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Scary statistics
Our research shows that, under current
conditions, the level of academic
achievement that students attain by
eighth grade has a larger impact on their
college and career readiness by the time
they graduate from high school than
anything that happens academically in
high school.
Reading is a complex
skill/process
Requires many sub-skills
Requires coordination of many
simultaneous processes
Failure of any one of these skills
or processes results in some type
or degree of reading difficulty
LANGUAGE COMPREHENSION
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
inc
r
str eas
ate ing
gic ly
VERBAL REASONING
LITERACY KNOWLEDGE
WORD RECOGNITION
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
g ly
n
i
as atic
e
r
inc utom
a
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
Process of skill
acquisition
Novice level
Conscious processing
Time-intensive
Expert level
Mostly unconscious processing- automaticity
Much faster
Self-efficacy
what a person believes they are capable of
doing
Attribution theory
(Weiner, 1980,
1992)
as
Internal or external
Stable or unstable
Controllable or uncontrollable
(changeable or not)
Phonics
Fluency
Vocabulary
Comprehension
Phonemic awareness
Phonological/Phonemic
awareness
Phonics
The relationship between the spoken sounds
Fluency
Speed, accuracy, and prosody (phrasing)
while reading
Automatic word recognition and decoding
leaves cognitive resources for comprehension
Millers number of items (7+/- 2) in working
memory
Reduces the time required to read a text,
decreasing fatigue and frustration
Benchmark fluency rates by grade
Fall
(WCPM)
Winter
(WCPM)
Spring
(WCPM)
1
2
3
4
30-60
50-90
70-110
10-30
50-80
70-100
80-120
30-60
70-100
80-110
100-140
5
6
7
8
80-120
100-140
110-150
120-160
100-140
110-150
120-160
130-170
110-150
120-160
130-170
140-180
Grade
Source: Adapted from AIMSweb: Charting the Path to Literacy, 2003, Edformation, Inc. Available at
www.aimsweb.com/norms/reading_fluency.htm. Data are also adapted from Curriculum-Based Oral Reading
Fluency Norms for Students in Grades 2 Through 5, by J. E. Hasbrouck and G. Tindal, 1992, Teaching
Exceptional Children, 24, pp. 41-44.
Vocabulary
Most vocabulary is learned orally through
High Oral
Language in
Kindergarten
15
14
Reading Age
Level
13
12
11
Low Oral
Language in
Kindergarten
10
9
8
7
6
5
10 11 12 13 14 15 16
Chronological Age
Comprehension
Strategies should be taught orally while students
words
Many poor comprehenders really lack one of
High-frequency words
(sight
words)
Comprise at least 60-70% of all text.
Automatic recognition is required for fluent reading.
Some decodable, others not
Require repeated exposures to master
Incidental exposures vs. intense, concentrated
exposures
Make sure each exposure is paired with the
CORRECT pronunciation- practice makes
permanent
Several lists- Dolch, Fry, others.
Assessment
Instruction
Goal is MASTERY-
So..
How do we
improve student
reading
scores????
40.4
12.9
1.6
2,357,000
601,000
51,000
length
length
Word count
16
36
46
53
71
86
10
134
12
137
14
203
Dolch
words
(# and %)
12
(75%)
30
(83%)
34
(74%)
40
(75%)
47
(66%)
52
(60%)
82
(61%)
65
(48%)
130
Short/long
decodable
words
3
(19%)
3
8%)
(2%)
(13%)
12
(17%)
30
(35%)
15
(11%)
19
(14%)
(4%)
Total
15/16
94%
33/36
92%
35/46
76%
47/53
88%
59/71
83%
82/86
95%
97/134
72%
84/137
61%
139/203
recite (p.129)
Conversation and connections
Summarize, analyze, synthesize,
evaluate
Vocabulary instruction
Literate conversations
Conclusions