Innovation Configuration Evidence-Based Reading Instruction for Adolescents Grades 6-12 Martha Hougen University of Florida May 2015 CEEDAR Document No. IC-13 ceedar.org Disclaimer: This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred. Recommended Citation: Hougen, M. (2014). Evidence-based reading instruction for adolescents, grades 6-12 (Document No. IC-13). 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Page 2 of 93 Table of Contents List of Figures ................................................................................................................................... 6 Innovation Configuration for Evidence-Based Reading Instruction for Adolescents Grades 6-12 ....................................................................................................................................... 7 Teacher Education ............................................................................................................................ 9 Organization of the Innovation Configuration .............................................................................. 11 Increasing Intensity of Instruction in Tiers 2 and 3 ...................................................................... 13 Definition of Terms ........................................................................................................................ 14 Adolescent Literacy ................................................................................................................... 14 Academic Literacy and Disciplinary Literacy ......................................................................... 14 Limitations of the Innovation Configuration ................................................................................ 15 Evidence-Based Reading Instruction: Knowledge of the Essential Components ..................................................................................................................................... 16 Essential Component 1: Word Recognition and Word Study ...................................................... 17 Word Recognition ...................................................................................................................... 17 Word Study................................................................................................................................. 18 Tier 1: General Education Core Classroom Instruction for All Students ............................... 18 Tiers 2 and 3: Intervention Instruction for Word Recognition and Word Study................................................................................................................................. 20 Essential Component 2: Fluency.................................................................................................... 22 Evidence-Based Reading Instruction: Fluency ............................................................................. 24 Tier 1: General Education Core Classroom Instruction for All Students ............................... 24 Tiers 2 and 3: Intervention Instruction ..................................................................................... 25 Page 3 of 93 Essential Component 3: Vocabulary.............................................................................................. 26 Role of Vocabulary in Comprehension .................................................................................... 26 Tier 1: General Education Classroom....................................................................................... 27 Additive, Generative, and Academic Vocabulary Instruction ................................................ 28 Selection of Vocabulary Words to Teach ................................................................................. 29 Developing Word Consciousness ............................................................................................. 30 Evidence-Based Reading Instruction: Vocabulary ....................................................................... 31 Tier 1: General Education Core Classroom Instruction for All Students ............................... 31 Tiers 2 and 3: Intervention Instruction ..................................................................................... 35 Essential Component 5: Text Comprehension .............................................................................. 36 Tier 1: General Education Core Classroom Instruction for All Students ............................... 37 Tiers 2 and 3: Intervention Instruction ..................................................................................... 45 Differentiating Instruction, Instructional and Assistive Technology, Digital and Web-Based Instruction, and Universal Design for Learning............................................................................ 46 Differentiating Instruction ......................................................................................................... 46 Instructional and Assistive Technology ................................................................................... 47 Digital and Web-Based Instruction........................................................................................... 48 Universal Design for Learning .................................................................................................. 49 Disciplinary Literacy ...................................................................................................................... 51 Disciplinary Literacy: English/Language Arts......................................................................... 52 Disciplinary Literacy: Social Studies/History .......................................................................... 53 Disciplinary Literacy: Science .................................................................................................. 55 Disciplinary Literacy: Mathematics.......................................................................................... 55 Page 4 of 93 Tiers 2 and 3: Reading Comprehension Intervention Instruction ........................................... 56 Conclusion ....................................................................................................................................... 58 References ....................................................................................................................................... 59 Appendix: Innovation Configuration for Evidence-Based Reading Instruction for Adolescents, Grades 6-12 ............................................................................................... 94 Page 5 of 93 List of Figures Figure 1: Verbal & Visual Word Association Strategy .................................................................... 34 Figure 2: A Word Map ....................................................................................................................... 35 Page 6 of 93 Innovation Configuration for Evidence-Based Reading Instruction for Adolescents Grades 6-12 This paper features an innovation configuration (IC) matrix that can guide teacher preparation professionals in the development of appropriate use of evidence-based reading instruction for adolescents in Grades 6-12. This matrix appears in the Appendix. An IC is a tool that identifies and describes the major components of a practice or innovation. With the implementation of any innovation comes a continuum of configurations of implementation from non-use to the ideal. ICs are organized around two dimensions: essential components and degree of implementation (Hall & Hord, 1987; Roy & Hord, 2004). Essential components of the IC—along with descriptors and examples to guide application of the criteria to course work, standards, and classroom practices—are listed in the rows of the far left column of the matrix. Several levels of implementation are defined in the top row of the matrix. For example, no mention of the essential component is the lowest level of implementation and would receive a score of zero. Increasing levels of implementation receive progressively higher scores. ICs have been used in the development and implementation of educational innovations for at least 30 years (Hall & Hord, 2001; Hall, Loucks, Rutherford, & Newton, 1975; Hord, Rutherford, Huling-Austin, & Hall, 1987; Roy & Hord, 2004). Experts studying educational change in a national research center originally developed these tools, which are used for professional development (PD) in the Concerns-Based Adoption Model (CBAM). The tools have also been used for program evaluation (Hall & Hord, 2001; Roy & Hord, 2004). Use of this tool to evaluate course syllabi can help teacher preparation leaders ensure that they emphasize proactive, preventative approaches instead of exclusive reliance on behavior reduction strategies. The IC included in the Appendix of this paper is designed for