National Reading Panel Components of an Effective Reading Program

1. National Reading PanelComponents of an Effective Reading Program Phonological Awareness Phonics Fluency Vocabulary Comprehension

2. Reading Instruction Regular Education Special Education Phonological Awareness Phonics Fluency Vocabulary Comprehension Assess for Weaknesses Set Goals Provide Multisensory Reading Instruction (Learning Styles Inventory)

3. Reading Instruction for Exceptional Education Students Assessment Setting Goals Intervention strategies

4. aSSESSMENT

5. Assessment Nonreaders Readers

6. Assessment for Nonreaders Letter Recognition Phonics Summary Sight Word Recognition Nonsense Word Recognition

7. Letter Recognition

8. What Sound?

9. GraphemePhoneme Knowledge

10. Dolch Sight Words - 220 high frequency words - leveled (PP, P, 1st, 2nd, 3rd) www.theschoolbell.com • Fry High Frequency Words - 1000 words - grouped by hundreds (1st hundred, 2nd hundred, etc.) - arranged by frequency Sight WordRecognition

11. zit wex zayflum zinchack zap shife zanloak zillgrunk zackvight zing draph zip dation zoreunrupting Nonsense Word Reading

12. Assessment for Readers IRI - Informal Reading Inventory Nonsense Word Inventory (Phonics Summary) Comprehension Sight Word Recognition if below 4th grade

13. Informal Reading Inventories There are many informal reading inventories being published. Each has its own strengths, weaknesses, and unique characteristics. You have to decide what best fits your needs. Basic Reading Inventory by Jerry L. Johns Informal Reading Inventory by Burns & Roe Qualitative Reading Inventory-4 by Leslie and Caldwell www.readingrockets.org posted an article by International Reading Association “A Critical Analysis of Eight Informal Reading Inventories” (2008)

15. Assessing Comprehension Select a short passage at the student’s reading level. Prepare questions Ask the student to read the passage silently. Tell the student to retell the story from the beginning. Score their comprehension by what they share. - retelling / summarize - problem / plot -main idea / theme - inference questions

16. Assessing Comprehension The percentage of correct responses indicates the student’s silent reading level: Independent = 90 to 100% Instructional = 75% Frustration = below 70%

17. Formal Reading Assessments Comprehensive Test of Phonological Processing(CTOPP) - Phonological Awareness, Phonological Memory, & Rapid Naming Grays Silent Reading Test (GSRT) - Comprehension Quotient Gray Oral Reading Tests (Gort-4) - Fluency (Accuracy + Rate) - Comprehension - Oral Reading Quotient Test of Word Reading Efficiency (TOWRE) - Sight Word Reading Fluency - Nonsense Word Reading Fluency Comprehensive Receptive & Expressive Vocabulary Test (CREVT-2) - Expressive Vocabulary and Receptive Vocabulary

18. Administering an IRI Graded Word List Graded Passages Tells you the grade level passage to give first. Student reads passages until he reaches a frustration level. IRI will yield two scores: -reading accuracy -fluency

21. 10th Grader Reading an IRI

22. Scoring an IRI Reading Accuracy Fluency Words in Passage: 214 Errors: 26 214 – 26 214 87% Accurate Words in Passage: 217 Errors: 26 Self Corrects: 4 Time: 2min 31 sec. 217 - 26 + 4 x 60 151 77 Words Correct Per Minute

24. 2nd Grader Reading an IRI (Poco)

26. Scoring: Poco – 2nd Grader Reading Accuracy Fluency Words in Passage: 132 Errors: 20 132 – 20 132 84% Accurate Words in Passage: 137 Errors: 22 Self Corrects: 1 Time: 2min 35 sec. 137 - 22 + 1 x 60 155 44Words Correct Per Minute

27. 3rd Grader Reading an IRI “Poco”

28. Scoring: Poco -3rd Grader Reading Accuracy Fluency Words in Passage: 132 Errors: 6 132 – 6 132 95% Accurate Words in Passage: 137 Errors: 6 Self Corrects: 2 Time: 2min 8sec. 137 - 2 + 2 x 60 155 62Words Correct Per Minute

29. 3rd Grader Reading an IRI “Beatrice”

30. Scoring: Beatrice -3rd Grader Reading Accuracy Fluency Words in Passage: 98 Errors: 13 98 – 13 98 86% Accurate Words in Passage: 113 Errors: 19 Self Corrects: 3 Time: 2min 42sec. 113 - 19 + 3 x 60 162 35Words Correct Per Minute

31. Strengths? Weaknesses? How would you program for this student?

32. National Reading Panel Components of an Effective Reading Program Phonological Awareness Phonics Comprehension Vocabulary Fluency

33. Goal Setting

34. Progress Monitor

35. Set the Reading Goal

38. Intervention Strategies

39. Effective, Efficient Reading Program Reading Program Components Multisensory Structured Instruction Phonemic Awareness Phonics Vocabulary Comprehension Fluency Simultaneous VATK Systematic/Cumulative Direct Instruction Diagnostic Synthetic/Analytical

40. Students retain: • 10% of what they read • 20% of what they hear • 30% of what they see • 50% of what whey see and hear • 70% of what they say • 90% of what they say and do Eldon Ekwall

41. Multisensory Reading Instruction • Simultaneous, Multisensory VATK • (Visual, Auditory, Tactile, Kinesthetic) • Systematic and Cumulative • Direct Instruction • Diagnostic Teaching • Synthetic & Analytic Instruction

42. Phonemic Awareness Strategies

43. Mold the Letters

44. Sound Card Drills