explicit instruction in a structured reading curriculum.
CENTRAL WASHINGTON UNIVERSITY CENTER FOR TEACHING AND LEARNING DEPARTMENT OF LANGUAGE, LITERACY, & SPECIAL EDUCATION LITERACY EDUCATION EDLT 410: Teaching Word Recognition Skills Schedule information (quarter,
Reading Results with Proven Effective Jamestown Reading Navigator is the first comprehensive reading intervention program designed exclusively for middle and high school students. The program addresses
North Georgia College & State University LART 7200: Trends and Practices in Reading Education (Meets Requirements for Maryland s Processes and Acquisition of Reading) Course Description This course assists
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
Your consent to our cookies if you continue to use this website.