Scientifically-Based Reading Instruction” Isn’T
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Local Literacy Plan Read Well by Third Grade
April 2018 Bemidji Area Schools Local Literacy Plan Read Well by Third Grade Bemidji School District #0031-01 502 Minnesota Ave. NW Bemidji, MN 56601 Ph. 218-333-3100 Literacy Goals and Needs Assessment Kindergarten Goals: 1. Kindergarten students will improve their overall Mean RIT score from 140.3 in Fall 2017 to 158.1 in Spring 2018 as measured by NWEA MAP. 2. By May of 2018, 75 % of kindergarten students will correctly read at least 80 % of the words on the Kindergarten Sight Word Checklist (Houghton Mifflin high-frequency words) within 3 seconds when presented in isolation. Kindergarten Data 1. Letter Sound Fluency: In 2016–2017, the following percentages of kindergarten students met the AIMSweb benchmark target (Tier 1). Scores significantly discrepant (below 60% at Tier I) from the norm are shown in red: Student Group Fall 2016 Winter 2017 Spring 2017 All Students 57.0% 59.0% 64.0% American Indian Students 40.4% 45.4% 53.1% White Students 60.7% 62.4% 66.5% Students Receiving Free/Reduced Lunch 47.0% 49.0% 53.0% Students Not Receiving Free/Reduced Lunch 62.6% 66.1% 71.3% Special Education Students 59.2% 62.0% 55.5% General Education Students 56.3% 58.6% 64.6% ● If the curriculum and core instruction are effective, at least 80% of students should be meeting the target. Data over the past three years indicates that students are not achieving at expected levels in letter sound fluency. 2. 2017-2018 MAP Reading RIT Scores: The table below indicates the average MAP RIT Scores for Fall, Winter, and Spring 2017-2018 for all kindergarteners. -
Integrating Literature Across the First Grade Curriculum Through Thematic Units
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 1992 Integrating literature across the first grade curriculum through thematic units Diana Gomez-Schardein Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Education Commons, and the Reading and Language Commons Recommended Citation Gomez-Schardein, Diana, "Integrating literature across the first grade curriculum through thematic units" (1992). Theses Digitization Project. 710. https://scholarworks.lib.csusb.edu/etd-project/710 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. California State University San Bernardino INTEGRATING LITERATURE ACROSS THE FIRST GRADE CURRICULUM THROUGH THEMATIC UNITS A Project Submitted to The Faculty of the School ofEducation In Partial Fulfillment of the Requirements of the Degree of Master of Arts in Education: Reading Option By Diana Gomez-Schardein,M.A. San Bernardino, California 1992 APPROVED BY: Advisor : Dr. Adrla Klein eco/id#{eader : Mr. Jcfe Gray I I SUMMARY Illiteracy is one of the nation's eminent problems. Ongoing controversy exists among educators as to how to best combat this problem of growing proportion. The past practice has been to teach language and reading in a piecemeal,fragmented manner. Research indicates, however,curriculum presented as a meaningful whole is more apt to facilitate learning. The explosion of marvelous literature for children and adolescents provides teachers with the materials necessary for authentic reading programs. -
Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials
Reading Horizons: A Journal of Literacy and Language Arts Volume 49 Issue 1 October/November 2008 Article 4 10-2008 Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials Arlene Barry Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Education Commons Recommended Citation Barry, A. (2008). Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials. Reading Horizons: A Journal of Literacy and Language Arts, 49 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol49/iss1/4 This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu- [email protected]. Reading the Past • 31 Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials Arlene L. Barry, Ph.D. University of Kansas, Lawrence, Kansas Abstract This article addresses the International Reading Association’s foun- dational knowledge requirement that educators recognize histori- cal antecedents to contemporary reading methods and materials. The historical overview presented here highlights the ineffective methods and restrictive materials that have been discarded and the progress that has been made in the development of more effective and inclusive reading materials. In addition, tributes are paid to seldom-recognized innovators whose early efforts to improve read- ing instruction for their own students resulted in important change still evident in materials used today. Why should an educator be interested in the history of literacy? It has been frequently suggested that knowing history allows us to learn from the past. -
Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers
Educational Sciences: Theory & Practice - 12(4) • Autumn • 2822-2828 ©2012 Educational Consultancy and Research Center www.edam.com.tr/estp Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers İ. Birkan GULDENOĞLU Tevhide KARGINa Paul MILLER Ankara University Ankara University University of Haifa Abstract The purpose of this study was to compare the word processing and reading comprehension skilled in and less skilled readers. Forty-nine, 2nd graders (26 skilled and 23 less skilled readers) partici- pated in this study. They were tested with two experiments assessing their processing of isolated real word and pseudoword pairs as well as their reading comprehension skills. Findings suggest that there is a significant difference between skilled and less skilled readers both with regard to their word processing skills and their reading comprehension skills. In addition, findings suggest that word processing skills and reading comprehension skills correlate positively both skilled and less skilled readers. Key Words Reading, Reading Comprehension, Word Processing Skills, Reading Theories. Reading is one of the most central aims of school- According to the above mentioned phonologi- ing and all children are expected to acquire this cal reading theory, readers first recognize written skill in school (Güzel, 1998; Moates, 2000). The words phonologically via their spoken lexicon and, ability to read is assumed to rely on two psycho- subsequently, apply their linguistic (syntactic, se- linguistic processes: -
Early Writing: an Exploration of Literacy Opportunities Billie J
Early Writing Opportunities Early Writing: An Exploration of Literacy Opportunities Billie J. Askew, Texas Woman’s University Dianne Frasier, Harris County Department of Education and Texas Woman’s University Abstract Early writing experiences provide children with instances in which they may learn the processes and concepts involved in getting meaning- ful messages into print. This study examined the opportunities low- progress first-grade children had in learning to use strategies while writ- ing a brief message in daily interaction with a Reading Recovery teacher. Specifically, three strategies for writing words were investigat- ed: (a) writing known words, (b) analyzing new words by hearing and recording sounds in words, and (c) analyzing new words through analo- gy with known words. Eighty-two Reading Recovery children from eight states were the subjects for this study. Data were collected from the children’s writing books, writing vocabulary charts, records of text reading, and the teachers’daily lesson records. Analyses demonstrated that low-progress children acquire a considerable amount of knowledge about words, about letters/letter clusters and their sounds, and about the orthography of the language in a relatively short period of time. Limitations and implications of this study are discussed. Writing involves a complex series of actions. Children have to think of a message and hold it in the mind. Then they have to think of the first word and how to start it, remember each letter form and its features, and manually reproduce the word letter by letter. Having written that first word (or an approximation), the child must go back to the whole message, retrieve it, and think of the next word. -
Dr. Diane L. Fine
DR. DIANE L. FINE CALIFORNI A UNIVERSITY OF PENNSYLVANIA DEPARTMENT OF EDUCATION 250 UNIVERSITY A VENUE CALIFORNIA, P ENNSYLVANIA 15419 KEYS TONE 323 OFFICE PHONE (724) 938-4495 FINE@CALU .EDU EDUCATION Ed.D. Curriculum & Instruction, Literacy Studies, 2015 West Virginia University Morgantown, WV research interests include: young adolescent literacy development, word study, emergent literacy, adolescent literacy, teachers’ perceptions of literacy, reading comprehension, new literacies, digital literacies, metacognition, strategic comprehension instruction, balanced literacy, STEM education M.A. Reading, 2008 West Virginia University Morgantown, WV Reading Specialist Certification Graduate Certificate in Integration of Technology in Schools, 2001 George Mason University Fairfax, VA Certification in Technology Integration K – 12 M.Ed. Special Education, 2001 California University of Pennsylvania California, PA Certification in Mentally and/or Physically Handicapped B.A. Elementary Education, 1989 West Virginia Wesleyan College Buckhannon, WV Minor: Teaching of Reading Initial Teacher Certification K – 8 PROFESSIONAL LICENSES & CERTIFICATIONS Virginia Department of Education Early Education NK – 4 Gifted Education Middle Education Grades 4 – 8 Reading Specialist West Virginia Department of Education Early Childhood 0K – 04 Early Education PK – K September 2020 Diane Fine 1 of 10 Elementary Education 0K – 06 English 05 – 09 General Science 05 – 09 Gifted 01 – 12 Mathematics 05 – 09 Multi-Categorical (LD, BD, MI) 0K– 06 Multi-Categorical (LD, -
Whole Language Instruction Vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students Krissy Maddox Jay Feng Presentation at Georgia Educational Research Association Annual Conference, October 18, 2013. Savannah, Georgia 1 Abstract The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher’s general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students’ reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. 2 Introduction Literacy is the fundamental cornerstone of a student’s academic success. Without the skill of reading, children will almost certainly have limited academic, economic, social, and even emotional success in school and in later life (Pikulski, 2002). -
Balanced Literacy Framework for Wooster City Schools, Pre-K Through Fourth Grade
Balanced Literacy “Creating a Culture of Literacy” Introduction The Wooster City Schools Literacy Committee frst met on May 19, 2015 with the goal of developing a Balanced Literacy Framework for Wooster City Schools, Pre-K through fourth grade. Committee members met monthly to review and recommend research-based best practices and resources. The team enlisted the guidance of State Support Team 9 and sent committee members to the Dublin and National Literacy Conferences in Columbus. Throughout the year, committee members shared progress and research with colleagues through professional development meetings, grade level meetings and building leadership team meetings. At the March 29, 2016 Board of Education meeting, members of the committee presented a proposal for the creation of fve literacy coaches for the 2016-2017 school year. The role of the literacy coaches will be to facilitate the ongoing professional development and support of staf as they implement the balanced literacy framework and build a culture of literacy within Wooster City Schools. The following document is a result of our research and defnes the Balanced Literacy Framework for Wooster City Schools, detailing what reading and writing will look like in our classrooms. COMMITTEE MEMBERS: • Carrie Gordon, Grade 4 • Haley Black, Grade 3 • Erin Hofstetter, Kindergarten • Jerren Howard, Title 1 Reading • Suzie Parker, Gifted Specialist • Bonnie Brown, Intervention Specialist • Kaelee Hendershott, Grade 1 • Karen Koontz, Grade 1 • Molly Richard, Preschool • Caty Sypherd, Grade -
The Truth About Reading Recovery® Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America
The Truth About Reading Recovery® Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America In an article appearing in Learning Disabilities: A Multidisciplinary Journal, authors Cook, Rodes, and Lipsitz (2017) make multiple misleading, misguided, and blatantly false claims about Reading Recovery® in yet another attack to discredit the most widely researched early reading intervention in the world. When you’re recognized as a leader with proven success, you often become the target for those with limited knowledge who apply broad strokes and twist the truth to fit their own perceptions of reality. The unfortunate reality, in this case, is that this article, “The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know,” is an affront to researchers, scholars, educators, and others who know the facts and a disservice to parents of children with reading difficulties. The authors claim to provide information necessary to make evidence-based decisions in support of struggling beginning readers. Like evidence-based medicine, these decisions can have a critical impact on children’s lives. As in the medical context, objective professionals can differ in their interpretations of the available evidence. The authors’ perspective is far from objective. They invoke the “reading wars” in their title and advocate for their ideological perspective in their biased, selective, and fallacy-full analysis of Reading Recovery and the research related to this early intervention approach. Dr. Timothy Shanahan, past president of the International Reading Association (now International Literacy Association) and a distinguished professor emeritus at the University of Illinois at Chicago, noted the effectiveness of Reading Recovery in a recent article examining the importance of replicability in reading research. -
Research and the Reading Wars James S
CHAPTER 4 Research and the Reading Wars James S. Kim Controversy over the role of phonics in reading instruction has persisted for over 100 years, making the reading wars seem like an inevitable fact of American history. In the mid-nineteenth century, Horace Mann, the secre- tary of the Massachusetts Board of Education, railed against the teaching of the alphabetic code—the idea that letters represented sounds—as an imped- iment to reading for meaning. Mann excoriated the letters of the alphabet as “bloodless, ghostly apparitions,” and argued that children should first learn to read whole words) The 1886 publication of James Cattell’s pioneer- ing eye movement study showed that adults perceived words more rapidly 2 than letters, providing an ostensibly scientific basis for Mann’s assertions. In the twentieth century, state education officials like Mann have contin- ued to voice strong opinions about reading policy and practice, aiding the rapid implementation of whole language—inspired curriculum frameworks and texts during the late 1980s. And scientists like Cattell have shed light on theprocesses underlying skillful reading, contributing to a growing scientific 3 consensus that culminated in the 2000 National Reading Panel report. This chapter traces the history of the reading wars in both the political arena and the scientific community. The narrative is organized into three sections. The first offers the history of reading research in the 1950s, when the “conventional wisdom” in reading was established by acclaimed lead- ers in the field like William Gray, who encouraged teachers to instruct chil- dren how to read whole words while avoiding isolated phonics drills. -
Report of the National Reading Panel: Teaching Children to Read
Report of the National Reading Panel: Teaching Children to Read http://www.nichd.nih.gov/publications/nrp/smallbook.cfm?renderforprint=1 Last Update: 10/11/2006 Report of the National Reading Panel: Teaching Children to Read TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction Table of Contents Acknowledgments Members of the National Reading Panel Introduction Methodological Overview Findings and Determinations of the National Reading Panel by Topic Areas Next Steps Reflections Addendum Methodology: Processes Applied to the Selection, Review, and Analysis of Research Relevant to Reading Instruction U.S. Department of Health and Human Services Public Health Service National Institutes of Health National Institute of Child Health and Human Development NIH Pub. No. 00-4769 April 2000 (Report of the National Reading Panel: Reports of the Subgroups provides complete and extensive descriptions of information presented in this Report.) Printed from the NICHD Public Web Site 06/04/2011 08:39 PM 1 of 1 6/4/2011 6:39 PM NRP Acknowledgments http://www.nichd.nih.gov/publications/nrp/ack.cfm Health Information Research Funding News & Media About NICHD Last Update: 08/31/2006 Printer Friendly Email This Page Download Adobe Reader Report of the National Reading Panel: Teaching Children to Read Acknowledgments The National Reading Panel wishes to express its gratitude to the following individuals for their contributions to its effort. Marilyn Adams Ed Bouchard Harris Cooper Gerald Duffy Michelle Eidlitz Barbara Foorman David Francis Ester Halberstam Blair Johnson Alisa Kenny Helen S. Kim Marjolaine Limbos Khalil Nourani Simone Nunes Elizabeth S. -
Reading Fluency
ß What is reading fluency? ß Why is fluency important? Reading ß What instruction helps students Fluency develop fluency? ß How can we adapt instruction for students with special needs? ß How can we monitor students’ progress in fluency? ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 1 Fluency: reading quickly, accurately, and with expression ß Combines rate and accuracy ß Requires automaticity Fluency ß Includes reading with prosody Rate + Accuracy Fluency Comprehension ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 2 Automaticity: ß Is quick, accurate recognition of letters and words Automaticity ß Frees cognitive resources to process meaning ß Is achieved through corrected practice ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 3 What does fluent reading sound like? Fluent Reading . Fluent reading flows. It sounds smooth, with natural pauses. ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 4 ß “Fluency provides a bridge between word recognition and comprehension.” —National Institute for Literacy (NIFL), Why Is 2001, p. 22 Reading ß Fluent readers are able to focus Fluency their attention on understanding Important? text. ß Because non-fluent readers focus much of their attention on figuring out words, they have less attention to devote to comprehension. ©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 5 What ß How to decode words (in isolation and in Students connected text) Need to ß How to automatically