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Reading Instruction Foundation Training: Research to Practice NC Department of Public Instruction

Reading Instruction Foundation Training: Research to Practice NC Department of Public Instruction. Companion On-line text: Teaching Students With Persistent Reading Problems By Rebecca Felton and David Lillie in partnership with Guilford County Schools. Unit 1: Foundations of Reading.

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Reading Instruction Foundation Training: Research to Practice NC Department of Public Instruction

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  1. Reading InstructionFoundation Training:Research to PracticeNC Department of Public Instruction Companion On-line text: Teaching Students With Persistent Reading ProblemsBy Rebecca Felton and David Lillie in partnership with Guilford County Schools North Carolina State Improvement Project

  2. Unit 1: Foundations of Reading Purpose and Overview of Course Selection of Reading Programs Components of Effective Implementation

  3. NCSIP II: Purpose North Carolina State Improvement Project (NCSIP II) works to significantly improve the performance and success of students with disabilities in North Carolina. Do not duplicate or alter without permission of NC SIP

  4. Why Do We Succeed? NC SIP II Personnel Development Process Research- Based Practices • Reading • Writing • Mathematics Staff Development • Foundation Training • Model Training • TOT Training • School-Based • Best Practice • Centers/Sites • 62 Reading/ • Writing • Projects On-site Program Reviews •Annually On-site Fidelity Observations • 3 per year • Student • Progress • Evaluation • .. • Early Literacy • Rdg/Math 3-8 • High School • Review Research Literature • Identify Instructional Principles • Selection of Centers/Sites • Develop Plan • Training Content • Training Strategies/ Tasks • Model Programs • Develop- mental Reviews • Analysis & Formal Feedback • Trained Observers • Feedback & Coaching • Evaluation & Reporting • OSEP Long-Term Performance Indicators • AYP • Student Characteristics • Project Characteristics

  5. Purpose Of Course NCSIP’s course will provide you with an understanding of the instructional principles derived from scientific-based research and a solid foundation of knowledge and skills to begin using research-proven teaching strategies with students with disabilities who have persistent reading problems.

  6. Why Does The Course Matter? “Effective teachers are the only absolutely essential element for an effective school.” Allington & Cunningham, 1996

  7. Why Does The Course Matter? “Research has borne out that the key factor in students’ reading achievement is the quality of teaching... Teachers are central to the process of education, assessing student’s progress, selecting and using a variety of approaches and materials, and organizing for instruction.” Braunger & Lewis, 1999

  8. Course Goals • To provide teachers with a solid foundation of knowledge and skills needed to deliver effective reading instruction to all students • To increase understanding of reading difficulties and of how to help struggling readers • To review recent research on prevention and remediation of reading problems • To allow teachers to make judgements about instructional practices and materials based on sound knowledge

  9. Activity • Handout – Course Objectives and Competencies • Read over the course goals and objectives we will cover in the five day training. • Find goals and objectives that interest you. • Highlight the objectives you hope to learn more about in Foundations of Reading • Turn to a partner or other table members and share

  10. Basic Training Description • 30 hour contact course • Online text (www.ncsip.org) • Based on research from National Reading Panel as well as updated scientific research-based information published since 2000 • Resource texts: • Multisensory Teaching of Basic Language Skills edited by Judith Birsh • Speech to Print by Lousia Moats

  11. Course Topics Course Overview Reading Program Overview State of Reading And NRP Structure of Language Assessment Phonological Awareness Alphabetic Principle Vocabulary Comprehension Decoding/ Encoding Fluency

  12. Requirements For Level I Foundation Training • Level 1 participation earns 3.5 CEU credits. Requirements include : • Participation in all workshops • Preview online text and respond to discussion questions in class • User name – ncsip Password - ncsip • Completion of student assessments (BRSA + Fluency) • In-class participation in group tasks including a pre and post test of Structure of the English Language

  13. Requirements For Level 2 Foundation Training • Level 2 participation earns 5 CEU credits and also qualifies participant to enter training to become a foundation trainer. • Requirements include : • All of the requirements of Level I • Reading selections from Multisensory Teaching of Basic Language Skills edited by Judith Birsh • Individual preparation of required tasks • Demonstration of knowledge of the Structure of the English language (score of 80 or above)

  14. Goal: All children are reading at or above grade level by grade 3 Scientifically Based Reading Research Phonemic Awareness Phonics Fluency Vocabulary Text Comprehension Classroom based screening, diagnostic and ongoing assessments used in instructional planning Evidence-based instructional approaches, materials, and programs for classrooms and interventions for struggling readers Professional Development Instructional Leadership Connecting SBRR with instruction Adapted from ncpublicschools.org/readingfirst

  15. Unit 1: Foundations of Reading Purpose and Overview of Course Selection of Reading Programs Components of Effective Implementation

  16. Questions To Answer About Reading Programs • Scientific research-base? • Multisensory strategies? • Systematic, explicit, direct instruction? • Inclusion of: • Phonological awareness? • Decoding? • Spelling? • Fluency? • Vocabulary? • Comprehension? • Practice with decodable text?

  17. Other Questions To Ask About Reading Programs • Is training and/or mentorship required for the program? Cost of training? • Is there software? On-line support? • Does the program contain placement tests? • Are there benchmark assessments to use at various points in the program? • Cost for teacher materials? Student materials?

  18. Examples of research based reading programs used in NC: Wilson Reading System Corrective Reading Reading Mastery Hill Reading Achievement Program Language! Fundations Letterland Sonday System

  19. Wilson Reading System • Phonemic awareness is taught through “sound tapping” which is used for both segmenting and blending of phonemes • Decoding and spelling instruction is organized around the six syllable types • Decoding and spelling taught through manipulation of color-coded sound, syllable, and suffix cards • A small number of words are taught as “irregular words”

  20. Wilson Reading System • Contains extensive controlled materials used for developing mastery and fluency • A simplified method of syllable division is taught with a penciling technique taught for tracking syllables • Comprehension is taughtusing controlled vocabularymaterials as well as through visualization

  21. Reading Mastery • Developmental program • Phonemic awareness/decoding/word attack skills taught in a programmed sequence • Fluency practice • Vocabulary and background knowledge • Reading comprehensionskills for fiction and nonfiction

  22. Reading Mastery 2008 – Complete Program or Individual Strands

  23. Corrective Reading • Designed for non-readers or those in grades 3.5-12 who read haltingly • Teaches each sound-symbol correspondence explicitly as well as over 500 vocabulary words • Teaches students directly how to sound out words • Uses connected, decodable text for children to practice the sound-spelling relationships and comprehension • Monitors student progress by group reading, fluency checks and workbook performance

  24. Corrective Reading 2008

  25. A nationally recognized, research-based program for struggling readers in K-8th grade emphasizing decoding, fluency, vocabulary, and comprehension skills Instructional time maximizes opportunities for oral and written student responses and success experiences Instruction is individualized, multisensory and uses elements of precision teaching and analysis of student skill acquisition Student responses are charted and graphed daily to document mastery before advancing to a higher level skill HillRAP

  26. HillRAP • The RAP Manual provides all materials needed for assessment, instruction, and monitoring of phonological awareness, word attack, and spelling skills • Key Word Cards and a Letter Sounds DVD are included for teacher and student use • Practice exercises reinforce word attack and linguistically controlled readers provide decoding practice and reading comprehension at each level of instruction

  27. The three-day training in HillRAP includes a comprehensive overview of phonological awareness and phonics a demonstration of administering HillRAP assessment instruments practice developing individualized programs for students role play of each program component understanding the reading process, student learning styles, and direct instruction techniques HillRAP

  28. HillRAP A North Carolina Resource RTI International conducted analysis of pre-post- test data from Durham and Davie Counties Students enrolled in the RAP have made significant improvement in reading as measured by NC EOGs and Woodcock-Johnson III Test of Achievement HillRAP sites include Carteret, Davie, and Durham Counties HillRAP is implemented in public elementary schools by certified RAP teachers The Hill Center Mentors provide training and in-class support to teachers

  29. Language! – 2nd Ed. • A comprehensive language arts curriculum designed for use with students having difficulty with reading • Content includes: • Phonemic awareness • Decoding and encoding • Word structure • Vocabulary (layers of language) • Fluency • Syntax • Composition • Figurative language

  30. Language! – 2nd Ed. • Within each unit, multiple strands (e.g., decoding, syntax, vocabulary expansion, writing) are presented in a coordinated manner • Each level includes a detailed teacher manual, student mastery books, student readers

  31. 3rd Edition: The Comprehensive Literacy Curriculum • Designed for students in Grades 3-12 that have fallen behind • Grounded in research • Based on teacher input, testing, and review • Designed for differentiating instruction based on student needs • Focused on informational text for content and vocabulary • Strategic in its use of technology

  32. 3rd Edition: The Comprehensive Literacy Curriculum Each of the Language! Curriculum’s 36 units builds knowledge in: Sounds and Letters Spelling and Words Vocabulary and Roots Grammar and Usage Listening and Reading Speaking and Writing

  33. Teacher edition • Student text (Three levels of text selection within each unit) • Decodable Text • Instructional Text • Challenge Text • Interactive Text • Teacher Resource Kit • Assessment System • Placement (Test of Word Reading Efficiency, Spelling Inventory, Degrees of Reading Power) • Content Mastery • Progress Indicators

  34. the Sonday System Sonday System Materials Sonday System I Let's Play Learn Sonday System II www.winsorlearning.com

  35. the Sonday System Student Driven Uses multi-sensory practice Seamless with CBMs like DIBELS Systematic, explict and cumulative Based on the Orton-Gillingham approach Ideally suited for small group instruction

  36. Read Aloud Read Words Spell Words Read Sounds Spell Sounds Phonemic Awareness Pre Reading Fluency Vocabulary Comprehension Effective Practices Fluency Vocabulary Phonics

  37. Letterland • Child-friendly, multi-sensory system for teaching children in grades K-2 to read, write and spell • Skills taught include: • Phonemic awareness • Alliteration and sound/symbol associations • Letter formation • Blending and segmenting • Word and sentence building • Vocabulary and language

  38. Letterland • There are characters and stories to explain the lowercase and uppercase alphabet shapes, blends, digraphs and all major spelling patterns • Two levels: Early Years, Primary Years • Range of materials including carefully sequenced storybooks, cassettes and CDs

  39. FUNdations • Wilson Fundations for K-3 is a phonological/phonemic awareness, phonics and spelling program for the general education classroom. • Teachers incorporate a 30 min. daily Fundations lesson into LA instruction.

  40. FUNdations • Lessons focus on carefully sequenced skills that include: • Print Knowledge • Alphabet Awareness • Phonological/Phonemic Awareness • Decoding • Spelling • Vocabulary • Fluency • Listening Skills

  41. Websites For Program Information • www.srakids.com • www.wilsonlanguage.com • www.language-usa.netorwww.sopriswest.com • www.hillcenter.org • www.letterland.com • http://winsorlearning.com • http://www.ncsip.org

  42. The essential elements for success Scientific research in reading and reading instruction Practices from effective Districts, Schools, and Classrooms Provides information about how to assemble and integrate all the components that are effective in improving achievement. Provides information about the instructional and assessment procedures that are most effective

  43. Reading Interventions “We will never teach all our students to read if we do not teach our most at-risk students to read” (Torgesen, 2007, p.1). Florida Center for Reading Research Dr. Joe Torgesen, Director http://www.fcrr.org

  44. It matters little what else they learn in elementary school if they do not learn to read at grade level. Fielding, L., Kerr, N., & Rosier, P. (2007). Annual growth for all students, catch-up growth for those who are behind. Kennewick, WA: The New Foundation Press, Inc.

  45. Unit 1: Selecting And Implementing An Effective Reading Program Guidelines For Program Selection Examples Of Effective Reading Programs Components Of Effective Implementation

  46. Factors In Sustained Use Of Research-Based Reading Programs • Deliberate and realistic plan • Teachers understand rationale • Support systems in place • Sufficient administrative support • Explicit link between assessment data and changes in instruction

  47. Developing An Implementation Plan Who? • Target students – identification process • Assessment tools and areas to assess • Data collection • Staff

  48. Developing An Implementation Plan What and How? • Select research-based reading program/s • Provide training for teachers • Group students based on assessments • Determine intensity and duration of instruction • Staff support and program fidelity

  49. Developing An Implementation Plan Does it Work? • Frequent assessment of students • Assessment drives instruction • Formal review process of student progress and program effectiveness • Strong leadership and commitment of all involved/incentives

  50. Teacher Participation in Fidelity Observation and Student Gains 2006-2007

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