Title: Foundations for Successful Reading: Overview of Reading First and Scientifically Based Reading Resea
1Foundations for Successful Reading Overview of
Reading First and Scientifically Based Reading
Research
- Juin Liu, Ph.D.
- Central Regional Reading First Technical
Assistance Center
2Todays Objectives
- Overview of Reading First
- Purpose of Reading First
- Five essential components of reading instruction
- High quality reading instruction
3Overview
- 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))
4Overview 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
5Reading 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)
6Purposes of Reading First
- Assist in prevention of reading difficulties
- Increase professional development
- Implement use of assessments in states
- Help establish research-based reading programs
7Preventing 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)
8Rationale 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)
9Rationale 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)
10Rationale 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
11Rationale 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)
12Some 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)
13Purpose 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
14Using 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
15Establishing 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))
16How 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
175 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)
18At a Glance 5 Essential Components of Reading
Instruction
(Simmons, Kameenui, Harn, Coyne, 2003)
19High 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
20High 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)
21ALL STUDENTS CAN BECOME PROFICIENT READERS!
(Adapted from Levy, 2005)
22References
- 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
23References
- 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.