Foundational Reading Skills and Data Analysis

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Foundational Reading Skills and Data Analysis
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Essential Questions

• What are the five essential components for
  effective reading instruction?
• How can I help secondary students improve
  decoding and fluency skills?
• How can I use data analysis to guide
  individualized instruction of students in my
  intervention class?

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LEARNING TARGETS

• I can explain the foundational reading skills
  students must have in order to be successful
  readers and writers.
• I can administer the Ekwall / Shanker diagnostic
  assessments.
• I can analyze the data to inform instruction and
  to meet the individual needs of my students.

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You dont try to build a wall. You dont set
out and say Im gonna build the biggest,
baddest, greatest wall that has ever been built.
You say Im going to lay this brick as perfectly
as a brick can be laid. You do this every single
day, and soon you have a wall. --Will
Smith
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Struggling with Text
Building A Strong Foundation
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Reading Instruction
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Phonemic Awareness
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Goal of Phonics Instruction

• To help students learn the Alphabetic
• Principlethe understanding that letters
• and sounds work together in systematic
• ways to form words.
• When students understand the alphabetic
  principle, they develop the skills needed to
  decode words.

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Students Who Struggle With Decoding Students With Strong Decoding Skills
Rely heavily on context and guessing Read slowly and with great effort Focus on decoding rather than comprehending Skip challenging words and sections of text Do not monitor their reading to make sure it makes sense. Read a word letter by letter Process words automatically and rapidly Look for known word parts in unfamiliar words Use context to confirm pronunciation and meaning.
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How Can I Help Students Who Struggle With
Decoding?

• Familiarize students with key words before
  encountering them in text.
• Provide a working definition of key words.
• Model explicitly how to break down regular
  multisyllabic words.

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Fluency

• It is not just about the speed.
• It is the ability to read a text accurately,
• quickly and with expression.

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• Fluency is important because it provides a
• bridge between word recognition and
• comprehension . Ambruster, Lehr Osborn, 2001-

Comprehension
Word Recognition
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• Not-so-fluent Reader

• Fluent Readers

• Fluency
• Effort and Attention
• Comprehension

Fluency Effort and Attention Comprehension
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Jigsaw Activity

• Group I Introduction and Caveat
• Group II Fluency beyond the Elementary Grades
• Group III What Does This Mean
• Participants use the Cornell note-taking graphic
  organizer. Share with group.

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Texts and Fluency
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How Can I Help With Fluency?

• Repeated and monitored oral reading (partner
  reading, student-teacher reading)
• Choral Reading
• Readers Theatre
• Tape-assisted reading
• Model fluent reading

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Vocabulary

• Students cannot understand what
• they are reading without knowing
• what most of the words mean.
• This is especially true as students
• read more advanced texts that
• contains words that are not part
• of their oral vocabulary.

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How Can I Help With Vocabulary?

• Embed the CODE Principles and the Marzano
  Six-Step Process into daily intervention
  instruction
• Use the vocabulary tools of the KCLM model
• Teach word parts (prefixes, suffixes, base words
  and word roots)
• Teach words that are important for understanding
  a concept of the text
• Teach words that students are likely to see again
  and again

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Comprehension
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Infer and Predict

• Activate Prior
• Knowledge

Ask Questions
Comprehension
Monitor/Clarify Comprehension
Summarize
Synthesize and Retell
Visualize
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Examples of Available Diagnostics

• Stanford Achievement Test (SAT-10)
• Ekwall/Shanker Reading Inventory
• TOWL 4 Writing Assessment

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SAT-10

• Is an online standardized, norm-referenced
  achievement test that can be given three times a
  year.
• Provides student Lexile scores
• Reduces time needed to evaluate student
  achievement.
• From Pearson Education Inc.

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The SAT-10s Total Reading Measures

• Comprehension
• Vocabulary
• Phonics
• Decoding
• Phonemic Awareness

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The Ekwall/Shanker Reading Inventory

• The ESRI measures
• phonemic awareness
• concepts about print
• letter knowledge
• basic sight words
• structural analysis
• fluency
• comprehension

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ESRI Provides 3 Reading Levels

• Independent level a student should be able to
  read without help of any kind from the teacher
• Instructional level at which a student should
  be able to read with teacher assistance
• Frustration the point at which reading material
  simply becomes too difficult for the student to
  read

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ESRI Allows For

• Comparison of silent and oral reading
• Assessment of fluency and word recognition
  proficiency at various levels of difficulty to
  determine the level of materials that a student
  should read under various conditions
• Listening comprehension

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Tests that Compose the ESRI

• Informal Reading Inventory
• Emergent Literacy
• Sight Words
• Phonics
• Structural Analysis
• Context Clue Use
• Reading Interest

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Administering the GWL

• Test requires a student to pronounce increasingly
  difficult words that are listed by grade level at
  which most students learn them.
• Takes approximately 5 to 10 minutes to
  administer.

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Coding for Reading Levels
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Preparation

• Make copies of the scoring sheet. You will need
  one set of the two pages for each student you
  test. (p 131-132)
• Open the manual to the Test Sheet (p. 130). You
  can also copy and laminate the sheet to hand to
  the student.

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Directions

• Place the test sheet in front of the student and
  say, Here are some words I would like for you to
  read aloud. Try to read all of them even if you
  are not sure what some of the words are. Lets
  begin by reading the words on this list.
• Record words pronounced correctly with a plus()
  on your scoring sheet and write down all
  incorrect responses.
• Have students continue reading consecutively
  higher level-levels until the student misses
  three or more words on any one list.
• After the student misses three or more words on
  any list, stop the testing.

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Scoring

• The highest list at which the student reads with
  0 or 1 error is the independent reading level.
• The highest list at which the student misses two
  words is the instructional level.
• The list at which the students misses three or
  more words is the frustration level.

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TOWL-4

• Norm-referenced, comprehensive diagnostic of
  written expression
• It is used to
• identify students who write poorly
• Determine students particular weaknesses in
  various writing abilities
• Document student progress

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Subtests of the TOWL

• Vocabulary
• Spelling
• Punctuation
• Logical Sentences
• Sentence Combining
• Contextual Conventions
• Story Composition

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Reading is the most important skill for success
in school and society. Children who fail to
learn to read will surely fail to reach their
full potential. --Hall Moats, 1999

• Reflective Journal
• I can explain the foundational skills students
  need to be successful readers and writers.
• I can administer the SAT 10,
• Ekwall/Shanker, and Towl 4 diagnostic
  assessments.
• I know how to analyze the data to meet the
  individual needs of my students.

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Bibliography

• Ekwall, James, Ward A. Cockrum. Reading
  Inventory. 5th Edition. Allyn and Bacon 2010
• Gelfond, Sabra. How You Can Build A Better
  Reader. Retrieved from the World Wide Web
  http//www.iser.com/resources/better-readers.html
  January 2010.
• Hudson, Roxanne Ph.D. Word Work Strategies to
  Develop Decoding Skills for Beginning Readers.
  Retrieved from the World Wide Web June 2010
  http//www.fcrr.org/staffpresentations/RHudson/wor
  d_work_RF_Longisland_FCRR.pdf
• National Reading Panel. Put Reading First.
  National Institute for Literacy 2001)
• Pressley, Michael. Comprehension Instruction
  What Works. Retrieved from the World Wide Web
  Reading Rockets.Org. June 2010) .
• Rasinski, Timothy V., Nancy D. Padak, Christine
  A.McKeon, Lori G.Wilfong, Julie A. Friedauer,
  Patricia Heim. Is Reading Fluency a Key for
  Successful High School Reading. National Reading
  Associatioin 2005.
• Rasinski, T. V. (2003). The fluent reader Oral
  reading strategies for building word recognition,
  fluency, and comprehension. New York Scholastic.
• Walker, L. (1996) Readers' Theatre in the Middle
  School and Junior High School, Meriwether
  Publishing, CO.
• SAT-10 http//www.pearsonassessments.com/NR/rdonl
  yres/E5E5CAB0-7BB9-4BBB-88DA-C444B0A52245/0/SAT10S
  coreReportSampler.pdf
• TOWL-4 http//www.pearsonassessme
  nts.com/HAIWEB/Cultures/en-
• us/Productdetail.htm?PidPAa19045M
  odesummary