Characteristics of the Middle or High School Reader

1. RTI for Elementary Schools: Reading Program ‘Readiness Check’Jim Wrightwww.interventioncentral.org

3. RTI for Elementary Schools: Reading Program ‘Readiness Check’:Tier 1: Core Curriculum & Instruction

4. RTI for Elementary Schools: Reading Program ‘Readiness Check’:Tier 1: Core Curriculum & Instruction

5. RTI for Elementary Schools: Reading Program ‘Readiness Check’:Tier 1: Core Curriculum & Instruction

6. RTI for Elementary Schools: Reading Program ‘Readiness Check’:Tier 1: Core Curriculum & Instruction

7. RTI for Elementary Schools: Reading Program ‘Readiness Check’:Tier 1: Core Curriculum & Instruction

8. RTI for Elementary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

9. RTI for Elementary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

10. RTI for Elementary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

11. RTI for Elementary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

12. RTI for Elementary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

13. RTI for Secondary Schools: Reading Program ‘Readiness Check’Jim Wrightwww.interventioncentral.org

14. Characteristics of the Middle or High School Reader “Some of the reading problems older students have are the same as problems experienced by younger students. However, in addition to those shared areas of potential concern, there are others that need to be considered. First, intermediate and secondary grade students who are not proficient with beginning reading skills most often have learned an array of “misrules” or ineffective reading tactics that need to be corrected or unlearned as they acquire advance reading skills. Thus, the content of corrective reading instruction can differ in important ways from beginning and even from remedial reading instruction...” Source: Howell, K. W. (2008). Best practices in curriculum-based evaluation and advanced reading. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 397-413).

15. Characteristics of the Middle or High School Reader (Cont.) “Second, because students who have trouble reading read less material (even if they have read for the same total amount of time), they will have encountered fewer words and ideas by the time they read the upper grades. This problem, referred to as the Matthew Effect (Stanovich, 2000), leaves these learners with less of a knowledge base on which to build new understandings. This limited pool of background (i.e., prior) knowledge will make it more difficult for them to learn new information from text, even if the reading problem is magically corrected over night. In many instances, this lack of prior/background knowledge is the most significant learning characteristic of this group of students.” p. 400 Source: Howell, K. W. (2008). Best practices in curriculum-based evaluation and advanced reading. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 397-413).

16. Differences in Vocabulary Development Between Stronger and Weaker Students “Vocabulary difficulties are not unique to advanced readers as they typically show up before third grade. At that point, those with high vocabularies know thousands more word meanings and are learning new ones at a much faster rate than those experiencing difficulties. Biemiller and Slonim (2001), for example, found the highest quartile primary students learned approximately three words a day compared to 1.5 for the lowest quartile students. By high school, top achievers have been shown to know four times the words of lower performing classmates. Perhaps the most disturbing fact about these trends is that they persist.” p. 401 Source: Howell, K. W. (2008). Best practices in curriculum-based evaluation and advanced reading. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 397-413).

19. RTI for Secondary Schools: Reading Program ‘Readiness Check’:Tier 1: Core Curriculum & Instruction

20. RTI for Secondary Schools: Reading Program ‘Readiness Check’:Tier 1: Core Curriculum & Instruction

21. RTI for Secondary Schools: Reading Program ‘Readiness Check’:Tier 1: Core Curriculum & Instruction

22. RTI for Secondary Schools: Reading Program ‘Readiness Check’:Tier 1: Core Curriculum & Instruction

23. RTI for Secondary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

24. RTI for Secondary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

25. RTI for Secondary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

26. RTI for Secondary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

27. RTI for Secondary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

28. RTI for Secondary Schools: Reading Program ‘Readiness Check’:Tier 2: Supplemental Group-Based Reading Instruction

29. RTI for Secondary Schools: Reading Program ‘Readiness Check’:RTI & Reading: Student Assessment

30. RTI for Elementary Schools: Reading Program ‘Readiness Check’:RTI & Reading: Student Assessment

31. RTI for Secondary Schools: Reading Program ‘Readiness Check’:RTI & Reading: Student Assessment

32. Team Activity: RTI for Elementary/Secondary Schools: Reading Program ‘Readiness Check’ • As a group: • Review the items on the Reading Program ‘Readiness Check’ form. • Discuss each item and reach a consensus about how to answer it. • Record your group responses. Be prepared to go back to your school to do more investigation if needed to confirm your findings.

33. http://www.interventioncentral.org/esc10.php