Read to Succeed: A Second Chance for Struggling Readers

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Read to SucceedA Second Chance for Struggling
Readers
Liliana Borrero, M. Ed. Costa Rica, July 29,
2008 22nd World Congress on Reading
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Overview

• History Background
• Description
• Theoretical Foundations
• Methodology
• Referral Process
• Criteria for Graduation
• Conclusions

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History Background

• Read to Succeed (R2S) has been effectively
  implemented in Cold Lake, Canada
• Article in Educational Leadership (March 2001)
• Developed by Dr. Bruce Joyce,Emily Calhoun,
  Marilyn Hrycauk

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Description

• R2S is a second chance for struggling readers
• R2S is offered in addition to the regular
  Language Arts class
• Students move in and out of the program
• R2S is a program adopted from Canada and adapted
  to embrace more research based instructional
  strategies and to satisfy our needs
• R2S can be offered to multi-grade level students

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Theoretical Foundations
Liliana Borrero
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7 Dimensions

• 1. Extensive reading at the developed level
  (fiction non-fiction)
• 2. Build sight word vocabulary for reading and
  writing (PWIM)
• 3. Phonetical, contextual, and structural
  strategies for decoding
• 4. Writing extensively to consolidate, elaborate
  and share ideas
• 5. Reading comprehension process and strategies
• 6. Study the craft of writing
• 7. Continuous formative assessment
• (Calhoun, Hrycauk 2005)

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Brain Research

• The brain is the organ in which learning takes
  place
• The brain is a pattern seeking device
• The brain learns through repetition
• Emotion Attention Memory
  Learning

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Best Teaching Practices

• Optimal Learning Model
• Background
• Model
• Guided Practice
• Independent Practice
• Closure feedback

Gradual release of responsability
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Methodology

• PWIM phonics, spelling, sight words, word
  analysis,
• writing process
• (whole group activity)
• 2. Guided reading fluency, reading
  comprehension strategies
• (small groups)
• 3. Mini-lessons Letterland, Explicit
  Instruction,
• Concept attainment
• Concept formation
• (whole small groups)

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PWIM Picture- Word Inductive Model

• Developed by Emily Calhoun (1999)
• PWIM is an inductive model of teaching
• (picture-word, categories-concepts)
• - Making generalizations, students learn the
• conventions of the language
• - PWIM can be used effectively in mono
• or bilingual literacy instruction
• - Starts from the speaking and listening
  vocabulary

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• PWIM Moves Rationale
• 1. Select a picture Source of information
  and visual of vocabulary to be studied
• 2. Shake out words Sight words are from
  the listening and
• speaking vocabularies
• 3. See, say, spell Words are recognized
  by how they are spelled, provides
  repetition
• 4. Prepare cards Material for the study
  of words
• 5. Students read the cards Develops independent
  skills

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• 6. Students categorize Students form concepts
• and classify words by studying attributes,
  STM ? LTM
• 7. Ongoing assessment Celebrate successes,
  to guide instruction identify needs
• 8. Students dictate titles Develops synthesizing
  skills
• 9. Students classify Students work on
  titles content
• 10. Students dictate Students develop
  sentences research skills

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• 11. Students categorize Students inquire into
  how sentences are constructed
• 12. Teachers model Provides models for
  how to write writing
• a paragraph
• 13. Students read Extensive reading
• paragraphs
• 14. Students write Extensive paragraphs wr
  iting
• 15. Formative assessment Assessment guides
  instruction
• Calhoun, Emily. (1999). Teaching Beginning
  Reading and Writing with the Picture Word
  Inductive Model. ASCD Alexandria, VA.

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Guided Practice

• - Word 3 cueing system
• Recognition
• - Fluency guided oral repeated readings
  of the same text
• - Reading before
• Comprehension during
• after

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Concept Attainment

• Teacher chooses a concept that needs to be
  brought to the attention of the students
• Teacher selects and organizes material into
  positive and negative exemplars
• Teacher sequences the exemplars
• Students figure out the attributes of the
  category by comparing and contrasting to attain a
  concept formed in the teachers mind
• (Joyce, Weil Calhoun, 2004)

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Logistics

• Who students performing below grade level in
  reading and writing
• When before school, in addition to the regular
  Language Arts class, 50 minutes block, 4 times
  per week
• Where in a classroom with walls for displays and
  desks
• Staff qualified tutors (one tutor per 1-2
  students)

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Referral Process
Form
TEACHER Based on - Professional
judgment - Performance -
Assessments
Teachers fill in format with relevant information
1 or 2
(Max)
Availability Eligibility
YES NO
depends on
1st contact
2nd contact
When YES
READ TO SUCCEED STAFF
HOMEROOM TEACHER phones parents
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Realistic Expectations

• Self-confidence
• Develop the joy of reading
• Average length of program 24 weeks
• Self-awareness of learning style
• Become active learners
• Reach grade level performance in literacy
• Committed and passionate staff

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Criteria for Graduation

• 7th dimension continuous formative
  assessment
• Assessment scores
• Homeroom teachers feedback

Triangulation of data
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Conclusions

• Read to Succeed has been as effective at CNG as
  it has been in Canada
• Despite the fact that more girls are referred to
  the program, both boys and girls made significant
  progress in R2S
• Entry scores do not seem to predict gains
• For some students with LD, R2S seems not to be
  enough

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Conclusions
Reading is the single most important skill
students will learn in school
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List of Resources

• Borrero, L. (2008). Enseñando a Leer Teoría
  Práctica e Intervención. Bogotá Editorial Norma.
• Calhoun, E. (1999). Teaching Beginning Reading
  and Writing with the Picture Word Inductive
  Model. Alexandria ASCD.
• Joyce, B., Hrycauk, M., Calhoun, Emily. (2001).
  A Second Chance for Struggling Readers.
  Educational Leadership, March, 42-46.
• Joyce, B., Weil, M., Calhoun, E. (2004). Models
  of Teaching. Boston Pearson.
• www.letterland.com
• Liliana Borrero Botero, M. Ed.
• Learning Center Specialist
• Read to Succeed Coordinator
• Colegio Nueva Granada (American School)
• Bogotá, Colombia, South America
• lborrero_at_cng.edu
• borreroliliana_at_hotmail.com