consultant customized training
DESCRIPTION
This is a presentation one of our consultants created using the other two presentations and some internal resources as well as her own "stuff".TRANSCRIPT
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Goals
You Will Understand: – Reading Assistant– Reading Content & Assignments– Microphone Headsets– Protocol/Student Use– Interventions– Enrollment– Where to go for Support and Data
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Scientific Learning
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We’ve Given the Computer Ears
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Reading
Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
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Phonemic AwarenessPhonics
FluencyVocabulary
Comprehension
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The NRP’s Fluency Recommendation
READ!– Aloud
– With a helper
– RepeatedlyGuided Oral Reading has been shown in the research to develop
reading fluency National Reading Panel 2000
NationalReading
Panel
REPORT OF THE
TEACHING CHILDREN TO READ
An Evidence-Based Assessment of theScientific Research Literature on Reading
and its Implications for Reading Instruction
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Fluency is Measured in WCPM but…Fluency is NOT just about SPEED!
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Reading Fluency
Fluency is the ability to read with sufficient ease and accuracy
that the reader can focus attention on the meaning and
message of text.
Building automaticity for larger and larger chunks of text Jay Samuels, Reading Fluency: Its Development and Assessment, 2002 IRA What
Research has to say about Reading Instruction, p.166
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Fluency and Comprehension are closely and causally linked
Research over many years has affirmed the high degree of correlation between fluency and comprehension – over 85%
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Klauda and Guthrie: “…There is evidence that fluency is both a contributor to and a product of comprehension”
Journal of Educational Psychology 2008, Vol. 100, No.2, 310-321
Word Recognition
Fluency
Comprehension
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Fluency & Exams
7th Grade Skill/ability FCAT Performance Level 1 2 3 4 5
% Students at Level 28 21 29 17 6
WPM on FCAT 88 113 122 144 156
Fluency Percentile 7th 25th 45th 82nd 95th
Phonemic Decoding 27th 53rd 63rd 74th 84th
Verbal knowledge/reas. 34th 45th 64th 88th 93rd
1 Schatschneider, Buck, Torgesen, Wagner, Hassler, Hecht and Powell-Smith, A Multivariate Study of Individual Differences in Performance on the Reading Portion of the Florida Comprehensive Assessment Test: A Brief Report , Florida Center for Reading Research, 2004. Page 6
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Fluency and the Brain
Multiple oral readings with help build automaticity
Disorganized neural pathways linked to dysfluency
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Color Challenge BLUE GREEN PINK BLACK
YELLOW ORANGE RED GREEN BLACK BLUE BLACK ORANGE RED GREEN BLUE RED GREEN YELLOW PINK ORANGE BLACK BLUE BLACK YELLOW
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BLUE GREEN PINK BLACK YELLOW ORANGE RED GREEN BLACK BLUE BLACK ORANGE RED GREEN BLUE RED GREEN YELLOW PINK ORANGE BLACK BLUE BLACK YELLOW
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Cunningham & Stanovich. (1998) What reading does for the mind. American Educator, Spring/Summer, pp. 8-15. From Anderson,Wilson,& Fileding (1988). Growth in reading and how children spend their time outside of school.RRQ,23,285-303.
Marilyn Jager Adams
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GET THEM TO READ MORE!!!
…But wait…HOW and WHAT???
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Reading Content
K-3
43 passages
4-5134 passages
6-8152 passages
9-12141 passages
• Covering topics related to the content standards• Spanning a range of readability levelsIncluding many genres: Authentic literature, jokes, predictable fiction, animal fiction, narrative fiction, historical fiction, folktales, speeches, biography, expository non- fiction, poetry and narrative non-fiction
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Topical Organization Allows for Multiple Introductions
Vocabulary
Topic Knowledge
Learning
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Variety of Genre Allows for Rich Exposure to Text
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National Reading Panel on Vocabulary
• Vocabulary should be taught both directly and indirectly
• Repetition and seeing vocabulary words several times is also important. Learning in rich contexts, incidental learning, and the use of computer technology all help children develop larger vocabularies.
• A combination of methods, rather than a single teaching method, leads to the best learning.
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Vocabulary Support
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National Reading Panel on Comprehension
… reading comprehension is a complex cognitive process that cannot be understood without a clear description of the role that vocabulary development and vocabulary instruction play in the understanding of what has been read.
… comprehension is an active process that requires an intentional and thoughtful interaction between the reader and the text …
… the preparation of teachers to better equip students to develop and apply reading comprehension strategies to enhance understanding is intimately linked to students' achievement in this area….
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Comprehension Scaffolds
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Protocols
Grade Band Protocol
K-3 20 minutes
4-5 30 minutes
6-8 40 minutes
9-12 40 minutes
5 Times per Week, 5-6 Weeks(Minimum) 24 Intervention Sessions
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Let’s talk about headsets!
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Examples
RIGHT: To the side of the mouth
WRONG: In front of the mouth
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More Examples
RIGHT: Students with breathy/lispy voices may need mic moved further to the side
WRONG: Mic boom should not be straight and/or away from face
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Still More Examples
RIGHT: Move mic up rather than down in response to breath noise problems
TOO FAR! Mic not recommended for use as an eye patch
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Helpful Strategies
CHECKING: Have students put their hands up to their mouths as shown; mic should be just outside
STORAGE: Store with mic boom bent: makes adjustment for next user easier, reduces wear & tear
BENDING: Grasp as shown to bend – pull with middle, brace with outside fingers
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Software Expectations
• Fluency focus– NOT a phonemic program– It responds as a supportive listener would– Words are “Scored” differently
• Common Implementations:– Classroom Fluency Center – Literacy Block– Resource Room– Lab Setting
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Hands-On
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Hands-On
1. Preview & Read Silently – answer all of the guided reading questions, then you can move on
2. Record My Reading – you must record at least twice (and a third time if you don’t meet the fluency goal)
3. Take the Quiz4. Move to the next selection
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Enrolling Students
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Expected gain based on per-grade average of national norms collected by Hasbrouck & Tindal (1992) and Edformation (www.edformation.com).
0
5
10
15
20
25
30
Grade 2 Grade 3 Grade 4 Grade 5
Flue
ncy
Gai
n (w
cpm
)
Expected GainControlReading Assistant
(n = 182)
(n = 228)
Average 43% increase in fluency gain over national norms
Average 23% increase in fluency gain over control group
Research Validation
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Summary Report
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Comprehension
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Comprehension
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Comprehension
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Fluency Report
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Trend Line Report
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Session Detail
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Portfolio
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Participant Progress by Selection
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Problem Word Report
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Flags
FluencyComprehension
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Customer Connect
http://www.scilearn.com/support