Preventing & Overcoming Reading Failure: Programs and Practices
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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. -
SENATE 7473 PUBLIC BILLS and RESOLUTIONS by Mr
195'0 CONGRESSIONAL RECORD-SENATE 7473 PUBLIC BILLS AND RESOLUTIONS By Mr. SCRIVNER: setts, to reject certain recommendations af H. Con. Res. 213. Concurrent resolution to fecting veterans contained in the report of Under clause 3 of rule XXII, public create a joint congressional committee to in the Hoover Commission; to the Committee on bills and resolutions were introduced and vestigate Federal grant-in-aid programs; to Veterans' Affairs. severally referred as follows: the Committee on Rules. 2159. By Mrs. ROGERS of Massachusetts: By Mr. FLOOD: By Mr. HAYS of Ohio: Memorial of the General Court of Massachu H. R. 8586. A bill to authorize, for a tempo H. Con. Res. 214. Concurrent resolution ex setts, to reject certain recommendations af rary period, the purchase by the Government pressing the sense of the Congress that the fecting veterans contained in the report of of anthracite in amounts sufficient to main President should rescind foreign-trade agree the Hoover Commission; to the Committee tain normal production and employment in ments with Communist-controlled coun on Veterans' Affairs. the anthracite region, to promote the gen tries; .to the Committee on Ways and Means. eral national welfare, and for other purposes; to the Committee on Public Lands. By Mr. FORAND: MEMORIALS SENATE H. R. 8587. A bill to amend section 2, Under clause 3 of rule XXII, memo Public Law 649, Seventy-ninth Congress, rials were presented and referred, as approved August 7, 1946, providing for the TuESDAY, MAY 23, 1950 disposition of vessels, trophies, relics,. and follows: material of historical interest by the Secre By the SPEAKER: Memorial of the Legis <Legislative day of Wednesday, March tary of the Navy, so as to include certain lature of the State of Massachusetts, memo 29, 1950) additional veterans' organizations; to the rializing the President and the Congress of Committee on Armed Services. -
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. -
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. -
How and Why Children Learn About Sounds, Letters, and Words in Reading Recovery Lessons
DOCUMENT RESUME ED 437 616 CS 013 828 AUTHOR Fountas, Irene C.; Pinnell, Gay Su TITLE How and Why Children Learn about Sounds, Letters, and Words in Reading Recovery Lessons. INSTITUTION Reading Recovery Council of North America, Columbus, OH. PUB DATE 1999-00-00 NOTE 12p. PUB TYPE Guides Classroom Teacher (052) Journal Articles (080) Reports Research (143) JOURNAL CIT Running Record; v12 n1 p1-6,10-11,13-14 Fall 1999 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Beginning Reading; Classroom Research; *Classroom Techniques; Learning Activities; *Learning Processes; *Literacy; Primary Education; Word Recognition IDENTIFIERS Lesson Structure; *Orthography; Phonological Awareness; *Reading Recovery Projects; Word Learning ABSTRACT This article takes a look at Reading Recovery lesson elements to compare the teaching and learning within the lesson components to several areas of learning that have been identified at the national level as important to children's literacy learning. The lesson elements examined in the article are: (1) phonological awareness; (2) orthographic awareness; and (3) word learning in reading and writing. The article states that the first two areas of knowledge, and the way they are interrelated, contribute to young children's growth in the ability to solve words while reading for meaning, while the third area strongly supports learning in the first two areas and also helps to accelerate early learning in literacy. These elements together contribute to the child's development of a larger process in which the reader uses "in-the-head" strategies in an efficient way to access and orchestrate a variety of information, including meaning and language systems, with the visual and phonological information in print. -
Andrew Biemiller Interviewer: Sheldon Stern Date of Interview: May 24, 1979 Location: Washington, D.C
Andrew Biemiller, Oral History Interview – JFK#2, 5/24/1979 Administrative Information Creator: Andrew Biemiller Interviewer: Sheldon Stern Date of Interview: May 24, 1979 Location: Washington, D.C. Length: 69 pages Biographical Note Biemiller, a Representative from Wisconsin from 1945 to 1949 and Director of the AFL- CIO’s Department of Legislation, from 1956 to 1982, discusses the Kennedy and Johnson administrations’ legislative records, particularly on labor issues; specific issues and pieces of legislation; civil rights; and the labor movement’s relationship with the Kennedy and Johnson administrations, among other issues. Access Open. Usage Restrictions According to the deed of gift signed September 23, 1982, copyright of these materials has been assigned to the United States Government. Users of these materials are advised to determine the copyright status of any document from which they wish to publish. Copyright The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be “used for any purpose other than private study, scholarship, or research.” If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excesses of “fair use,” that user may be liable for copyright infringement. This institution reserves the right to refuse to accept a copying order if, in its judgment, fulfillment of the order would involve violation of copyright law. -
Phonemic Awareness and Phonics in Reading Recovery
Phonemic awareness and phonics in Reading Recovery It is not uncommon for beginning readers to exhibit challenges in the areas of phonemic awareness and/or phonics. Reading Recovery, based on Dr. Marie Clay’s literacy processing theory, incorporates teaching phonemic and orthographic relationships in every individually designed daily lesson. Phonemic awareness is defined as the ability to notice, think about, and work with the individual sounds in spoken words. Reading Recovery does Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual not follow a pre-packaged, sounds (phonemes) of spoken language. scripted, one-size-fits-all approach to literacy learning. Phonemic awareness and phonics are explicitly taught throughout each Instead, as with all daily Reading Recovery lesson within the context of reading and writing components of the Reading continuous, authentic text and only in isolation when necessary. In addition, the writing part of the lesson and initial and ongoing assessments Recovery lesson, phonemic used in Reading Recovery devote special attention to these two critical awareness and phonics components of reading instruction. instruction are systematic in nature and based on close Phonics and phonemic awareness support the decoding component of observation by the skilled the reading and writing processes. While it is necessary to value decoding skills as an important piece of literacy learning, it is equally important to teacher and the strengths and understand that the terms decoding and reading are not synonymous. needs of the child. Decoding in isolation leaves out the critical component of comprehending the meaning in text. Standardized assessment and individualized daily lessons An Observation Survey of Early Literacy Achievement (Clay, 2016) provides a standardized, systematic way of capturing early reading and writing behaviors and is the primary assessment tool used in Reading Recovery. -
The Development of Literate Potential in Literature-Based and Skills-Based Classrooms Zhihui Fang, University of Florida
The Development of Literate Potential The Development of Literate Potential in Literature-Based and Skills-Based Classrooms Zhihui Fang, University of Florida Abstract This study examined young children’s developing understand- ing of written discourse in two instructional settings: literature-based and skills-based. Forty-one first graders were each requested to dictate two “written” stories for others to read at the beginning and end of the school year. The 82 texts were analyzed for their cohesive harmony, conformity to the socioculturally-codified genre conventions, and use of specific written language features. Quantitative analysis revealed statistically sig- nificant increases in cohesion and genre scores, but only marginal gains in the written language features measures. Further, the development of such written discourse knowledge was not significantly impacted by the instructional context. Qualitative analysis revealed that the children’s texts demonstrated impressive advances in the written mode of organiz- ing and communicating information to others, despite evidence of traces of oral discourse patterns and immature control over diverse genres. These findings are discussed in light of relevant literacy research and practice. Literacy is not a natural outgrowth from orality. Becoming literate in our soci- ety requires that children learn to take control over the written mode of communi- cation. In order to do this, they must come to terms with certain features of written discourse: its sustained organization, its characteristic rhythms and structures, its distinctive grammar, and its disembedded quality (Kress, 1994; Olson & Torrance, 1981; Wood, 1998). While home and community are important to the development of a literate mind, it is the school that is commonly considered the most important site for children’s literacy development. -
Reading Recovery and Common Core State Standards Are Closely Interconnected Within Each Lesson
Reading Recovery can play a vital role in ensuring that students are able to meet the goals of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (the Standards). Because the Standards were created to help ensure that all students are college and career ready in literacy by the end of high school, early literacy intervention must be available for first graders who are already struggling with literacy learning. Early intervention has the potential to prevent literacy difficulties for many students, including English language learners, by quickly catching them up with their peers by the end of Grade 1, and thus providing the opportunity to benefit from instruction at every subsequent grade level. Reading Recovery is a research- and evidence-based intervention that brings 75% of the students with a Reading Recovery full intervention to the average performance of their and Common Core grade level.1 A review by the USDE’s What Works Clearinghouse provided high ratings for the intervention State Standards across four domains central to the Common Core State Standards: alphabetics, fluency, comprehension, and general reading achievement.2 Standards in the early grades provide foundational support for the College and Career Readiness Standards. While Background the Standards “do not define the intervention methods Across the U.S., most states are adopting the Common or materials necessary to support students who are well Core State Standards so that teachers and parents have a below or well above grade-level expectations” (page 6), this common understanding of what students are expected to learn regardless of where they live. -
Brings Four-Day Week
WHIOffice and Professional Employees International Union, AFL-CIO and CLC No. 321 April, 1973 175 in Illinois Canadian breakthrough win escalator An across-the-board 400 an hour wage increase plus a cost- of-living escalator were obtained in a one-year contract nego- Initial contract for 500 tiated by Local 221, in Gales- burg, Ill., for its 175-member unit at Gale Products, a division of Outboard Marine Corp. Local 221 President Stanton brings four-day week Luker reports that the new agreement runs to March 9, An initial contract negotiated across - the - board increase in paid 50%), in addition to its The campaign to organize 1974. It sets a starting month- by Montreal Local 57 for its each year, with semi-annual ad- pension plan contributions. This the employees lasted almost ly minimum salary of $609 in new 500-member bargaining justments to bring the commis- will provide 2% per month for two years, during which the the lowest office classification, unit at the Quebec Construction sion's employees in 15 provin- each year of service, based on OPEIU made repeated repre- rising to a $685 maximum. It Industry Commission has in- cial offices up to parity with the best five pay years prior to sentations to the Quebec gov- calls for a starting minimum of troduced the four-day week for those in Montreal, where a $70 retirement, in addition to social ernment to grant them collective $770 in the top grade, rising to Canadian white collar em- per week pay differential existed security. The union is coowner bargaining rights. -
Reading Recovery Works!
READING RECOVERY WORKS! • Exceeds ESSA’s strong evidence standard Reading Recovery is a thoroughly researched with demonstrated scale-up success and proven early literacy intervention for the lowest-achieving first graders. Individual students work • Produces measurable results in weeks, not years one-to-one with a specially trained teacher for only 12 to 20 weeks and receive daily 30-minute lessons. • Accelerates the lowest readers with After a full series of lessons, about 72% of students proven results achieve grade-level standard. • Supplements good classroom teaching as part of a comprehensive literacy plan Reading Recovery received the highest possible rating for general reading achievement of all beginning reading • Benefits the whole school with programs reviewed by the What Works Clearinghouse. specially trained literacy experts The Reading Recovery network provides the support • Informs instruction and provides necessary to produce these gains with your students. documentation of positive outcomes Recently, a federally funded independent evaluation found large gains for the lowest-performing students, • Reduces or closes achievement gaps across varying racial, ethnic, and as 3,675 teachers were trained in 1,321 schools across socioeconomic groups a 5-year scale-up grant. FIND OUT HOW READING RECOVERY CAN WORK FOR YOU AT ReadingRecoveryWorks.org Reading Recovery helps struggling beginning readers and writers in the United States, Canada, Australia, New Zealand, and the United Kingdom. Reconstructions for children learning to read in Spanish (Descubriendo la Lectura) and French (Intervention Préventive en Lecture-Écriture) achieve similar results. ACCOUNTABLE The intervention requires ongoing data collection for each and every child who has lessons. In the U.S., evaluation is conducted by the International Data Evaluation Center (IDEC) located at The Ohio State University. -
STRENGTHENING READING COMPREHENSION for STUDENTS with ASD by Kari L. Johnson B
READING COMPREHENSION THINKING BEYOND THE WORDS: STRENGTHENING READING COMPREHENSION FOR STUDENTS WITH ASD by Kari L. Johnson B.A., Simon Fraser University, 1997 PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN SPECIAL EDUCATION UNIVERSITY OF NORTHERN BRITISH COLUMBIA October 2019 © Kari L. Johnson, 2019 READING COMPREHENSION ii Abstract The purpose of this project is to provide a handbook for classroom and special education teachers. This handbook is to assist teachers helping their students with ASD to develop reading comprehension skills. This project begins with background information regarding ASD and prevalence rates for ASD along with a discussion about reading comprehension. A literature review outlines the difficulties students with ASD have with reading comprehension and examines the specific areas with which students struggle. An outline of how the project is structured is given and finally a handbook is presented that outlines strategies for teachers to use for each area of deficit which students may encounter. The handbook provides a variety of strategies for each area identified. READING COMPREHENSION iii TABLE OF CONTENTS Abstract................................................................................................................................ii Table of Contents................................................................................................................iii List of Tables.......................................................................................................................v