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System 44 ® Next Generation hmhco.com SYSTEM 44 ® NEXT GENERATION RESEARCH FOUNDATION PAPER Dear Educators, A major impetus of the national push for more rigorous state standards is the continuing decline in the performance of college-bound high school students on college entrance exams. Because this decline has been tied to a progressive simplification of school reading materials over the years, a central goal of rigorous standards initiatives has resulted in increasing the levels of text complexity that students must read. For too many students, however, the ability to comprehend texts to the level of complexity recommended by the new standards is currently out of reach. There is a great need for all students to develop the capacity to read, comprehend, and respond to more complex texts—the sorts of texts they will face in college, the workplace, and their day-to-day responsibilities and opportunities beyond high school. Their lives depend on it. By raising the bar, rigorous standards force us to reexamine expectations and lessons to which we have become accustomed. They force us to ask what else we can and should do to better assist our students. This is the challenge before us, and it is a critical one. Toward meeting this challenge, it has been my great pleasure to work with the Intervention Solutions Group in bringing the findings of seminal theory and empirical research to the aid of struggling students as we have revised and expanded System 44. System 44 Next Generation, launched in 2013, focuses on providing explicit instruction in phonics, reading comprehension, and writing for the most challenged readers. It is designed to help these students acquire decoding automaticity alongside the linguistic strengths and metacognitive skills on which their literacy growth depends. To date, System 44 has been implemented in thousands of schools across the United States. The profiles in this book are part of a larger body of evidence indicating that System 44 can improve the learning trajectories of even our most challenged readers. Moving forward, we will continue to build off this positive momentum toward ensuring that the literacy levels of all students are ready for college, career, and life upon high school graduation. Sincerely, Dr. Marilyn Jager Adams 2 SYSTEM 44® NEXT GENERATION RESEARCH FOUNDATION PAPER Table of Contents Introduction ……...............................…………………………………........................................... 3 System 44 Overview ..............................................................………............................................... 4 Explicit and Systematic Instruction in Foundational Reading Skills ........................................... 8 Phonemic Awareness ............................................................................................................ 8 Phonics Foundations ............................................................................................................ 10 Word Analysis (Syllabication and Morphology) ................................................................. 12 Spelling ................................................................................................................................ 14 Sight Words ........................................................................................................................ 16 Oral Language Development .............................................................................................. 18 Explicit and Systematic Instruction in Reading Comprehension and Writing ........................... 20 Reading Comprehension .................................................................................................... 20 Range of Complex Texts .................................................................................................... 22 Academic and Domain-Specific Vocabulary....................................................................... 24 Evidence-Based Writing .................................................................................................... 26 Technology, Engagement & the Brain ....................................................................................... 28 Personalized Technology..................................................................................................... 28 Principles of Motivation and Engagement.......................................................................... 30 Principles of Cognition and Learning................................................................................. 32 Data-Driven Differentiated Instruction ........................................................................................ 34 Efficient Screening, Placement, and Progress-Monitoring Assessments ........................... 34 Comprehensive Support for Teachers, Administrators, and Families ................................ 36 Multi-Tiered Systems of Support (MTSS) ........................................................................ 38 Meeting the Needs of Diverse Learners ......................................................................................... 40 Older Struggling Readers ................................................................................................... 40 Students With Disabilities .................................................................................................. 42 English Language Learners ................................................................................................ 44 References ........................................................................................................................................ 46 INTRODUCTION More than seven years since the launch of System 44 Enterprise Edition, students are learning to read and write in a time of rapid societal change and continuous education reform. The enactment of the new rigorous standards reflects a pivotal moment in education history. Although educational professionals and families have worked tirelessly to advance the reading achievement of our students, there is still room for improvement. New standards clearly communicate expectations for all students in English Language Arts & Literacy (ELA) and Mathematics at each grade level from kindergarten through 12th grade. The ELA standards define the knowledge and skills students should have in the areas of Reading, Writing, Speaking and Listening, and Language –– with the goal of preparing all students for college and career readiness. In spite of educators’ best efforts, there are still too many students who continue to struggle with literacy. The most recent National Assessment of Educational Progress (NAEP) results (2013) revealed little to no change from earlier years in the reading achievement levels of the lowest performing readers. For example, approximately one-third of all fourth and eighth graders scored at or above proficient from 2002 through 2011. The outlook is particularly dim for those students who do not complete high school. Nationwide, about one in four high school students, or more than one million students a year, drops out before graduating (US DOE, 2011). Lack of readiness for college and the 21st century workforce is an equally serious threat. Among students who do graduate, one-third require remedial courses in one or more subjects at post-secondary schools because they lack certain requisite skills (ACT, 2006). In an effort to combat the stagnant results in reading proficiency, the new standards begin with mastering the foundational reading skills and place an increased emphasis on informational text, complex text, reading aloud, and inquiry-based learning. However, the new standards leave out an explicit instructional path. This is particularly salient for our most challenged readers who lack foundational reading skills and yet will be held to the same grade-level standard as their reading-proficient peers. The phonics instruction guidelines leave much to interpretation, allowing educators to choose the content and method of delivery (Brady, 2012). Thus, it is up to educators to lead the way for our lowest-performing students to be on track for college and career readiness. In order for the lowest-proficiency students to be able to succeed in the era of rigorous standards, educators must continue to incorporate research-based programs and evidence-based best practices into the curricula. Explicit, systematic instruction in foundational reading skills remains paramount, along with responding to students’ individual needs. The focus of reading instruction needs to shift away from a particular type of lesson, activity, or instructional material found in a given classroom and toward each student and their individual learning needs. A rotational instructional model that blends face-to-face instruction with online learning technology is an efficient and effective way to support the needs of today’s students. Additionally, students need access to a range of quality texts and multiple opportunities for independent reading. With focused, deliberate assessment and instruction, even the most challenged students can be provided with the tools they need to access grade-level work and to support their journey toward college and career. 2 SYSTEM 44 OVERVIEW System 44 is designed to offer the most challenged readers and their teachers a comprehensive system for mastering the foundational reading skills and moving students toward the independence needed to meet the rigorous expectations of the new standards. Since its inception, System 44 has relied on
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