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Controlled Reader

Developmental History. Controlled Reader. Reading Eye Camera. Guided Reader. 1960’s. 1970’s-1980’s. Silent Reading Practice & Measurement. Miami Dade Research Results.

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Controlled Reader

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  1. Developmental History Controlled Reader Reading Eye Camera Guided Reader 1960’s 1970’s-1980’s Silent Reading Practice & Measurement

  2. Miami Dade Research Results “In many cases the gains were not only statistically significant with substantive effect sizes, the contrasts between Reading Plus and non-Reading Plus groups provided interesting information regarding the magnitude of performance differences. For example, in grades 6, 7, and 8 the mean gains on the CRT portion of the FCAT were more than double the gains of non-participating students. Dr. Timothy RasinskiReading Psychology

  3. Reading Plus Builds Proficiency Its goal is to help students read at or above grade level, with good comprehension scores and an adequate reading rate.

  4. Complex Nature of Reading When we read do we look at every letter in each word? The paomnnehalpweorof the hmuanmnid Aoccdrnig to a rscheearch at CmabrigdeUinervtisy, it deosn'tmttaer in wahtoredr the ltteers in a wrod are, the olnyiprmoatnttihng is taht the frist and lsatltteer be in the rghitpclae. The rset can be a taotlmses and you can sitllraed it wouthitporbelm. Tihs is bcuseae the huamnmniddeos not raederveylteter by sitlef, but the wrod as a wlohe. tothenot aisby atandbut itbeas incan areyou

  5. Inefficient Silent Reading • What does it look like when a reader lacks silent reading fluency? • Has laborious eye movements • Over relies on decoding • Can’t apply meaning to words instantly • Has habitual, mechanical or ineffective perceptual skills Take a look at how this struggling reads silently

  6. Seeing Silent Reading

  7. Inefficient Silent Reading Student’s mental efforts are directed toward “taking in text” rather than comprehension.

  8. Teaching Silent Reading? Proficient fluency doesn’t happen through instruction What’s the missing link between instruction and proficiency?

  9. What is SSR Missing? ScSR Scaffolds and Structure So…if all that is needed is silent reading practice why isn’t traditional Silent Sustained Reading the answer? Dr. Reutzel, 2008

  10. Structure for Effectiveness Components that need to be dynamically structured Content Student Choice Prior Knowledge Rate Text presentation Text Duration Scaffolds Accountability Goals Motivation Providing these for eachstudent everytime they read is a daunting task

  11. Efficient and Effective Practice Reading Plus®leverages technology to assess, remediate & accelerate the unseen and unheard fluency skills while providing structure. Fluency Structure Efficient & Effective Practice

  12. Primary Structure Includes • Builds Attention & Motivation • Ensures High Success • Fosters Independence & Proficiency

  13. Reading Placement Appraisal

  14. Reading Placement Appraisal Children and Adults 30-40 minutes Determines Independent Reading Level Reading Rate-Words Per Minute Vocabulary Level Comprehension Capability Perceptual Memory Ability Decoding Ability

  15. What is the RPA? • A Placement Vehicle • determines PLACEMENT in all Reading Plus programs • Automatically places students in instructional software • Immediately following RPA, students can begin instruction

  16. RPA Summary • It is NOT.. a PRE AND POSTEST instrument • RPA has a Form “B” which is NOT a POSTEST

  17. PAVEPerceptual Accuracy and Visual Efficiency • Improves the developmental processes required for fluent reading, spelling, math or any activity requiring accurate number/letter perception • Improved visual skills • Left to right eye movement and eye tracking • Rapid, accurate, orderly seeing • Span of recognition • Improves recognition time • Strong visual memory

  18. PAVEPerceptual Accuracy and Visual Efficiency Automatic presentation of • Scan-3 scan exercises • Flash-10 flash exercises • First 5-10 minutes of every class

  19. Scan Warm Up Develops directional attack skills Improves visual skills Improves short term memory Develops sustained attention

  20. Attention & Skill Building Warm-up Activities 23 23 23

  21. 120 lines per minute

  22. 120 lines per minute 120 lpn in PAVE 156 kids at Robinswood MS About 1/3 of the school 25% off Tildenville ES

  23. PAVEPerceptual Accuracy and Visual Efficiency Understanding Scan Rates Default Beginning Scan Rates Grade Initial Rate Counting 1 20 lpm Press Space Bar 2-4 30 lpm Count Silently 5+ 40 lpm Count Silently The lowest scan rate is 20 lpm and the highest is 120 lpm.

  24. PAVEPerceptual Accuracy and Visual Efficiency Understanding Flash Elements Initial Elements/Flashes Grade # of Elements 1 2 2-4 3 5+ 4

  25. PAVEPerceptual Accuracy and Visual Efficiency Understanding Scan Rates Scan Responds to Student Performance • Scan rate automatically increases and decreases based on student accuracy

  26. Flash Warm Up Letter/number order awareness Instant recognition Short term memory Sustained attention

  27. Warm Up! 30 30

  28. PAVEPerceptual Accuracy and Visual Efficiency Understanding Flash Elements Flash responds to Student Performance • Flash elements automatically increase and decrease based on student accuracy • The lowest number of elements flashed is 1 element • The highest number of elements flashed is 9 elements

  29. PAVEPerceptual Accuracy and Visual Efficiency Monitor/Respond to Student Success • Scan rates should be increasing • Flash elements should be increasing

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  31. 15 Content Levels (over 500 lessons) Spache Readability used for Levels 1-3 Fry Readability used for Levels 4 and up 100% of the DolchSight Words, over 90% of the General Service List (subset of Thorndike), over 90% of Zeno et al’sEducator’s Word Frequency Guide word list Structured Content Primary Levels: 98 most frequent words 5-8 new words added per lesson

  32. Comprehension Skills Literal Understanding • Recalling Information & Details • Following Sequence of Ideas & Events • Identifying Speaker Interpretation • Determining Main Idea • Making Inferences • Predicting Outcome • Drawing Conclusions • Interpreting Figurative Language • Visualizing • Paraphrasing Analysis • Comparing and Contrasting • Recognizing Cause and Effect • Classifying Analysis (continued) • Reasoning • Identifying Analogies Evaluation • Detecting Author’s Purpose • Understanding Persuasion • Recognizing Slant and Bias • Distinguishing Between Fact & Opinion • Judging Validity • Determining Relative Importance Appreciation • Interpreting Character • Recognizing Emotional Reactions • Identifying Mood and Tone • Identifying Setting

  33. Engaging & Diverse Structured Student Choice : Leveled Content of Mixed Genre

  34. Fiction/Non-Fiction Progression

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  36. I-RATE

  37. G-RATE

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  39. Dynamic Differentiated InstructionScaffolded Instruction

  40. Automatic Interventions

  41. Normal Silent Reading Speeds by Grade Level Level A Level B Level C Level D Level E Level F Level G Level H Level I Level J Level K

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