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THE BIG PICTURE

THE BIG PICTURE . “Teaching Reading Sourcebook, 2 nd Edition” Jana L. Jones June 3, 2009. The Reading Deficit. Source of Reading Failure Neurological Factors Familial Factors Socioeconomic factors Instructional Factors. What works and what doesn’t!. What Works:

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THE BIG PICTURE

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  1. THE BIG PICTURE “Teaching Reading Sourcebook, 2nd Edition” Jana L. Jones June 3, 2009

  2. The Reading Deficit • Source of Reading Failure • Neurological Factors • Familial Factors • Socioeconomic factors • Instructional Factors

  3. What works and what doesn’t! • What Works: • 100 extra minutes of - • Proven researched based reading instruction - • Provided by teachers who have received significantly more professional development. • What’s not working: • Using instructional strategies that are not supported by research

  4. The Brain and Reading “Evidenced-based reading instruction in phonemic awareness and phonics can change brain activity in struggling readers and assist in the activation and use of the areas in the back of the brain.” Shaywitz 2004; Aylward, 2003

  5. Scientific Approach to Reading Instruction • Is the application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instructions and reading difficulties. • Asks three questions: • Has the research been published in a peer reviewed journal? • Have the research results been replicated by other scientists? • Is there a consensus that the research findings are supported by other studies?

  6. Reading Instruction Essential Components • 5 essential components of reading instruction include: • Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension • Also can include print awareness, letter knowledge, irregular words and multisyllabic words.

  7. Value in Reading Assessments • Four types of assessments • Screening – identify at-risk students • Progress Monitoring – determine if student is making adequate progress • Diagnostic – pinpoint area of specific student weakness • Outcome – bottom-line evaluation • Purpose of school level assessment plan: identify, monitor, collect data, assess instruction

  8. Reading Failure “One of the most compelling finding from recent reading research is that children who get off to a poor start in reading rarely catch up.” Torgesen, 1998

  9. Academic Language • Is defined as the language of texts, of academic discussion and of formal writing. • To be successful, students need to develop a specialized language that is distinct from conversational language. • Consists of both specialized and content specific words (phoneme or morpheme) and highly utilized terms (cognitive or diagnostic)

  10. Differentiated Instruction • Required to meet the diverse needs of students with reading difficulties, students with disabilities, advanced learners and English-language learners. • Teachers plan instruction for four levels: • Advanced – exceed grade level expectations • Benchmark – meet grade level expectations • Strategic – below grade level expectations • Intensive – significantly below grade level expectations

  11. “Democracy… can survive and flourish only with a literate citizenry.” Thomas Jefferson

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