What is a Core Reading Program (CRP)?

2. What is a Core Reading Program (CRP)? A core reading program is the primary instructional tool that teachers use to teach children to ‘learn to read’ and ensure they reach reading levels that meet or exceed grade-level standards. A core program should and must address the instructional needs of the majority of students in a district or school. The core reading program serves as the ‘base’ for reading instruction….An effective program provides the skills so students can transition from ‘Learning to Read’ to ‘Reading to Learn’. {From A Consumer’s Guide to Evaluating a Core Reading Program Grades K-3 (Simmons and Kame’eniu)}

3. ★Instructional Content ★Instructional Design ★ Empirical Evidence Characteristics of Scientifically Based Core Reading Programs What, exactly, do these concepts mean?

4. Instructional Content = Ingredients

5. National Reading Panel-5 big Areas of Reading • PHONEMIC AWARENESS • PHONICS • FLUENCY • VOCABULARY • COMPREHENSION

6. Instructional Content • Core elements of scientifically based reading programs include explicit and systematic instruction in the 5 big ideas of reading: • phonemic awareness • phonics • fluency • vocabulary • comprehension strategies

7. The right doses at the right time. K 1 2 3 Multisyllables Phonological Awareness Listening Alphabetic Principle Reading Letter Sounds & Combinations Reading Listening Automaticity and Fluency with the Code Vocabulary Comprehension Changing Emphasis of Big Ideas

8. Instructional Design = Recipe

9. Instructional Design • Features of well-designed programs include: • Explicit instructional strategies • Systematic and coordinated instructional sequences • Ample practice opportunities • Cumulative Review • Aligned student materials/Integration of 5 Big Ideas How well does a Guided Reading format weave these principles into instruction?

10. How important is this recipe ina Core program? • We have evidence that curriculum matters. • Instruction that’s guided by a systematic and explicit curriculum is more effective, particularly with at-risk learners, than instruction that does not have these features. From: “Teaching Reading is Rocket Science,” Dr. Louisa Moats (1999)

11. Why is an effective core reading program crucial? “Teaching reading is far more complex than most professionals and layperson realize. The demands of the phonologic, alphabetic, semantic, and syntactic systems of written language require a careful schedule and sequence of prioritized objectives, explicit strategies, and scaffords that support students’ initial learning and transfer of knowledge and skills to other contexts. The requirements of curriculum construction and instructional design that effectively move children through the ‘learning to read’ stage to the ‘reading to learn’ stage are simply too important to leave to the judgement of individuals,even the best teachers. The better the core program addresses the instructional priorities, the less teachers will need to supplement and modify instruction for the majority of learners.” From: “Teaching Reading is Rocket Science,” Dr. Louisa Moats (1999) Is Dr. Moats suggesting that what teachers are expected to do in Guided Reading too difficult and an unrealistic expectation…? Could this be contributing to why we have so many strugglers?

12. 5 BIG IDEAS IN READING “We now KNOW how to help almost all children become accurate and fluent readers by third grade.” Dr. Joseph Torgesen, Florida Center for Reading Research

13. DESPITE THAT WE ‘KNOW’ THIS….. Academic Approx. 20% of population has reading problems severe enough to hinder their enjoyment of reading. Grossen, 1997 5% need intensive supports Reading framework Reading Framework An estimated 20% of students Encounter serious reading Difficulty or reading disability (Lyon, 1997) 15% of student populations need ‘boost’ of some sort 80% Of student populations do fine with nothing extra

14. Why so many readers struggle: 2 broad categories of developmental language disorders: • General oral language weaknesses • Phonological core deficit (this is the largest category!) Dr. Sally Shaywitz, Overcoming Dyslexia, 2003, p. 52

15. 1.General Oral Language Weakness Language Systems Reading Discourse Comprehension Syntax Semantics Decoding Phonology Dr. Sally Shaywitz, Overcoming Dyslexia, 2003, p. 52

16. 2. Phonological Core Deficit Language Systems Reading Discourse Comprehension Syntax Semantics 2. Decoding Phonology Aka: Mastering the Alphabetic Principle/Cracking the Code Dr. Sally Shaywitz, Overcoming Dyslexia, 2003, p. 52

17. 2. Phonological Core Deficit • Phonological core deficit: (aka ‘Cracking the Code’)- Inability to process accurately and efficiently the phonological building blocks of language and the units of print that represent them. This type of struggling reader makes up the majority. Decoding Phonology Dr.Sally Shaywitz, Overcoming Dyslexia, 2003, p. 52 Aka: Mastering the Alphabetic Principle/Cracking the Code

18. Why aren’t we teaching more students to be better readers? The article by Dr. Louisa Moats addresses this question. You will be particularly interested if your district uses a Four Blocks/ Guided Reading/Literature-Based program as your core reading program. Her article clearly articulates why this approach is NOT best practice for struggling readers. “Whole-Language High Jinks: How to Tell When ‘Scientifically-Based Reading Instruction’ Isn’t” http://www.ilispa.org/modules/smartsection/item.php?itemid=82

19. Highlights from “Whole-Language High Jinks: How to Tell When ‘Scientifically-Based Reading Instruction’ Isn’t” • Despite the National Reading Panel’s landmark report..”discredited and ineffectual practices continue in many schools. Although the term ‘whole language’ is rarely used today, programs based on its premises, such as Reading Recovery, Four Blocks, Guided Reading, and especially, ‘balanced literacy’ are as popular as ever. These approaches may pay lip service to reading science, but they fail to incorporate the content and instructional design proven to work best with students learning to read”. (p. 4)

20. “For more than three decades, advocates of ‘whole-language’ instruction (and its derivatives) have argued- to the delight of many teachers and administrators- that learning to read is a ‘natural’ process for children. Create reading centers in classrooms; put good, fun books in children’s hands and allow them to explore then encourage them to ‘read’, even if they can’t make heads or tails of the words on the page.” • Scientists have established that about 60% of students will learn to read adequately (though not necessarily well) regardless of the instructional method. “40% are less fortunate. For them, explicit instruction in the 5 big areas of reading (including phonics) is necessary if they are ever to become capable readers”. (p. 6)

21. Dr. Moats suggests ways of separating the wheat from the chaff…. and explains that good (SBRR) reading programs--: (p. 5)

22. Incorporate phonemic awareness into all reading instruction, rather than treating it as an isolated element; • Go beyond the notion of phonicsas the simple relationship between letters and sounds to include lessons on word structure and origins; • Build fluencyin both underlying reading skills and text reading, using direct methods such as repeated readings of the same text; • Build vocabulary by exposing students to a broad, rich curriculum; • Support reading comprehensionby focusing on deep understanding of topic and theme rather than just a set of strategies and gimmicks. (p. 5)

23. “Many ‘pseudo’-SBRR programs…. Claim to adhere to SBRR guidelines. She identifies tell-tale signs of whole-language programs masquerading as SBRR programs. Among the most common: a stress on ‘cueing systems’, ‘teacher modeling’ rather than direct instruction, and an overemphasis on ‘authentic literature’ and ‘process writing’. (p. 9) “Four blocks is particularly insidious because it appears to be a ‘balanced’ framework, but does not require a teacher to know very much about language or reading”. (p. 20) “For English-language learners, SBRR programs are critical, yet this fact is ignored and whole-language spin-offs remain the dominant approach to teaching ELL students”. (p. 22)

24. And finally…. “A good reading program, well implemented, teaches each of the five components thoroughly, explicitly, and with planned connections to the others..” (p. 16) “No program is perfect, and some are stronger than others, but several are reasonably faithful to SBRR and are far more apt to succeed with children. For example, Harcourt’s Trophies, SRA/McGraw-Hill’s Open Court, and Scott Foresman’s Reading Street have all five components and good instructional design.” Read Well and Reading Mastery are also effective programs. “(p. 14)

25. This is all food for thought…tools..as you evaluate your core reading program and whether it is meeting the needs of the majority of your students..The bottom line…. • Whatever Core program you use, your data will tell you whether it’s effective for the majority (80% or better) of your readers…

26. PUTTING IT ALL TOGETHER In primary grades (Reid G. Lyon, Ph.D) FLUENCY PHONICS VOCABULARY COMPREHENSION PHONEMIC AWARENESS ORAL LANGUAGE DEVELOPMENT At the same time,CONSTANT EXPOSURE) (Build Foundational Skills from the bottom up and then loop.) So students can Reading to Learn. Learning to Read

27. Learning to Read Phonemic Awareness Phonics/Automatic and fluent word recall Vocabulary and Comprehension are not ignored in this phase- done through oral language activities, read alouds Reading to Learn Vocabulary Comprehension Phonics is not ignored in this phase- still teaching students word analysis skills for reading multi-syllabic words. The Reading War should be over…. FLUENCY Students need all of this- the right doses at the right time.

28. The Reading War should be over…. Reading to Learn Learning to Read Fluency is the skill that links these two phases. Phonemic Awareness and Phonics/Word Analysis are the ‘engines’ that drives automatic word recognition/fluency. Fluency is the ‘engine’ that drives vocabulary and comprehension skills.

29. Vocabulary Comprehension 5 Big Areas: Fluency Phonics Phonemic Awareness A simultaneous bottom up and top down approach is Best Practice. Oral Language Development

30. What does this mean? “A simultaneous bottom upand top down approach is Best Practice.” It means students, especially strugglers, need ALL these skills taught explicitly and systematically. In the primary grades, focus on oral language development, phonemic awareness and phonics. Teach reading comprehension by building oral language development as students learn to ‘crack the code’. This is the Learning to Read phase. As students become automatic with word recognition and fluency, gradually transition from oral language development to reading comprehension strategies- the Reading to Learn phase.

32. The following slides…(32-57) • Have been taken from the Florida Center of Reading Research (fcrr.org). They are taken from a presentation by Dr. Marcia Kosanovich and can be accessed at this link: http://www.fcrr.org/science/sciencePresentationsKosanovich.htm

33. Characteristics of Scientifically Based Reading Programs • ★Instructional Content • ★Instructional Design • ★ Empirical Evidence Are these present in your core instructional program and all interventions?

34. CONTENT (5 BIG AREAS OF READING) (Curriculum=Ingredients 34

35. Instructional Content Core elements of scientifically based programs include explicit and systematic instruction in the following: phonemic awareness phonics fluency vocabulary comprehension strategies

36. Phonemic Awareness Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words (Torgesen, 1998).

37. Phonemic Awareness Research PA improves word reading, spelling, and comprehension Poor readers who enter first grade with weak PA are most likely to be the poor readers in fourth grade Instruction Auditory Activities Needs to follow the developmental hierarchy of phonological awareness

38. Phonics An understanding of the alphabetic principle—the relationship between phonemes and graphemes. The Key to acquiring a symbol system to ‘crack the code’.

39. Phonics Research “Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction” (Put Reading First, p. 13). “Systematic and explicit phonics instruction significantly improves children’s reading comprehension”. Systematic means taught in a logical, sequential order. “Explicit” means taught directly (teacher modeling, provided guided practice, independent practice. (Put Reading First, p. 14).

40. Fluency The ability to read text quickly, accurately, and with proper expression (NRP 2000).

41. Fluency Research “Repeated and monitored oral reading improves reading fluency and overall reading achievement” Fluency is directly tied to Reading Comprehension. When students read with automaticity, they have the cognitive resources to attend to the meaning. (Put Reading First, p. 24).

42. Vocabulary The knowledge of the meanings and pronunciation of words that are used in oral and written language.

43. Vocabulary Research & Instruction Can be developed directly (teach important, difficult, and useful words) indirectly Teach word learning strategies How to use dictionaries and reference aids How to use word parts to determine meaning of words How to use context clues to determine meaning Provide multiple exposures to words Read aloud to students Encourage independent wide reading Strategic selection of key vocabulary lists per subject area and by level of difficulty is Best Practice.

44. Comprehension The ability to make sense of text and to monitor for understanding.

45. Comprehension Research “Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.” “Effective comprehension strategy instruction is explicit, or direct.” Teach students strategies for what to do Before reading, During reading, and After reading Put Reading First, pp. 49, 53

46. Comprehension Instruction Teaching comprehension first involves metacognition Using graphic and semantic organizers e.g., teaching the use of a Venn diagram to compare and contrast 2 characters from a story Main Idea Summarizing Text Structure

47. •Life Experience • Content Knowledge • Activation of Prior Knowledge • Knowledge about Texts • Motivation & Engagement • Active Reading Strategies • Monitoring Strategies • Fix-Up Strategies • Oral Language Skills • Knowledge of Language Structures • Vocabulary • Cultural Influences Language Fluency* We Refer to It as General Reading Skills Reading Comprehension Metacognition Knowledge • Prosody • Automaticity/Rate • Accuracy • Decoding • Phonemic Awareness *modified slightly from presentations by Joe Torgesen, Ph.D. Co-Director, Florida Center for Reading Research; www.fcrr.org 72

48. INSTRUCTIONAL DESIGN (Instructional Design=Recipe) 48

49. Instructional Design Features of well-designed programs include: Explicit instructional strategies Systematic and coordinated instructional sequences Ample practice opportunities- so students can master and ‘overlearn’ a bit Scaffolded instruction- building upon review and an accumulation of skills Aligned student materials- weaving skills together-so students can apply and generalize

50. Explicit Instruction Teacher Models and Explains Teacher provides Guided Practice Students practice what the teacher modeled and the teacher provides prompts and feedback Teacher provides Supported Application Students apply the skill as the teacher scaffolds instruction Independent Practice