Effective Instruction for Adolescent Struggling Readers Professional Development Module Training of

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Effective Instruction for Adolescent
Struggling Readers Professional Development
ModuleTraining of Trainers (TOT)

• Christy S. Murray, Jade Wexler, Sharon Vaughn,
• Greg Roberts, Kathryn Klingler Tackett
• The University of Texas at Austin
• Marcia Kosanovich
• Florida State University

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The Center on Instruction is operated by RMC
Research Corporation in partnership with the
Florida Center for Reading Research at Florida
StateUniversity RG Research Group The Texas
Institute for Measurement,Evaluation, and
Statistics at the University of Houston and the
Meadows Center for Preventing Educational Risk at
The University of Texas at Austin.The contents
of this PowerPoint presentation were developed
under cooperative agreement S283B050034 with the
U.S. Department of Education. However, these
contents do not necessarilyrepresent the policy
of the Department of Education, and one should
notassume endorsement by the federal
government.2008 The Center on Instruction
requests that no changes be made to the content
or appearance of this product. To download a
copy of this document, visit www.centeroninstructi
on.org.

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Objectives of the TOT

• Enhance your understanding of selected
  research-based instructional practices associated
  with positive effects for adolescent struggling
  readers.
• Teach you how to
• Enhance others understanding of these
  research-based practices
• Teach others to implement these research-based
  practices.

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TOT Presentation

• This presentation contains all the slides from
  the PD Module.
• Slides in teal color are inserted specifically
  for this TOT presentation and do not appear in
  the general PD Module.
• A few additional TOT NOTE comment boxes appear
  throughout to provide the TOT participant with
  additional information.
• Feel free to use this TOT presentation with other
  facilitators who need to be trained.

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Your TOT Materials

• Binder should include
• TOT slides from this presentation (3 per page)
• Color-coded handouts to use today for practice
• Master Copies of
• PD Module slides and speaker notes (full pages)
• PD Module Facilitators Guide
• Practice Brief
• Meta-Analysis
• CD containing electronic copies of all documents
  and presentations

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Facilitator Qualifications

• Facilitator should be someone
• with strong knowledge of reading in the upper
  grades
• with experience with providing effective
  instruction to adolescents with reading
  difficulties
• who has the ability to communicate effectively
  with peers.

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Delivery Options

• One-Day Format

• Two-Day Format

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Customizing the PD Module

• This PD Module can be used with a wide range of
  professionals and therefore may be tailored to
  participants needs and interests.
• Following are some recommendations for training.
• Note Final decisions for customizing this
  training are left to the discretion of the
  facilitator.
• For more detailed information, see Customizing
  the Professional Development Module.

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State, District Staff Other TA
ProvidersRecommendations for PD

• Train participants in two chunks
• Ensure that participants have a strong
  understanding of effective, research-based
  reading strategies do not focus on any TOT
  strategies initially.
• Teach participants how to disseminate this
  information by identifying facilitators and
  developing TOT strategies.

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State and District Staff ParticipantsDuring
Initial Training

• Provide participants with a copy of the
  meta-analysis before the training state and
  district staff may have high interest in the
  research base behind the selected strategies.
• Devote time to discussing the findings from the
  meta-analysis (e.g., effect sizes) for each
  section of the PD and the highlighted research
  studies in the Word Study and Comprehension
  sections. (See also the new Professional
  Development Module Reference Guide.)
• Spend less time modeling strategies or
  incorporating instructional examples into the
  training and more time discussing how the
  research findings translate broadly and which
  effective instructional strategies should be
  incorporated into classrooms.

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State and District Staff ParticipantsAfter the
Initial Training

• Discuss capacity building
• Developing or improving secondary literacy
  initiatives, ways to disseminate the PD Module
• Assist state and district staff in identifying
  appropriate facilitators
• Provide a TOT session to identified facilitators

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Secondary Reading Teacher ParticipantsRecommendat
ions for PD

• Use entire PD Module in the pre-established order
• Discuss research findings broadly
• Focus on delivering recommended effective
  practices
• Provide a copy of the COIs practice brief on
  adolescent literacy

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Secondary Content-Area Teacher ParticipantsRecomm
endations for PD

• Rearrange the order of the modules
• Ex Present Vocabulary or Comprehension first
• Discuss research findings broadly
• Focus on delivering recommended effective
  practices
• Build in more time for modeling strategies and
  examples, including samples of expository text
• Provide a copy of the COIs practice brief on
  adolescent literacy

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Logistics Preparing for PD

• Determine number of participants
• Secure a location
• Position tables conveniently
• Use two tables at front of the room
• Load PPT onto computer
• Set up and check all equipment
• Check sound quality

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Necessary Equipment

• Laptop
• LCD projector
• Overhead projector
• Large screen
• Microphone(s)
• Speakers

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Materials

• Electronic copy of PPT
• Copy of the speakers notes (for Facilitator only)
• Laser pointer
• Timer
• Sticky notes, pens, etc. at each table
• Name badges
• Name tents
• Copies of slides and handouts
• Transparencies of some handouts
• Index cards, pre-made flashcards
• Copies of the MA and Practice Brief (optional)

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Speaker Notes

• Speaker notes are lengthy and very thorough to
  provide necessary information and background to
  less knowledgeable Facilitators.
• Once comfortable with content, Facilitators DO
  NOT have to read from the script.
• Make sure to convey the most important ideas
  accurately and answer participants questions.

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Pattern

• What is .?
• Definition of component
• Findings and implications from the meta-analysis
• Successful readers vs. struggling readers
• Reasons for difficulties
• Instructional strategies (with examples and
  activities)
• Highlighted studies from the meta-analysis (Word
  Study and Comprehension only)
• Implications for the classroom
• Conclusions

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Explicit Instruction

• Throughout the PD Module, explicit instruction of
  strategies is a recommended practice.

Model.
Provide guided practice.
Provide supported, independent practice. Provide
immediate feedback to students.
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How Does this PD Module Relate to Other COI
Materials?

• PD Module is aligned with the following
  documents
• Interventions for Adolescent Struggling Readers
  A Meta-Analysis with Implications for Practice
• Practice Brief
• All Reading Strand documents on adolescent
  literacy
• Participants may find it help to study these
  additional documents, but it is not mandatory.

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Content

• The PD Module contains these sections
• Introduction
• Word Study
• Fluency
• Vocabulary
• Comprehension
• Motivation
• Putting It All Together

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Introduction

• The first section of the PD Module introduces the
  topic of struggling adolescent readers
• Time 30 minutes (one-day format) or 45 minutes
  (two-day format)
• Materials Needed
• PowerPoint
• Copies of slides for participants
• Meta-analysis and/or Practice Brief (optional)

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Adolescent Literacy Research and Practice

• One in three fourth-graders is reading below a
  basic level.
• Only 31 percent of eighth-graders are proficient
  readers.

(Lee, Grigg, Donahue, 2007)
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Essential Components of Reading Elementary Level
vs. Secondary Level
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Objectives

• Enhance your understanding of selected
  research-based instructional practices associated
  with positive effects for adolescent struggling
  readers.
• Learn how to implement these research-based
  practices.
• NOTE Assessment and its influence on
  instruction will not be a focus of this
  presentation.

TOT NOTE The Reading Strands Assessment
document will nicely complement this PD Module!
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Reading Interventions for Adolescent Struggling
Readers A Meta-analysis With Implications for
Practice

• Overall, how effective are the reading
  interventions for adolescent struggling readers
  that have been examined in research studies?
• What is the specific impact of these reading
  interventions on measures of reading
  comprehension?
• What is the specific impact of these reading
  interventions on students with learning
  disabilities?
• Available for download www.centeroninstruction.or
  g.

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Scientific Rigor of Highlighted Studies

• All highlighted studies usedrandom assignment
• and
• standardized measures.

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General Findings of the Meta-Analysis

• Various levels of intervention effectiveness
• Students with LD vs. students without LD
• Researcher-implemented vs. teacher-implemented
  and
• Students at the middle school level vs. students
  at the high school level.

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Highlighted Studies Caveat

• The instructional practices used in the studies
  we selected represent some of the practices
  associated with improved outcomes for students in
  grades 412.
• The scope of this presentation does not allow us
  to present all studies and referenced practices
  from the meta-analysis.

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Essential Components of Reading for Adolescents

• Word Study
• Fluency
• Vocabulary
• Comprehension
• Motivation

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Word Study

• Includes instruction in two instructional
  practices, a highlighted study from the MA, and a
  participant activity
• Time 60 minutes (one-day format) or 90 minutes
  (two-day format)
• Materials
• PowerPoint
• Copies of slides for participants
• Copies of Handout 1
• Blank index cards
• Portfolio flashcard (pre-made by Facilitator)

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What is Word Study?

• What do I do when my students with reading
  disabilities and difficulties cannot read
  grade-level words accurately?

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Word StudyPractices that improve word-level
reading

• Research indicates that
• Older students in need can benefit from word
  study instruction (Edmonds et al., in press
  Scammacca et al., 2007).

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COI Meta-analysis

• IMPLICATION
• For older students struggling at the word level,
  specific word study intervention is associated
  with improved reading outcomes.

• FINDING
• Interventions focused on word study had a
  moderate overall effect.

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Word Study
(Bhattacharya Ehri, 2004 Nagy, Berninger,
Abbott, 2006 Boardman et al., 2008)
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Reasons for Word Study Difficulties

• Students might not have been effectively taught
  how to decode in the earlier grades.
• Students might not have been given adequate
  opportunities for practice.
• Students may struggle to understand letter-sound
  correspondences or the rules of the English
  language.

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Strategies for Teaching Word Study

• Following are examples of two types of word study
  practices that can be used with older readers.

TOT NOTE The following slides describe two
different instructional practices, labeled
Instructional Practice 1 and Instructional
Practice 2. The numbers associated with these
practices have no bearing on the importance of
the practice.
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Word Study Instructional Practice 1

• Instruction in orthographic processing, or the
  ability to recognize letter patterns in words and
  their corresponding sound units.

Instructional focus Various advanced word study
components such as syllable types and blending
multisyllabic words.
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Instructional Practice 1 Example
Mumble mum ble
Locate lo cate
Invalid in val id
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Instructional Practice 1 How do I Teach it?

• Teach students to identify and break words into
  syllable types.
• Teach students when and how to read multisyllabic
  words by blending the parts.
• Teach students to recognize irregular words that
  do not follow predictable patterns.
• Teach students to apply these practices to
  academic words (e.g., tangent, democracy,
  precision).

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Syllable Types and Examples

• Closed (e.g., cat) short vowel
• Open (e.g., no) long vowel
• Vowel-consonant-e (e.g., like) e makes vowel
  long
• Consonant-le (e.g., mumble)
• R-controlled (e.g., ar, or, er, ir, ur)
• Double vowel (e.g., team)

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Word Study Instructional Practice 2

• Expose students to information and strategies
  that will help students gain access to the
  meaning of words and make the connection between
  decoding and comprehension.

Instructional focus Prefixes, suffixes,
inflectional endings, root words, and base
words.
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Instructional Practice 2 Example
Transplanted trans (across) plant (base
word) ed (happened in the past)
Useless use (base word) less (without not)
Careful care (base word) ful (full of)
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Instructional Practice 2 How Do I Teach It?

• Teach students the meanings of common prefixes,
  suffixes, inflectional endings, and roots.
• Provide instruction in how and when to use
  structural analysis to decode unknown words.

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Highlighted StudyBhattacharya Ehri (2004)
Participants 60 struggling readers
(non-LD), grades 6 through 9
Received one of two interventions provided by a
researcher for four sessions totaling 110
minutes.
Received current school instruction. (Comparison
Group) n 20
Syllable Chunking n 20
Whole Word Reading n 20
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Syllable Chunking Intervention

• Students were taught to
• Orally divide multisyllabic words into
  syllables
• State the number of syllables
• Match syllables to their spelling and
• Blend the syllables to say the whole word.

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Five Steps in Syllable Chunking Intervention
Students read the word aloud. If incorrect, they
were told the word and repeated it.
Students explained the words meaning. If
incorrect, they were provided corrective feedback.
Students orally divided the words pronunciation
into its syllables or beats by raising a finger
as each beat was pronounced and then stated the
number of beats. If incorrect, the experimenter
modeled the correct response. (e.g., fin ish
two beats)
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Five Steps in Syllable Chunking Intervention
(continued)
Students matched the pronounced form of each beat
to its spelling by exposing that part of the
spelling as it was pronounced, while covering
the other letters. (Different ways of dividing
words into syllables were accepted.) If
incorrect, the experimenter modeled and explained
the correct segmentation and students copied the
response.
Students blended the syllables to say the whole
word. If incorrect, they were told the word and
repeated it.
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Syllable Chunking InterventionLearning Trials
Read and analyzed 25 words on each of the 4 days.

• Words were presented on index cards one at a time
  over four learning trials in random orders.
• Trial 1 Perform all five steps.
• Trials 24 Perform all steps except step 2.

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Whole Word Reading Intervention

• Students practiced reading multisyllabic words
  with no applied strategy.

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Three Steps in Whole Word Reading Intervention
Students read the word aloud. If incorrect, they
were told the word and repeated it.
Students explained the words meaning. If
incorrect, they were told the meaning.
Students read the word again by looking at the
print. If incorrect, they were told the word and
repeated it.
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Whole Word Reading InterventionLearning Trials
Read and analyzed 25 words on each of the 4 days.
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Highlighted StudyBhattacharya Ehri (2004)
Participants 60 struggling readers
(non-LD), grades 6 through 9
Received one of two interventions provided by a
researcher for four sessions totaling 110
minutes.
Received current school instruction. (Comparison
Group) n 20
Whole Word Reading n 20
Syllable Chunking n 20
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Current School Practice(Comparison Condition)

• Students received the schools
• typical reading instruction.

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Which Strategy do You Think was Most Effective?
Why?

• Study Findings
• Syllable training enhanced readers decoding
  ability on transfer tasks.
• Syllable training enhanced readers ability to
  retain spellings of words in memory.
• Whole word training was not found to help
  struggling readers on any of the decoding or
  spelling transfer tasks.

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Implications for the Classroom
There is value in teaching adolescent
struggling readers to read multisyllabic words
by matching syllables to pronunciations.
Instruction in word study for the weakest
readers is needed as well as comprehension
strategy instruction.
Authors note that the intervention could be
enhanced by also teaching students information
about root words and affixes, syllable types,
etc.
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Participant Activity

• You are teaching a sixth-grade reading class,
• and several of your students are having
• difficulty reading words.
• You decide to try a syllable chunking
• strategy with these students.

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Syllable Chunking Intervention
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Syllable Chunking Strategy
Instruction
Dictionary
Compensate
Federal
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Conclusions About Word Study Instruction

• For adolescent readers who struggle at the word
  level, instruction in word study skills can
  improve word identification skills.
• There are a variety of instructional methods for
  this purpose, but most involve teaching students
  to decode words by recognizing syllables types or
  by analyzing parts of words.

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Fluency

• Discusses the difference between Wide Reading and
  Repeated Reading, implementation of Partner
  Reading, and several instructional scenarios for
  participants.
• Time 60 minutes (one-day format) or 90 minutes
  (two-day format)
• Materials
• PowerPoint
• Copies of slides for participants
• Handouts 2, 3, 4

62
What is Fluency?

• What do I do when my students with reading
  disabilities and difficulties cannot read words
  with automaticity?

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Fluency The ability to read text with speed,
accuracy, and prosody (expression)

• Research indicates that
• Word study and comprehension are related to
  fluency (Shinn Good, 1992).
• Fluency does not cause comprehension, but is
  one necessary component of successful reading
  (Rasinski et al., 2005).

TOT NOTE This section on fluency contains
noteworthy recommendations for instruction based
on the latest research. It will be helpful for
Facilitators to become familiar with the
findings in the COIs meta-analysis and the
recommendations in the COIs practice brief.
64
COI Meta-analysis

• FINDING
• More research on fluency is needed with older
  students.

• IMPLICATION
• Fluency practices associated with improved
  outcomes with younger students may apply to older
  students struggling with fluency.

• TOT Note What does it mean when an effect size
  is not
• reliably different from zero? It means that based
  on very
• limited research, we are not able to confirm with
  older
• students the positive effects of fluency
  interventions that
• we have found with younger students. There are
  several
• reasons why this may be the case
• 1) The current research is inadequate.
• 2) The fluency interventions used in the studies
  were not
• adequately intensive to be associated with a
  positive effect.
• 3) Effective fluency interventions for older
  students have
• not been identified and tested.
• It does NOT mean that older students should
  receive
• ZERO fluency interventions if they have a fluency
  deficit.

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Fluency
(Boardman et al., 2008)
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Reasons for Fluency Difficulties

• Students are focusing too much cognitive effort
  on decoding the text.
• Students are not cognizant of punctuations role
  in reading.
• Students have a weak sight word vocabulary.
• Students have had limited exposure, instruction,
  and practice with reading text fluently or at
  all.
• Students are unfamiliar with the meaning of words
  in text.

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Fluency Differing Instructional Needs

• Adolescents whose oral reading rate on
  grade-level text is
• Below 70 wcpm need more practice with word
  recognition in addition to fluency practice
• Between 70 and 120 wcpm may benefit from regular
  fluency instruction and
• Greater than 120 wcpm may benefit more from
  increased vocabulary and comprehension
  instruction rather than increased fluency
  instruction.

TOT NOTE These ranges are recommendations from
COI and illustrate the fact that not every
student needs the same amount or type of
fluency instruction.
Ranges are approximations.
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What areRepeated Reading and Wide Reading?

• Wide Reading
• Reading many different types of text

• Repeated Reading
• Reading and listening to the same passage several
  times

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Rationale for Repeated Reading at the Secondary
Level

• Repeated reading may be appropriate when
  providing students with practice on a targeted
  list of words.
• Students will have multiple exposures to words
  that may build their sight vocabulary and
  automaticity.
• Repeated reading interventions have been shown to
  have positive outcomes for students with reading
  difficulties in the younger grades (Chard,
  Vaughn, Tyler, 2002). Therefore, repeated
  reading interventions may have a similar effect
  for students in the secondary grades at an early
  reading level. (Please note that more research in
  this area is needed).

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Challenges Associated With Repeated Reading

• Repeated Reading
• Increases in speed generally fail to transfer to
  other texts unless there is word overlap
  (Rashotte Torgesen, 1985).
• May not be more effective than wide reading for
  increasing reading speed (Homan, Klesius, Hite,
  1993).
• Limits students exposure to content, vocabulary,
  and different text types.

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Rationale for Wide Reading at the Secondary Level

• Wide Reading
• Students are exposed to a variety of text
  structures and vocabulary (which coincides with
  the expectations of reading a wide variety of
  text in the upper grades).
• Students are exposed to more content (when
  compared to repeated reading), which may increase
  word/background knowledge. Background knowledge
  can have a positive impact on comprehension
  (Hansen Pearson, 1983).
• There is less likelihood that students will see
  the same words over and over again across a
  variety of texts.

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Wide Reading vs. Repeated ReadingWhich is More
Effective?

• More research is needed in the area of fluency
• instruction for older students.
• Recommendation
• Use a combination of repeated reading and wide
  reading.
• Repeated reading provides opportunities for
  students to improve and automate their sight
  vocabulary.
• Wide reading exposes students to new and
  different content, vocabulary, and text types.

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Repeated Reading Considerations for Use

• Combine with word learning.
• Select passages that include targeted
  vocabulary and/or passages at the students
  independent level.
• Monitor progress and provide feedback to
  students.
• Support reading with modeling and feedback from
  teacher or peers.
• Involve students in progress monitoring of
  fluency goals.
• As students improve, increase passage difficulty.

74
Wide Reading Considerations for Use

• Select passages at the students independent or
  instructional reading level.
• Practice fluency with successive passages but do
  not reread the same passage repeatedly.
• Monitor progress and provide frequent feedback.
• Support reading with modeling and feedback from
  teacher or peers.
• Involve students in progress monitoring of
  fluency goals.
• As students improve, increase passage difficulty.

75
Fluency Interventions Alone Do Not Improve
Comprehension

• Fluency practice is most effective when combined
  with instruction in decoding (for select
  students) and/or comprehension instruction.

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Partner Reading

• Partner reading is a widely used strategy that
  provides the opportunity to practice oral reading
  with immediate and explicit feedback and
  incorporates the opportunity to engage in
  comprehension practice. Partner reading
• May benefit both partners in fluency development
• Engages students in fluency monitoring practices
  and
• Improves self-monitoring practices during reading.

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Partner ReadingConsiderations for Use

• Use at least 3 days per week with students who
  need practice developing their ability to read
  fluently.
• Should last no more than 1520 minutes per day or
  every other day. Spend a majority of
  instructional time on other components of
  reading.
• Pair partners based on data Place slightly
  higher-level reader with lower-level reader.
  (Having a model of good reading is essential.)

78
Partner ReadingConsiderations for Use (continued)

• Use reading materials that are at the independent
  or instructional level of the more struggling
  reader.
• Set individual and partner goals for reading
  fluency. Have students graph their best results.

79
Specific Skills to Teach

• What counts as an incorrect response.
• How to sit with partners and locate materials.
• How to time each other.
• How to underline incorrect words.
• How to use correction procedures.
• How to calculate words correct per minute.
• How to graph results.

80
How Do I Implement Partner Reading?
TOT NOTE Provide Handouts 2, 3, and 4 here.
Discuss fluency and its importance.
Model use of partner reading strategies.
Provide guided practice.
Provide independent practice with support.
81
Teacher Responsibilities

• Prepare student folders with new passages (one
  for each student to read and/or follow along with
  their partner).
• Observe students during partner reading to
  monitor fidelity of procedures and accuracy of
  error checking.
• Check folders (accuracy, graphs).
• Move students to next level.

82
Practice Who Needs Fluency Instruction?Example 1

• Anna is a ninth-grader reading 40 wcpm on
  eighth-grade-level text. Her teacher has noticed
  that she often has difficulty decoding words. She
  did not pass the state test. Does Anna need
  fluency instruction?

YES, but she also needs explicit instruction in
word study. She would also benefit from
instruction to boost her vocabulary knowledge
and overall verbal reasoning/comprehension
ability.
83
Example 2

• Jose is a 10th-grader reading 111 wcpm on
  8th-grade-level text and is more than 95 percent
  accurate. He did not pass the state test. What
  does this tell us about Jose? Does he need
  fluency instruction?

Jose is fairly fluent. He may need some fluency
instruction, but the fact that he is reading at
least 100 wcpm and is very accurate and still
not passing the state test tells us that Jose
may need instruction to boost comprehension,
verbal reasoning, and word knowledge in addition
to fluency instruction.
84
Example 3

• Maria is reading 62 wcpm, but she is 96 percent
  accurate. She did pass the state test, but she
  had an extended time accommodation. Does Maria
  need fluency instruction?

YES, Maria would most likely benefit from fluency
instruction. She might benefit from some
instruction in word study (especially in sight
words), but because she is so accurate, she
needs practice to increase the rate at which she
is reading. Although she is slow, with
accommodations she was able to demonstrate good
comprehension by passing the state test, which
is a positive indication of her comprehension
ability.
85
Fluency InstructionConclusions

• The level of fluency required for secondary
  struggling readers to read effectively and
  understand text is not entirely clear.
• For some students, fluency may help build a link
  between decoding and comprehension, but fluency
  does not cause comprehension.
• Teachers should not spend a lot of time on
  fluency instruction and should pair it with
  instruction in decoding and/or vocabulary and
  comprehension-enhancing practices.

86
Vocabulary

• Contains information on Word Consciousness,
  Additive Vocabulary, Generative Vocabulary, and
  Academic Vocabulary. Also contains a participant
  activity.
• Time 45 minutes (one-day format) or 75 minutes
  (two-day format)
• Materials
• PowerPoint
• Copies of slides for participants
• Handout 5

87
What is Vocabulary?

• What do I do when my students with reading
  disabilities and difficulties do not know what a
  majority of words in text mean and cannot use
  word-meaning knowledge to enhance their
  comprehension?

88
Vocabulary is
The ability to understand and use a word
effectively and appropriately to foster
comprehension.
89
Research on Vocabulary A Vocabulary Continuum

• Ive never heard of this word.
• Ive heard of this word, but Im not really sure
  what it means.
• I can recognize the word in context.
• I know the word well, including its various
  forms, definitions, and uses.

(Dale, 1965)
90
COI Meta-analysis

• FINDING
• Vocabulary interventions had the largest overall
  effect size.

• IMPLICATIONS
• We know that directly teaching students the
  meaning of words and how to use strategies to
  uncover meanings of words can improve students
  knowledge of the words taught.
• What we dont know is whether or how vocabulary
  instruction influences comprehension.

TOT NOTE CAUTION with this finding! See caveat
on next slide.
91
COI Meta-Analysis
TOT NOTE Its important that this be discussed
thoroughly. See speaker notes for full
discussion.

• FINDING
• Vocabulary interventions had the largest overall
  effect size.

CAVEAT Standardized measures are not typically
used for measuring vocabulary knowledge and
use. Only researcher-developed measures were used
in the studies in the meta-analysis.
92
Vocabulary
(Boardman et al., 2008)
93
Reasons for Vocabulary Difficulties

• Lack of exposure to words (through reading,
  speaking, and listening).
• Lack of background knowledge related to words.
• Lack of direct vocabulary instruction.

94
Teaching Vocabulary Words and Meaning

• Effectively teaching vocabulary words does not
  mean asking students to memorize definitions, nor
  does it mean teaching students unfriendly and
  complex descriptions of words.
• Effectively teaching vocabulary words assures
  that students have opportunities to know what
  words mean and how to use them in oral and
  written language.

95
Vocabulary InstructionUse All of These
Approaches That Match Instructional Needs
TOT NOTE Facilitators not familiar with these
terms should read the COIs Practice Brief.
Word Consciousness
Additive Vocabulary
Generative Vocabulary
Academic Vocabulary
96
Word Consciousness

• Word consciousness refers to an awareness that
  words have multiple meanings in various contexts.
• Example Assembly
• Use various instructional approaches.

97
Additive Vocabulary Instruction

• Explicit instruction of specific words.
• Think about your goals for instruction when
  selecting words.
• Becks Three Tiers of Vocabulary.

98
Three Tiers of Vocabulary Words
Tier 3 Words Rarely in text or are content
specific.
Tier 2 Words Appear frequently in many contexts.
Tier 1 Words Words students are likely to know.
(Beck, McKeown, Kucan, 2002)
99
Selecting Tier 2 Words

• Tier 2 words are
• Frequently encountered
• Crucial to understanding the main idea of text
• Not a part of students prior knowledge (not Tier
  1 words) and
• Unlikely to be learned independently through the
  use of context or structural analysis.

• REMINDER Tier 2 words should be taught before
  students read, and discussed and used frequently
  afterward.
• (Beck, McKeown, Kucan, 2002)

100
Seventh-Grade Text

• Alexander Graham Bell is known as the inventor
  of the telephone. His assistant was named Thomas
  A. Watson. Together, Bell and Watson discovered
  how sound, including speech, could be transmitted
  through wires, and Bell received a patent for
  such a device. In 1876, the telephone was
  officially invented and the first telephone
  company was founded on July 9, 1877.

101
Ninth-Grade Textfrom Tuck Everlasting

• The road that led to Treegap had been trod out
  long before by a herd of cows who were, to say
  the least, relaxed. It wandered along in curves
  and easy angles, swayed off and up in a pleasant
  tangent to the top of a small hill, ambled down
  again between fringes of bee-hung clover, and
  then cut sidewise across the meadow.

(Babbitt, 1975)
102
Which Words are Tier 2 Words?

• The road that led to Treegap had been trod out
  long before by a herd of cows who were, to say
  the least, relaxed. It wandered along in curves
  and easy angles, swayed off and up in a pleasant
  tangent to the top of a small hill, ambled down
  again between fringes of bee-hung clover, and
  then cut sidewise across the meadow.

(Babbitt, 1975)
103
Additive Vocabulary InstructionSpecific
Strategies

• Teach multiple meanings of words and provide many
  exposures to target words.
• Provide engaging activities creating definitions
  and nondefinitions, drawing pictures, and other
  games.
• Restructure and clarify tasks, as necessary.

104
Generative Vocabulary Instruction

• Teaching words and related words
• Example Involuntary
• volunteer Choosing an action
• in Not
• ary Associated with
• Involuntary refers to something that happens
  not by choice.
• Example sentence
• Blinking your eyes regularly is an involuntary
  action.

105
Generative Vocabulary InstructionSpecific
Strategies

• Promote wide reading of texts.
• Promote opportunities to use target words.
• Connect new words to oral language or reading
  materials.
• Play word games and explore interesting uses of
  words.
• Use key word strategies that provide phonetic or
  visual links to target words.
• Show students how to break words into parts and
  to use other strategies to identify meaning.

106
Academic Vocabulary Instruction

• Concentrate on meanings of words within a
  specific context.
• Can be taken from content-area materials.
• May be Tier 3 words.
• Example Conductor.

107
Academic Vocabulary InstructionSpecific
Strategies

• Use content-area materials to identify
  vocabulary.
• Obtain depth of understanding by providing
  multiple exposures and various contexts.
• Use assessment procedures to identify words that
  students need to know.
• Provide explicit instruction.
• Use computer technology.

108
Conclusions About Vocabulary Instruction

• A good reader uses vocabulary to foster
  comprehension.
• Teachers can do the following to effectively
  enhance students vocabulary
• Promote word consciousness
• Use additive vocabulary instruction
• Use generative vocabulary instruction and
• Teach academic vocabulary.
• Teachers should carefully choose the type of
  vocabulary instruction they provide by examining
  the goals of their lessons.

109
Comprehension

• Contains instructional information on activating
  prior knowledge, answering/generating questions,
  monitoring comprehension, summarization,
  multi-component instruction, as well as a
  highlighted study from the MA.
• Contains many participant activities.
• Time 90 minutes (one-day format) or 2 hours
  (two-day format)
• Materials
• PowerPoint
• Copies of slides for participants
• Handouts 6, 7, 8, 9, 10, 11, 12
• Transparencies of handouts 6, 7, 10, 12

110
What is Reading Comprehension?

• What do I do when my students with reading
  disabilities and difficulties do not use
  strategies to enhance comprehension?

111
Comprehension is

• The ability to construct meaning and learn from
  text using a variety of applied strategies.
• The ultimate purpose of reading.
• Research indicates that to teach students to
  construct meaning from text, teachers need a firm
  grasp of
• Strategies that successful readers use when
  creating meaning from text and
• Effective instructional methods to teach such
  successful strategies (National Reading Panel,
  2000).

112
COI Meta-analysis

• FINDING
• The effect for reading comprehension strategy
  interventions was medium to large.

• IMPLICATIONS
• Reading comprehension interventions can have a
  significant impact on adolescent struggling
  readers.
• Providing comprehension strategy instruction
  throughout the day provides opportunities for
  multiple exposures and use of strategies with a
  variety of texts.

113
Comprehension
(Boardman et al., 2008. Adapted from Denton et
al., 2007 Pressley, 2006.)
114
Reasons for Comprehension Difficulties

• Lack of appropriate prior knowledge.
• Inability to relate content to prior knowledge.
• Over-reliance on background knowledge.
• Inability to read text fluently.
• Difficulty with decoding words
• Inability to attend to meaning while reading.
• Inability to apply comprehension strategies.
• Difficulty with understanding meaning of words.

115
Components of Comprehension Strategy Instruction
Activate Prior Knowledge
Answer/Generate Questions
Multicomponent Instruction
Monitor Comprehension
Summarize Using Graphic Organizers
(Adapted from Simmons, Rupley, Vaughn, Edmonds,
2006)
116
Anticipate What You Will Learn

• Preview slides and handouts.
• Make a prediction What will you learn during
  this portion of the professional development?

TOT NOTE Make sure participants understand this
activity and how to fill out the chart.
117
Component 1 Activate Prior Knowledge

• What is it?
• Existing information students have about a topic,
  skill, or idea.
• Why is it important?
• Helps students make connections between what they
  already know and what they are reading.

118
Activate Prior KnowledgeEffective Strategies

• Previewing Text

Making/Monitoring Predictions
119
Previewing Text

• Instructional Steps

• Model by thinking aloud.
• Highlight headings, pictures, key words.
• Provide small-group practice.
• Provide independent practice.

120
Making/Monitoring Predictions

• After previewing text, ask students to make
  informed comments about the text and what they
  will learn.
• Do not solicit guesses.
• Keep it brief.
• Revisit after reading to confirm or disconfirm
  predictions.
• Provide key ideas or concepts to build background
  knowledge.

TOT NOTE Make sure participants understand that
predictions are NOT the same as guesses.
121
Other Ways to Activate Prior Knowledge

• Preview the material by identifying key words or
  concepts.
• Have students briefly discuss what they know
  about a topic.
• Explain the use of a word splash.
• Describe the use of a KWL chart.
• Demonstrate the use of an anticipation guide.

122
Component 2 Answering and Generating Questions

• What is it?
• Strategies that assist students in answering
  comprehension questions and generating their own
  questions about the text to facilitate
  understanding.
• Why is it important?
• Teaches students where and how to find answers.

123
Answering and Generating QuestionsEffective
Strategies
Levels of Questions
Self-Questioning
124
Strategy 1 Determining Levels of Questions
Level 3 Making Connections Cannot be answered by
looking in text alone
Level 2 Putting it Together Put pieces of
information from text together to come up with
answer
Level 1 Right There Easier questions, one- or
two-word answers
(Simmons, Rupley, Vaughn, Edmonds, 2006
UTCRLA, 2003 Blachowicz Ogle, 2001 Bos
Vaughn, 2002 NIFL, 2001 NRP, 2000 Raphael,
1986)
125
Goals of Using Leveled Questions

• Help students ask and answer increasingly
  sophisticated types of questions.
• Help students become better consumers of text by
  being able to ask and answer both simple and
  complex questions.
• Show students how to approach different types of
  questions.

(Simmons, Rupley, Vaughn, Edmonds, 2006)
126
Explicitly Teach Each Question Level
Introduce one level of question at a time.
Model how to answer each level of question.
Provide guided practice.
Provide supported, independent practice. Provide
immediate feedback to students.
(Simmons, Rupley, Vaughn, Edmonds, 2006
UTCRLA, 2003 Blachowicz Ogle, 2001 Bos
Vaughn, 2002 NIFL, 2001 NRP, 2000 Raphael,
1986)
127
Strategy 2 Self-Questioning

• The act of asking yourself questions as you read,
  such as
• Where is this story taking place?
• Why is this information important for me to know?
• This strategy is also used to monitor
  comprehension.

128
Explicitly Teaching Self-Questioning

• Model how to self-question.

Provide guided practice.
Provide supported, independent practice. Provide
immediate feedback to students.
129
What Does Self-Questioning Look Like?

• Materials
• Handout 9, Tornadoes
• Scratch paper and pencils

TOT NOTE Refer to speaker notes as you
lead participants through this activity.
130
Component 3 Monitoring Comprehension
Strategies

• What are they?
• Strategies that enable students to keep track of
  their understanding as they read and to implement
  fix-up strategies when understanding breaks
  down.
• Why are they important?
• By monitoring their understanding, students
  become more independent in understanding what is
  being read.

131
Effective Strategies forMonitoring Comprehension
Main Idea
Fix-up Strategies
132
Strategy 1 Finding the Main Idea
Identify the most important who or what.
Identify the most important information about
the who or what.
Write this information in one short sentence
(e.g., 10 words or less).
(Klingner, Vaughn, Schumm, 1998)
133
What Does Finding the Main Idea Look Like?

• Materials
• Handout 9, Tornadoesone per participant
• Handout 10, Finding the Main Ideaone per
  participant

TOT NOTE Refer to speaker notes as you
lead participants through this activity.
134
Strategy 2 Fix-Up Strategies
Rereading, restating
Stopping when you come to a word that you do not
know
Using strategies to figure out unfamiliar words
or phrases (e.g., context clues, breaking the
word apart)
(Klingner, Vaughn, Dimino, Schumm, Bryant, 2001)
135
Component 4 Graphic Organizers and
Summarization
Graphic organizers can be used to aid students
with summarization.

136
Graphic Organizers

• What are they?
• Visual representations of ideas in text.
• Why are they important?
• Assist students in identifying, organizing, and
  remembering important ideas.

137
Graphic Organizers can be Used to

• Activate relevant background knowledge
• Guide students thinking about the text
• Help students remember important elements and
  information in texts
• Help students see and understand how concepts
  relate to one another within a text
• Promote both questioning and discussion as
  students collaborate and share ideas and
• Provide a springboard for organizing and writing
  summaries.

(Simmons, Rupley, Vaughn, Edmonds, 2006)
138
Graphic Organizer for Summarization
(Simmons, Rupley, Vaughn, Edmonds, 2006)
139
Summarization Instruction

• What is it?
• Strategies to help students identify the most
  important elements of what they read.
• Why is it important?
• Enhances ability to synthesize large amounts of
  information during and after reading.

140
Before SummarizingUsing the Graphic Organizer

• Teacher introduces the graphic organizer (GO) and
  explains its purpose.
• Teacher provides the big idea of the passage
  and writes it in the center of the GO.
• Students read the passage, paragraph by
  paragraph, and record the main idea of each
  paragraph on the GO.

Main Idea
Main Idea
Big Idea
Main Idea
Main Idea
(Simmons, Rupley, Vaughn, Edmonds, 2006)
141
Summarization Steps for Students
Write a topic sentence using the big idea.

1
Include main ideas in an order that makes sense.
2
Delete information that is redundant or trivial.
3
Reread for understanding and edit if necessary.
4
142
How do I Teach it?

• Model summarization.

Provide guided practice.
Provide supported, independent practice. Provide
immediate feedback to students.
Provide examples and nonexamples.
143
What Does Summarization With Graphic Organizers
Look Like?
TOT NOTE Refer to speaker notes on the next
slide as you lead participants through this
activity.

• Materials
• Handout 9, Tornadoesone per participant
• Handout 11, Graphic Organizer Main Idea and
  Summarization (for Tornadoes)one per
  participant
• Handout 12, Graphic Organizer Main Idea and
  Summarization (blank)one per participant

144
Summarization Steps for Students
Write a topic sentence using the big idea.

1
Include main ideas in an order that makes sense.
2
Delete information that is redundant or trivial.
3
Reread for understanding and edit if necessary.
4
145
Highlighted StudyKlingner Vaughn (1996)

• Participants
• 26 students (some LD),
• grades 7 and 8

Reciprocal Teaching 15 days
146
Reciprocal TeachingStrategies Taught

• Predict what a passage is about.
• Brainstorm what you know about the topic.
• Clarify words and phrases.
• Highlight the main idea of a paragraph.
• Summarize the main idea.
• Identify important details of a passage.
• Ask and answer questions.

147
Reciprocal TeachingStrategies Taught (continued)
Participants 26 students (some LD), grades 7 and 8
Reciprocal Teaching 15 days
Cross-Age Tutoring n 13
Cooperative Groups n 13
148
Reciprocal TeachingStrategies Taught (continued)
Cross-Age Tutoring
Cooperative Learning
Participants implemented the comprehension
strategies in cooperative learning groups (35
students) for 12 days.
Participants provided tutoring to sixth-grade
students on comprehension strategies.
For both interventions, the researcher Circulated
around the room Monitored behavior
and Provided assistance, as needed.
149
Findings

• Initial reading ability and oral language
  proficiency seemed related to gains in
  comprehension.
• A greater range of students benefited from
  strategy instruction than would have been
  predicted.
• Students in both groups continued to show
  improvement in comprehension when provided
  minimal adult support.

150
Implications for the Classroom

• Implementing comprehension strategy practice
  within peer groups frees up the teacher for
  monitoring student performance.
• Teachers may want to consider comprehension
  instruction for a wide range of students,
  including those with very low reading levels.

151
Components of Comprehension Strategy Instruction
Activate Prior Knowledge
Answer/Generate Questions
Multicomponent Instruction
Monitor Comprehension
Summarize Using Graphic Organizers
(Adapted from Simmons, Rupley, Vaughn, Edmonds,
2006)
152
Multicomponent Comprehension Strategies are

• The combination of several reading comprehension
  strategies in order to gain meaning from text.
• Why is it important?
• The combination of strategies increases the level
  of comprehension.
• It leads to eventual automaticity.

TOT NOTE Multicomponent instruction can also be
thought of as combining strategies from
different components of instruction (e.g.,
combining strategies used to learn vocabulary
words with self-questioning techniques into one
lesson). However, for this presentation, we
concentrate on combining strategies within the
comprehension section.
153
How do I Teach it?
After teaching two or more comprehension
strategies, give students opportunity to
practice and apply knowledge.
Model using the strategies together.
Provide guided practice.
Provide supported, independent practice. Provide
immediate feedback to students. Teach students to
self-regulate their use of strategies.
154
Revisit Your Anticipation Chart
155
Confirm/Disconfirm Predictions
Confirmed? ___ Yes ___ No
156
Conclusions About Comprehension Instruction

• TEACH STRATEGIES
• Do not just ask comprehension questions.
• Eventually, show students how to combine these
  strategies and use them concurrently.

157
Motivation

• Contains some basic information on instructional
  strategies that motivate students.
• Time 20 minutes (one-day format) or 45 minutes
  (two-day format)
• Materials
• PowerPoint
• Copies of slides for participants

158
What is Motivation?

• How can I incorporate motivation into my lessons
  for my students with reading disabilities and
  difficulties?

159
Research on Motivation

• Motivation
• Makes reading enjoyable
• Increases strategy use and
• Supports comprehension.

(Guthrie Wigfield, 2000)
160
Motivation
(Boardman et al., 2008)
161
Instructional Practices Associated With Improved
Motivation

• Four critical instructional practices can improve
  
• students motivation.
• Provide content goals for reading.
• Support student autonomy.
• Provide interesting texts.
• Increase collaboration during reading.

TOT NOTE Motivation was not a factor included
in the COIs meta-analysis. More info on each of
these strategies can be found in the practice
brief.
(Guthrie Humenick, 2004)
162
Instructional Practice 1 Content Goals
A content goal is a question or purpose for
reading. It emphasizes the importance of and
increases interest in learning from what we read.
A teacher could

• Facilitate the use of relevant background
  knowledge.
• Arrange hands-on experiences.
• Make content goals interesting and relevant.
• Model behaviors of a curious reader.
• Involve students in creating and tracking content
  goals.
• Provide feedback on progress of meeting goals.

(Guthrie Humenick, 2004)
163
Instructional Practice 2 Support Student
Autonomy
Student autonomy refers to students making
instructional decisions for themselves.

• Provide opportunities for students to select
  which text they read.
• Allow students to choose aspects of the task in
  which they are to engage.
• Provide opportunities for students to either
  select partners or groups, or to work alone.

(Guthrie Humenick, 2004)
164
Instructional Practice 3 Use Interesting Texts
Students enjoy reading texts they find
interesting and choose to continue reading these
texts during free time. Here are several
guidelines for selecting appropriate and
interesting material

• Choose texts for which students possess
  background knowledge.
• Choose texts that are visually pleasing and
  appear readable.
• Choose texts that are relevant to students
  interests.
• Provide stimulating tasks.

(Guthrie Humenick, 2004)
165
Instructional Practice 4 Increase
Collaboration During Reading
Adolescents are motivated by working
together. Collaboration increases the number of
opportunities struggling readers have to respond.

• Allow students to collaborate by reading
  together, sharing information, and presenting
  their knowledge.
• Teach collaborative group work skills.
• Use collaboration to foster a sense of belonging
  to the classroom community (Anderman, 1999).

(Guthrie Humenick, 2004)
166
Motivation Practical Ideas
Provide weekly/monthly rewards.
Allow students to choose incentives.
Provide student choice.
Schedule student conferences.
Allow students to graph their progress.
Allow students to participate in goal setting or
lesson planning.
167
Effective Reading Instruction at the Secondary
Level Putting it all Together

• A Review of Instructional Recommendations
• Teach word study skills to adolescent readers who
  struggle at the word level. There are a variety
  of methods to teach this information, but most
  involve teaching students to decode words by
  recognizing syllable types or by analyzing parts
  of words.
• Use data to decide how much fluency intervention
  students should receive and whether it should be
  paired with instruction in decoding, vocabulary,
  and/or comprehension-enhancing practices.
• Teach the meanings of words to students to
  enhance their vocabulary. Your instructional
  goals will guide the words and instructional
  approach you select.
• Teach students specific comprehension strategies
  that they can use to enhance their comprehension.
  Once individual strategies are taught, combine
  two or more into a single lesson.
• Use instructional practices that promote student
  motivation.

168
Considerations for Implementation

• Adjust the focus and intensity of interventions
  according to individual student needs.

• Assess and monitor the progress of students.
• Provide targeted support in well-planned,
  small-group sessions over a long period of time.

169
Considerations for