Corrective Reading

1
Corrective Reading

• Decoding and Comprehension

2
Direct Instruction Overview

• Program Assumptions
• All children can learn
• All teachers can teach
• Instructional Approach
• Skills broken down into sub-skills
• Each skill taught to mastery and continuously
  reviewed
• Instructional Delivery
• Teacher presentation skills
• Follow script
• Keep pacing brisk
• Elicit, monitor, react
• Classroom management
• Placement Scheduling
• Grouping Seating

3
Corrective Reading Series Features

• (SG p. 16)
• Core programs, not supplementary
• Only necessary skills taught
• Cumulative skill development and review
• Gradual increase in difficulty
• Daily teacher-directed lessons of 40 45 minutes
• Student performance data collected regularly
• Management system involving the use of points
• Scripted lessons
• Placement tests designed to measure skills

4
Teaching Techniques

• SG pages 61 69
• Teachers of DI programs must do two things well
• 1. Teach the exercises
• 2. Manage the students
• A sample of rules for group work A Freebee
• S Sit in learning position S Sit
  up
• T Track L Lean slightly
  forward
• A Answer on signal A Act
  interested
• R Respect others turns N Nod
• T Track the teacher

5
Instructionally Appropriate Grouping and
Placement Test

• Each student must be placed in a group at their
  instructional level which is where they can be
  successful
• The placement test provides the information for
  proper placement
• Tests on SG pp. 195 203 review and practice
• Group size
• No more than 12 in A, preferably fewer
• Can be whole group in B1, B2 and C

6
Good teaching Techniques for All Levels

• Teach to mastery
• Provide frequent interactions
• Use individual turns diagnostically
• Monitor all oral and written work
• Evaluate and monitor amount of time needed for
  each task
• Give lots of specific praise
• Review/practice lessons before teaching
• Teach to mastery

7
Group Responses and Signals

• Group responses
• Student responses must be in unison for the
  program to be effective
• Unison responses are as close as we can get to
  one-on-one instruction
• Unison responses allow for interactive
  instruction that keeps students engaged
• The repetition assures that all students get a
  significant number of opportunities to develop
  mastery
• Signals SG pp. 70 75
• Hand drop signal
• Audible signal
• Point and touch signal
• Sound out signal
• Sequential response signal

8
General Paradigm for Corrections
9
Decoding and Comprehension

• Decoding
• Decoding A
• Decoding B1
• Decoding B2
• Decoding C
• Note Students who place in Decoding B1 may
  place in Comprehension A

• Comprehension
• Comprehension A
• Comprehension B1
• (Comprehension B2)
• Comprehension C
• Comp. B2 is not an entry level program

10
Decoding Overview

• Decoding A Word Attack Basics
• 65 Lessons
• Grade level Non reader to 1.9
• 60 wpm 90 Accuracy
• About 10 of the population tests into this
  category
• Decoding B1 and B2 Decoding Strategies
• B1 65 lessons
• Grade level 2.0 3.5
• 90 wpm
• B2 65 lessons
• Grade level 3.5 5.0
• 120 wpm
• Decoding C Skills Applications
• 125 regular lessons
• Grade level 5.0 7.0
• 150 wpm and up
• About 10 of the population tests into this
  level

11
Decoding A Word Attack BasicsSG
pages 26-27

• Entry Behavior
• Virtually lacks decoding skills
• Exhibits vowel confusion, reversals and
  substitutions
• Poor sight word recognition
• Slow, laborious reading rate
• Frequent errors
• Oral comprehension

• Strategies
• Letter sounds
• Letter combinations
• Short vowels
• Blending
• Rhyming tracking
• High utility sight words
• Rate and fluency
• Spelling
• Review sounds and blending page 88

12
Decoding A Outcome Behavior

• Student will master the following sentence types,
  words and letter combinations
• She was a master at planting trees.
• what, was , do, said, to, of, you
• many combinations such as st, bl, sl, fl, pl,
  sw, cl, tr, dr nt, nd, st
• -------------------------------------------------
  
• Student will be able to
• identify and pronounce short vowels
• sound out words as an aid to reading
• spell simple, regular words
• read common irregular words
• read sentences and short selections
• 60 wpm 90 accuracy

13
Decoding B1 and B2 Decoding
StrategiesSG page 28 - 34

• Entry Behavior
• b-d reversals
• Unsure of vowel combinations
• Drops or adds endings
• Slow fluency
• Guesses from context
• Tends to confuse words with similar spellings
• Consistently inconsistent

• Strategies
• All sound combinations taught
• b-d and long/short vowel discriminations
• Regular and irregular words
• Stories increase in length, difficulty and
  interest
• Comprehension questions, oral and written
• Workbook exercises in decoding and comprehension

14
Decoding B1 and B2 Outcome Behavior

• Student will master
• Long and short vowel sounds of o, e, a, and i
• Letter combinations th, ee, sh, or, ol, ch, wh,
  ing, er, oo, ea, oa, ai, ou, ar, oul, igh, ir,
  ur, er, oi, ce, ci, tion, ge, gi, kn
• Regular and irregular words, e.g., mat, trip,
  risks, was, league
• Words with consonant blends, e.g., drop, splash,
  slip
• Words with endings, e.g., dropping, rested
• Pattern drills that demonstrate consistent phonic
  relationships, e.g., big, bag, beg sigh, sight,
  night loud, lead
• Compound words, e.g., herself, anybody
• B1 90 wpm
• B2 115 wpm
• 90 accuracy

15
Decoding CSkill ApplicationsSG pages 35 - 37

• Strategies
• All letter combinations taught and reviewed
• Over 500 vocabulary words taught
• Factual and fictional selections
• High percentage of new words in selections
• Additional expository selections from other
  sources
• Workbook exercises in comprehension

• Entry Behavior
• Fair reading skills, but not totally fluent
• Word identification errors
• Trouble with multisyllabic words
• Trouble with textbook material
• Limited knowledge of vocabulary

16
Decoding C Outcome Behavior

• Student will master
• Letter combinations such as th, ee, sh, or, ol,
  ch, wh, ing, ce, ci, tion, ge, gi, kn, ure, tial,
  cial
• Affixes such as ex, ly, un, re, dis, pre, tri,
  sub, less, ness, able
• Over 500 vocabulary words
• Selections with a range of vocabulary, format,
  syntax and content
• Additional selections from magazines, newspapers
  and other sources
• C 150 wpm
• 90 accuracy

17
Comprehension OverviewSG pages 38 - 41

• Comprehension A Thinking Basics
• 5 Preprogram Lessons
• 60 Regular Lessons
• 7 Fact Game Lessons
• Comprehension B1 and B2 Comprehension
  Skills
• B1 60 Regular lessons
• 12 Fact Game/Mastery lessons
• B2 65 Regular lessons
• 7 Fact Game/Mastery lessons
• Comprehension C Skills Applications
• 140 regular lessons
• 9 Fact Game/Mastery lessons

18
Comprehension A Thinking BasicSG pages 43 -
45

• Entry Behavior
• Poor auditory memory
• Lacks common basic information
• Meager vocabulary
• Difficulty retaining information
• Difficulty understanding material even when
  presented orally

• Strategies
• Analogies
• Basic evidence
• Poems
• True/ false
• Classification
• Definitions
• Calendar skills
• Inference
• Description
• Deduction/induction

19
Comprehension A Thinking Basics

• Outcome Behavior
• Students will be able to
• Make analogies Ask is to inquire as weep is to
• Use facts for evidence
• Recite poems
• Give functional definitions for 50 words
• Know calendar and other information
• Follow instructions

20
Comprehension B1 and B2 Comprehension
SkillsSG pages 47 - 55

• Entry Behavior
• Inadequate auditory memory
• Weak on logical deductions
• Weak on inferential comprehension
• Deficient vocabulary
• Poor grammar
• Inadequate written expression

• Strategies
• Reasoning skills deductions, similes, basic
  evidence, analogies, contradictions
• Information skills classification, body systems,
  economic rules
• Vocabulary skills definitions
• Sentence skills parts of speech,
  subject/predicate, sentence combination and
  analysis
• Basic comprehension statement inference,
  following directions
• Writing skills writing directions, paragraphs
  and stories, editing

21
Comprehension B1 and B2 Comprehension
SkillsSG page 51 - 55

• Outcome Behavior
• Students will be able to
• Understand what systems are and how they work
  p. 51
• Read carefully p. 176
• Understand certain parts of speech p. 52
• Draw conclusions from facts p. 52
• Identify inconsistencies - p. 53
• Determine relevant evidence p. 53
• Follow written directions p. 54
• Edit materials for incorrect grammar,
  redundancies and punctuation p. 55

22
Comprehension CConcept ApplicationsSG pages 56
- 58

• Entry Behavior
• Do not automatically apply the reasoning skills
  theyve already learned
• Difficulty learning from written instructions
  what they have little difficulty learning orally
• Deficient in advanced vocabulary
• Weak in the mechanics of writing
• Difficulty extracting information from sources
• Difficulty working independently

23
Comprehension CConcept Applications

• Strategies
• Organizing information main idea, outlining,
  morals, visual-spatial organization
• Operating on information basic evidence,
  argument rules, contradictions
• Using sources of information comprehension
  passages, maps, pictures, supporting evidence,
  deductions
• Communicating information meaning from context,
  combining sentences, editing, definitions
• Using information for directions writing
  directions, filling out forms, identifying
  contradictory directions

24
Comprehension CConcept Applications

• Outcome Behavior pages 183 - 191
• Student will be able to, among other things
• Proficiently analyze arguments
• Recognize contradictory information
• Evaluate valid and invalid information
• Complete applications for credit, for
  scholarships, financial aid, loans and insurance