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Foundations for Successful Reading: Overview of Reading First and Scientifically Based Reading Resea

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Title: Foundations for Successful Reading: Overview of Reading First and Scientifically Based Reading Resea


1
Foundations for Successful Reading Overview of
Reading First and Scientifically Based Reading
Research
  • Juin Liu, Ph.D.
  • Central Regional Reading First Technical
    Assistance Center

2
Todays Objectives
  • Overview of Reading First
  • Purpose of Reading First
  • Five essential components of reading instruction
  • High quality reading instruction

3
Overview
  • Reading First is the largest and most focused
    early reading initiative ever undertaken in the
    U.S.
  • (Reading First Support Web site)
  • Reading First provides funding to implement SBRR
    for students in grade K-3 to ensure that every
    student can read at or above grade level not
    later than the end of third grade
  • (NCLB, 2001, Title I, Part B (1), 1201(1))

4
Overview of Reading First
  • Authorized under Title I, Part B, Subpart 1 of No
    Child Left Behind Act of 2001
  • Approximately 6 billion authorized
  • Currently, all 50 states, District of Columbia,
    Virgin Islands, Bureau of Indian Affairs, and
    American Samoa have been awarded funding

5
Reading First Subgrant Awards 1576
Districts/5,229 Schools (Southwest Educational
Development Laboratory)
Alaska 3/14
New Hampshire 7/12
Washington 34/70
Maine 7/7
Vermont 7/16
North Dakota 15/21
Montana 24/33
Minnesota 34/52
New York 65/165
Massachusetts 46/89
Wisconsin 25/58
Oregon 21/50
South Dakota 9/15
Idaho 16/30
Michigan 44/168
Rhode Island 3/14
Wyoming 4/10
Pennsylvania 35/160
Connecticut 15/25
Iowa 28/55
Nebraska 12/25
Ohio 29/120
New Jersey 33/77
Nevada 6/30
Illinois 39/225
Indiana 23/56
West Virginia 25/42
Delaware 7/14
Utah 7/18
Virginia 42/73
Colorado 46/83
Kansas 16/34
Missouri 69/113
Kentucky 42/73
Maryland 9/40
California 114/825
North Carolina 39/98
Tennessee 22/74
District of Columbia 5/23
South Carolina 23/51
Oklahoma 42/73
Arkansas 35/63
Arizona 31/72
New Mexico 31/88
Alabama 46/91

Georgia 38/1091
Mississippi 33/66

Louisiana 21/102
Texas 194/715
Virgin Islands 2/6 (not pictured)
Florida 39/587
Hawaii 2/44
Bureau of Indian Affairs 1/24 (not pictured)
State District Awards/School Awards
American Samoa 1/20 (not pictured)
6
Purposes of Reading First
  • Assist in prevention of reading difficulties
  • Increase professional development
  • Implement use of assessments in states
  • Help establish research-based reading programs

7
Preventing Reading Difficulties
  • Reading failure can be prevented by
  • Early identification of students at risk for
    reading failure
  • Balancing early reading instruction with
    meaningful experiences in authentic texts and
    writing
  • (Mathes Torgesen, 1998)

8
Rationale for Prevention
  • Students who do not learn to read in the first
    and second grades are likely to struggle with
    reading throughout their lives (Vaughn,
    Linan-Thompson, Kouzekanani, Bryant, Dickson,
    Blozis, 2003, p. 301)
  • Only 1/3 of 4th and 8th grade students were
    proficient in reading for 2005 (U.S. Department
    of Education, 2005)
  • 54 of 4th grade students who were eligible for
    free/reduced-price lunch were reading below basic
    level (U.S. Department of Education, 2005)

9
Rationale for Prevention
  • 13 of African-American and 16 of Hispanic 4th
    grade students were proficient in reading
  • 58 of African-American and 54 of Hispanic 4th
    grade students were reading below basic level
  • (U.S. Department of Education, 2005)
  • 44 of fourth graders could not read grade-level
    stories with fluency (Pinnell, Pikulski, Wixson,
    Campbell, Gough, Beatty (1995) as cited in
    Report of the National Reading Panel, 2000)

10
Rationale for Prevention
  • Older students
  • with word level reading skills around the 30th
    percentile
  • relatively brief (60hrs) dose of appropriate
    small group instruction
  • with word level reading skills around the 10th
    percentile
  • a more substantial dose (100hrs) of appropriate
    small group instruction

11
Rationale for Prevention
  • Older students
  • with word level reading skills around the 2nd
    percentile
  • intensive interventions can have a strong effect
  • likely to leave the fluency gap essentially
    unaffected
  • (Torgesen, 2003)

12
Some Facts about Reading Abilities
  • A student in the 20th percentile reads books .7
    minutes a day.
  • This adds up to 21,000 words read per year.
  • A student in the 80th percentile reads books 14.2
    minutes a day.
  • This adds up to 1,146,000 words read per year.
  • (R.C. Anderson, 1992, as cited in Torgesen, 2005)

13
Purpose Increasing Professional Development
  • Align school, LEA, and SEA professional
    development activities
  • Seek knowledgeable and experienced providers
  • Provide ongoing support for trainers and coaches
  • Provide professional development aligned with
    state reading standards and assessments

14
Using Valid and Reliable Assessments
  • Screening assessments determine which students
    are at risk for reading difficulty and need
    additional support
  • Diagnostic assessments provide more in-depth
    information on students skills and instructional
    needs
  • Classroom-based assessments determine whether
    students are making adequate progress
  • Outcome assessments determine students overall
    reading achievement

15
Establishing Scientifically Based Reading
Research Programs
  • Apply rigorous, systematic and objective
    procedures to obtain knowledge relevant to
    reading development, instruction, and
    difficulties
  • and
  • Include
  • Systematic, empirical methods
  • Rigorous data analyses
  • Valid measurements/observational methods
  • Accepted by peer reviewed journal or panel of
    independent experts
  • (NCLB, 2001, Title I, Part B (1) 1208(6))

16
How Reading First Impacts Schools and Teachers
  • Implementation of the five essential components
    of reading instruction in schools
  • Utilization of high quality scientifically based
    reading instruction

17
5 Essential Components of Reading Instruction
  • Phonemic Awareness
  • Manipulation of phonemes in spoken words
  • Phonics
  • Relationship between phonemes and written
    language
  • Vocabulary
  • Receptive vs productive
  • Oral vs reading
  • Comprehension
  • Listening vs reading
  • Fluency
  • Accuracy, prosody, and speed
  • (National Reading Panel, 2000)

18
At a Glance 5 Essential Components of Reading
Instruction
(Simmons, Kameenui, Harn, Coyne, 2003)
19
High Quality Reading Instruction
  • Consists of core and intervention reading
    instruction
  • Uses scientifically based reading instruction
  • Uses explicit and systematic instruction
  • Uses data to inform instruction
  • Incorporates 5 essential components of reading
    instruction

20
High Expectations for All
  • Reading First combines
  • Federal support
  • State and district leadership
  • SBRR programs and materials
  • Skilled Teachers
  • To ensure that

(Adapted from Levy, 2005)
21
ALL STUDENTS CAN BECOME PROFICIENT READERS!
(Adapted from Levy, 2005)
22
References
  • Levy, S. (2005). Reading First. Presentation
    given at the Texas Reading First Superintendents
    Summit. September 7-8.
  • Mathes, P., Torgesen, J. (1998). All children
    can learn to read Critical care for the
    prevention of reading failure. Peabody Journal of
    Education, 73(34), 317-340.
  • National Reading Panel (2000). Report of the
    National Reading Panel Teaching children to
    read. (NIH No. 00-4754).
  • No Child Left Behind Act of 2001, Pub. L.
    107-110, 115 Stat. 1425 (2001).
  • Reading First Support Web site. What is Reading
    First? Available from http//www.readingfirstsupp
    ort.us
  • Simmons, D. C., Kameenui, E. J., Harn, B.,
    Coyne, M. D. (2003). Institute for beginning
    reading 2. Day 3 Core instruction What are the
    critical components that need to be in place to
    reach our goals? Eugene, OR University of
    Oregon. Available from http//oregonreadingfirst
    .uoregon.edu/profdev.php
  • Southwest Educational Development Laboratory
    (n.d.). Reading First Awards Database. Retrieved
    May 12, 2006, from http//www.sedl.org/readingfirs
    t/report-awards.html

23
References
  • Torgesen, J. (2003, November). Elements of a
    science of intervention for children with
    dyslexia. Samuel Torrey and June Lyday Orton
    Memorial Lecture presented at the International
    Dyslexia Association, San Diego, CA.
  • Torgesen, J. K. (2005, March). Essential features
    of effective reading instruction for struggling
    readers in grades 412. Presented at meetings of
    the Utah Branch of the International Dyslexia
    Association. Available from http//www.fcrr.org/s
    cience/pptpresentations.htm
  • U.S. Department of Education (2005). The nations
    report card Reading 2005 (NCES 2006-451).
    Retrieved from http//nces.ed.gov/nationsreportcar
    d
  • Vaughn, S., Linan-Thompson, S., Kouzekanani, K.,
    Bryant, D. P., Dickson, S., Blozis, S. A.
    (2003). Reading instruction grouping for students
    with reading difficulties. Remedial and Special
    Education, 24(5), 301-315.
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