head sprout webinar

8/3/2019 Head Sprout Webinar

http://slidepdf.com/reader/full/head-sprout-webinar 1/37

Improving Reading

Comprehension thru

Adaptive On‐line Instruction



• Headsprout is an adaptive learning software company that

creates reading products that are effective, easy to use,engaging and fun. Headsprout was founded in 1999 and isbased out of Seattle, WA.

•

Mission: To be a major force in helping eliminate illiteracy inyoung children around the world

About Headsprout



Presenters:Jim Ferranti

Program Specialist, San Bernardino City Unified School District

Marta Leon, Ph.D.Director of Instructional Development for Headsprout

Rachel R. Pioch, Programs Tr ainer / Consul tantPrograms Trainer/Consultant

Presenters



DeconstructingReading Com prehension

Dr . Mart a Leon

Director of Instructional Developm entHeadsprout



• Understanding what one reads

Example: “Look at the ceiling.”

How do w e know if someone compr ehends?• Follow instructions• Answer questions• Retell or paraphrase

What does “compr ehension” m ean?



Reading comprehension is a requisite skill necessary for:

• Academic success across subject areas• Including “language-independent” subjects like

mathematics• Acquiring vocabulary• Learning independently• Enjoying literature

Why is r eading compr ehension

crucial?



• In 2001, 40% of fourth-grade students scored below basicreading levels. Today, that number is 33%.

• “We have evidence that Reading First helped youngstudents increase their ability to read words, but not their

capacity for comprehension.”

• Comprehension is the missing piece.

State of reading com pr ehension

Sheila W. Valencia,Education Professor, University of Washington



…But how is i t t aught ?

• Typically by:• Experience with text: reading• Asking students how or why they choose an answer

and commenting on it• Teachers modeling• Practice answering questions about stories• Working on vocabulary

None of these app roaches di rect ly t each learners how tocomprehend.

We al l agree, com prehension is

important…



In-depth analysis reveals four distinct “types” of comprehension:

• Literal or factual comprehension• Inferential comprehension• Main idea comprehension• Derived meaning comprehension

These are independent skills.

Compr ehension is not a

monol i t h ic sk i l l



• Adaptive instruction personalizes the sequence, contents,and other instructional elements for each learnerdepending on the learner’s error patterns.

• Features of adaptive instruction:• Progress at own pace• Receive individualized practice and instruction on an

as-needed basis

What is adapt ive instr uct ion?



• Designed to divide the task of ”comprehending” intomanageable steps. For example:

1. Determine what ”type” of comprehension is called for2. Locate the part of the passage that contains the

relevant information3. Apply the strategy to answer the question

How does adapt ive instr uct ionhelp t each reading compr ehension

strategies?



• Many opportunities to practice each strategy and receiveindividualized feedback

• Cumulative practice on strategies with increasingly morecomplex passages

•

Programmed, gradual release toward learnerindependence

How does adapt ive instr uct ion helpteach reading compr ehension

strategies?



• Adaptive instruction personalizes the sequence, contents,and other instructional elements for each learnerdepending on the learner’s error patterns.

• Features of adaptive instruction:• Progress at own pace• Receive individualized practice and instruction on an

as-needed basis

What is adapt ive instr uct ion?



• Adaptive program that teaches learners how tocomprehend text in 50 online lessons

• Strategy based: teaches strategies that ensure thatstudents understand what the question is asking and howto find or infer the answer for l iteral, inferential, main

idea, and derived m eaning questions

Headsprout Reading Compr ehension



• Helps students to transfer those strategies across avariety of passages (narrative, expository, poetic) andsubject areas

• Includes explicit vocabulary instruction and continuedpractice with learned vocabulary

• Designed for learners in grades 3-5, but beneficial to anylearner who is beginning or struggling with readingcomprehension

Headsprout Reading Compr ehension



Jim FerrantiProg ram Special ist

San Bernard ino Cit y Uni f ied School Dist r ict



Programs and Techniques

Suppor t ing Reading Compr ehension

in t he Mi ld/ Moderate K- 6 populat i on



• Problem: Our mild/moderate K-6 students were workingon reading fluency but not reading comprehension. Mostof these students showed little or no comprehension inour assessments.



• Our first goal was to find strategies and techniques todevelop Reading Comprehension.

• Solution: We employed Dr. John Schacter, a nationalexpert on developing reading comprehension, to present2 workshops over a 6 month period on procedures to

increase reading comprehension.



• Results: Many of our teachers who attended theworkshop(s) were able to utilize the ideas to further

develop reading comprehension across all subject matter.

• Next: Is there a program available for our mild/moderatestudents to develop reading comprehension strategies in

an on going manner? What program would allow forvarious learning rates as well as provide ongoingengagement in applying reading comprehensionstrategies?



• Headsprout was recommended by one of our school sitesthat was currently using it.

• After examining the program we decided that it fit theneeds of our student population.

• Using ARRA funding we purchased licenses in ReadingComprehension.



• Implementation: How to roll it out to all our teachers?

• I introduced the program at our next staff meeting, goingover the core of the program, then directing our teachersto the website to experience it first hand.



• Individual meetings: I met with each teacher that wasgoing to use Headsprout Reading Comprehension and we

did the following:1. Selected the eligible students based on

AIMSweb fluency.2. Determined comprehension level based on maze

scores, teacher report, and portfolio review.3. Had teacher read User Guide and then answer any

questions before enrolling students.



• Teachers monitor students progress on each episode.

• As account administrator I also monitored students as toprogress concerns.



• What our teachers are saying:1. Headsprout has provided the continual support,

adaptive instruction, and reinforcement that ourstudents need to master reading comprehensionskills.

2. Students are able to read a variety of text, narrative,

expository, etc. and subject areas whiledemonstrating comprehension.

3. Students are transferring reading strategies tocontent in language arts, science, and social studies.



• What our teachers are saying:4. Students are finding the program appealing and

engaging. They enjoy doing each episode and feelsuccessful as they move through the program.

5. Students are holding on to the gains over the periodof the school year.



• Results we are seeing:

1. An increase in Reading Comprehension across allcontent area.

2. An increase in state testing scores in language arts.



Br idging t he Learning Gap

Reading Compr ehension success stor ies f romthe Kenai Peninsula, Alaska

Rachel R. PiochPrograms Trainer/ Consult ant



• Students who have their phonics down, but are stillfinding difficulty in reading.

• Specifically second and third grade students at K-BeachElementary School, Soldotna, AK.

What was the gap?



• Students used Headsprout Reading Comprehension as an

intervention

o Four sessions per week

o Thirty minutes per session

Here’s What Happened



• Students were tested prior to and after using Headsprout

Reading Comprehension with the Scholastic ReadingInventory, SRI.

• “The students’ SRI scores skyrocketed. It was amazing!

We saw so much improvement.” -Cheryl R. Interventionistteacher

Here’s What Happened



• Students must master the concepts in one episode beforecontinuing on.

• Even very tech savvy students cannot “fake” it. This isespecially evident when students have to show the answerinside a reading passage.

Staf f Ci te Reasons For Success



• Teachers started off this year at K-Beach Elementarywanting to look at student scores and put the students in

Headsprout Reading Comprehension right away.

What ’s Happening Now?



• “The ‘Mostly About’ lessons have helped our students’incredibly.” – Cindy S., Soldotna Elementary.

Other Schools Ci te Successes



• “It really helps increase students’ vocabulary and fluency.”Betsy V., Fireweed Academy.




• “It is super motivating for students. Kids love it.” RobynW., West Homer Elementary

• Students earn coins for getting the answer correct thefirst time. They can then use the coins to view funcartoons.




Q & A

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