beth harn & rachell katz oregon reading first center oregon reading first review of supplemental...

Beth Harn & Rachell KatzBeth Harn & Rachell Katz

Oregon Reading First CenterOregon Reading First Center

Oregon Reading FirstOregon Reading FirstReview of Review of

Supplemental and Intervention Programs:Supplemental and Intervention Programs:Summary by Essential ComponentSummary by Essential Component

FluencyFluency

Harn & Katz © 2004 2

AcknowledgmentsAcknowledgments

Oregon Department of Education

Institute for the Development of Educational

Achievement, College of Education, University of

Oregon

U.S. Department of Education, Office of Special

Education Programs

Oregon Reading First Supplemental and Intervention

Curriculum Review Panel


Content DevelopmentContent Development

Content developed by:

Beth A. Harn, Ph. D.College of EducationUniversity of Oregon

Rachell KatzOregon Reading First Regional CoordinatorUniversity of Oregon

Additional support:

Patrick Kennedy-PaineKatie TateUniversity of Oregon


CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Edward J.

Kame’enui or Dr. Deborah C. Simmons.

Selected slides were reproduced from

other sources and original references cited.


Schoolwide:

Each & All

Prevention Oriented Scientifically

Based

Results Focused

IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice


Today’s Focus

IBR Guiding QuestionsIBR Guiding Questions

1. Goals: What outcomes do we want for our students in our state, district, and schools?

2. Knowledge: What do we know and what guidance can we gain from scientifically based reading research?

3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?

5. Core Instruction: What are the critical components that need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?


The objectives of today’s session are to:

1. Review items on the Supplemental/ Intervention (S/I) Consumer's Guide for fluency.

2. Review data on all S/I fluency programs.

3. Discuss overall strengths and weaknesses found in all S/I fluency programs.

4. Provide an overview of selected S/I fluency programs.

Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do


Consumer’s Guide:Consumer’s Guide:Text Reading and Fluency ItemsText Reading and Fluency Items

Text Reading and Fluency Instruction

GradeRating Criterion

K 1 2 3

Initial Instruction Additional Evidence

1. Provides fluency practice at the wordlevel. (w)

X X X

2. Introduces passage reading soon afterstudents can read a sufficient number ofwords accurately. (w)

X

3. Teaches explicit strategy to permitreaders to move from reading words inlists to reading words in sentences andpassages. (w)

X X X

4. Initial stories/passages composed of ahigh percentage of regular words(minimum of 75-80% decodable words).(w)

X

5. Passages contain regular wordscomprised of letter-sounds, phonicelements, and word types that have beentaught. (w) and (ss)

X X X

6. Passages contain high-frequencyirregular words that have been previouslytaught. (w) and (ss)

X X X


Consumer’s Guide:Consumer’s Guide:Text Reading and Fluency ItemsText Reading and Fluency Items

Text Reading and Fluency Instruction

GradeRating Criterion

K 1 2 3

Initial Instruction Additional Evidence

7. Introduces fluency practice (e.g.,repeated reading) after students readwords in passages accurately. [NRP, pg.3-15] (w)

X X X

8. Includes sufficient independentpractice materials of appropriatedifficulty for students to develop fluency.[NRP pg. 3-28] (w) and (ss)

X X X

9. Builds toward a 60 word-per-minutefluency goal by the end of grade one.[NRP, pg. 3-4] (ss)

X

10. Builds toward a 90 word-per-minutefluency goal by the end of grade two.[NRP, pg. 3-4] (ss)

X

11. Builds toward a 120 word-per-minutefluency goal by the end of grade three.[NRP, pg. 3-4] (ss)

X

12. Assesses fluency regularly. (ss) X X X

Harn & Katz © 2004 10

Summary of ResultsSummary of Results

Program Kindergarten FirstGrade

SecondGrade

Third Grade

Read Naturally 92% 92% 92%

Great Leaps (K - 2) 66% 66%

Headsprout 61% 61%

Fluency Kit for Independent Practice (2) 48% 48% 48%

Sails Literacy Series 46% 46% 46%

Fluency Kit for Independent Practice (1) 40% 40% 40%

Foundations 33% 33% 33%

Guided Reading: Story Box 27% 27%

PM Plus Readers 21% 21% 21%

Reader’s Theater Kit (1) 21% 21% 21%

Reading Explorers Pathfinders Tutoring Kit 21% 21% 21%

Guided Reading: Sunshine 18% 18%

Storyteller Guided Reading 17% 17% 17%

Harn & Katz © 2004 11

Summary of ResultsSummary of Results

Program Kindergarten FirstGrade

SecondGrade

Third Grade

Dominie Collection of Aesop’s Fables 15% 15% 15%

Pacific Literacy Shared Reading 14% 14%

Early Success 13% 16%

Earobics Literacy Launch (step 1) 13%

Pacific Literacy Guided Reading 13% 13%

Reader’s Theater (Kit 2) 10% 10% 10%

Little Readers 3%

Pearson Quick Reads Technology Edition 56% 56%

Quick Reads 53% 53%

Earobics Literacy Launch (step 2) 17% 17%

Dominie Collection of Myths and Legends 6% 6%

Dominie World of Animals 6% 6%

Lexia Strategies for Older Students (S.O.S.) 47%

Great Leaps (3 - 5) 66%

Harn & Katz © 2004 14

Evidence of Sufficient Instructional Evidence of Sufficient Instructional Quality for Fluency ProgramsQuality for Fluency Programs

Evidence for the following instructional criteria were strongly documented in many of the programs reviewed:

Number Criterion

6. Passages contain high-frequency words that have been previously taught.

7.Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately.

8.Includes sufficient independent practice of materials of appropriate difficulty for students to develop fluency.

Harn & Katz © 2004 15

Evidence of Insufficient Instructional Evidence of Insufficient Instructional Quality for Fluency ProgramsQuality for Fluency Programs

Evidence for the following instructional criteria were absent in many of the programs reviewed:

Number Criterion1. Provides fluency practice at the word level.

2. Introduces passage reading soon after students can read a sufficient number of words accurately.

3. Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages.

4. Initial stories/ passages composed of a high percentage of regular words (minimum of 75-80% decodable words).

5. Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught.

9-11. Builds towards end of year fluency goals of 60 wpm in grade 1, 90 wpm in grade 2, and 120 wpm in grade 3.

12. Assess fluency regularly.

Harn & Katz © 2004 16

Sample Fluency LessonSample Fluency Lesson

Decoding: Provide decoding instruction using the following words: Review: at, bat, sat, fat, mat Review: am, Sam New: fast, mast, past

Sight Words: Provide instruction using the following sight/irregular words: Review: the, on, is New: my

Sentence Reading: Provide instruction using the following sentences. Prompt students not to sound out the sight words which are underlined. Have the children read the sentence with you, blending the decodable words. Reread as a group with natural intonation. Sam sat the bat on the mat. Sam is fast.

Harn & Katz © 2004 18

Materials for the ProgramMaterials for the Program

Read Naturally Materials Tapes or CD-ROM Copies of the stories

Additional Materials Space/location Tape players/computers Timers Pencils/pens Progress monitoring graphs Motivational materials

See additional handout

Harn & Katz © 2004 19

Overview of Program StepsOverview of Program Steps

Step Action Step Action

1 Select Story 6 Practice Reading

2 Prediction 7 Answer Questions

3 Cold Timing 8 Pass / Hot Timing

4 Graphing 9 Graphing

5 Read Along 10 Retell

Harn & Katz © 2004 24

More Information on Read NaturallyMore Information on Read Naturally

Read Naturally website: http://www.readnaturally.com/ Tapes: each level with 24 stories == $99.00

CD-ROM: each level with 24 stories == $69.00

Tape recorders, timers, etc. are also available from the website

See website for additional information regarding the computer program requirements and pricing options (user vs. site license)

beth harn & rachell katz oregon reading first center oregon reading first review of supplemental...

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