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This article discusses considerations for incorporating research-based curriculum and instruction in literacy. It covers topics such as word identification and silent reading comprehension, vocabulary instruction, and effective comprehension strategies. The article emphasizes the need for comprehensive instruction that meets the diverse needs of students at the district, school, and classroom levels.
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RTI For Literacy:Considerations for Research-based Curriculum and Instruction Stephanie A. Spadorcia, Ph.D. Lesley University February 2009
Whole-to-Part Model of Silent Reading Comprehension James W. Cunningham (1993)
Language Comprehension Word Identification Print Processing Beyond Word Identification Silent Reading Comprehension
To Do • Fill out salmon LUnTCh • Action planning on last page • Homework:
Word Identification Silent Reading Comprehension Automatic Word Identification Mediated Word Identification
Sight Words Single syllable decoding Multi-syllabic decoding- chunking Polly-syllabic decoding- larger chunking Vocabulary Word Wall Making Words Systematic Sequential Phonics Making Bigger Words Nifty-Thrifty Fifty (Cunningham & Hall) Levels of Word Identification Instruction
Phonics instruction is only beneficial when provided alongside opportunities to independently read connected texts. Therefore phonics instruction alone is not a whole reading program. Particularly for students beyond early grades, other elements need to be added. http://www.nifl.gov/nifl/pfr.html
What does this mean for the District Level? • Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students. • Providing professional development in appropriate strategies for word identification across grades • Providing materials that support teachers in teaching word identification across grades
What does this mean for the School Level? • In any given school, there must be a range of alternative word identification instructional strategies and programs to support students who struggle in the general classroom setting. • Specialized programs and strategies • Wide range of materials • Decision-making about scheduling • Team building and coordinating to ensure individual students’ needs are met
What does this mean for the Classroom Level? • In any given classroom, the teacher must provide comprehensive instruction that addresses all of the processes, skills and dispositions in order to meet diverse needs. • Range of instructional approaches to word identification • Materials that are easy to read to allow students to practice word fluency • Regardless of grade level, students need word instruction
Language Comprehension Silent Reading Comprehension Knowledge of the World Knowledge of Text Structures
What is necessary for effective comprehension instruction? • Teacher-directed • Comprehension purposes • Appropriately leveled texts • Discussion, writing • Multiple genres
Comprehension Lesson Framework • Select purpose • Build background knowledge • Introduce vocabulary (for that text) • Read for sustained period of time • Perform task to fulfill purpose • Give feedback
Vocabulary • Refers to words we use expressively in speaking and writing, as well as receptively through listening and reading. • Students must call upon their knowledge of individual word meanings to make sense of connected text. • Broad knowledge of vocabulary becomes increasingly important as more difficult and less familiar topics are encountered in text.
Vocabulary Instruction • Vocabulary is learned primarily through indirect means • Engaging in oral conversation in classrooms • Listening to others read (by adults or peers) • Reading independently and extensively • Direct methods also support vocabulary learning, but to a lesser degree • Teaching words specific to selected text • Repeated exposures to words in multiple contexts • Using context clues when reading Put Reading First: The Research Building Blocks for Teaching Children to Read http://www.nifl.gov/nifl/pfr.html
Oral language, hearing others read aloud, and discussion are the most effective means of supporting vocabulary growth. Put Reading First: The Research Building Blocks for Teaching Children to Read http://www.nifl.gov/nifl/pfr.html
What does this mean for the District Level? • Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students. • Valuing effective comprehension instruction • Allowing teachers to make decisions about which texts (novels, short stories, magazines) are most effective • Supporting professional development in comprehension strategy instruction • Providing a wide range of reading materials across settings
What does this mean for the School Level? • In any given school, there must be a range of comprehension instructional strategies and programs to support students who struggle in the general classroom setting. • Specialized programs and strategies • Wide range of materials--that are easy to read and comprehend • Allowing enough time for effective comprehension instruction to occur • Team building and coordinating to ensure individual students’ needs are met
What does this mean for the Classroom Level? • In any given classroom, the teacher must model and provide direct instruction in comprehension strategies in a manner that works for the diverse needs of students. • Consistent use of strategies across texts • Multiple genres • Book groups/literature circles • Careful grouping of students • Materials that are so easy to read they can’t help but comprehend them • Across all grade levels--comprehension instruction
Print Processing Beyond Word Identification Silent Reading Comprehension Eye-Movements Projecting Prosody Print-to-Meaning Links Inner-Speech Integration
“Automaticity (automatic word recognition) is necessary, but not sufficient for fluency.” Put Reading First: The Research Building Blocks for Teaching Children to Read http://www.nifl.gov/nifl/pfr.html
Fluency • Fluency is the ability to read accurately and quickly. • Fluency involves reading with expression in a natural manner; and carries over from oral to silent reading. • Fluency involves accurate and automatic reading of individual words and grouping of words to support meaning. • The goal of fluency is being able to read connected text in a natural manner, in order to access comprehension. • Fluency is about reading entire texts, not just words in isolation.
Fluency is Dependent Upon • Efficient phonics instruction offered in other parts of the day. • Familiarity with the words in the text. • The text itself and its relative difficulty, topic familiarity, and overall written structure. • Knowing words in isolation does not automatically mean a reader will know them in print. • Developing fluency requires access to texts every day that you can read; in oral and repeated fashions as well as in independent reading time. http://www.nifl.gov/nifl/pfr.html
What does this mean for the District Level? • Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students. • Valuing effective comprehension instruction • Allowing teachers to make decisions about which texts (novels, short stories, magazines) are most effective • Supporting professional development in comprehension strategy instruction • Providing a wide range of reading materials across settings
What does this mean for the School Level? • In any given school, there must be a range of comprehension instructional strategies and programs to support students who struggle in the general classroom setting. • Specialized programs and strategies • Wide range of materials--that are easy to read and comprehend • Allowing enough time for effective comprehension instruction to occur • Team building and coordinating to ensure individual students’ needs are met
What does this mean for the Classroom Level? • In any given classroom, the teacher must model and provide direct instruction in comprehension strategies in a manner that works for meet diverse needs of her students. • Consistent use of strategies across texts • Multiple genres • Book groups/literature circles • Careful grouping of students • Materials that are so easy to read they can’t help but comprehend them • Across all grade levels--comprehension instruction
Comprehension Instruction Word Instruction Independent Reading and Writing Silent Reading Comprehension