Deborah C. Simmons January, 2003

Oregon Reading First Reading Programs: Comprehensive, Supplemental, and Intervention Deborah C. Simmons January, 2003

Contributors Edward J. Kame’enui, Roland H. Good, III, Katie Tate, Josh Wallin, Bethel School District, and a host of doctoral students Institute for the Development of Educational Achievement (IDEA), University of Oregon With appreciation to:

Effective Reading Instruction Selected Materials Developed by Sharon Vaughn, Team Leader Pam Bell Morris, Author Martha Smith, Author Jeanne Wanzek Shirley Dickson Elana Wakeman, Graphics The University of Texas at Austin, College of Education, Texas Center for Reading and Language Arts Marie Elena Arguelles Isabel Beck Jan Dole Barbara Foorman Alice Furry Dauna Howerton Jean Osborn Timothy Shanahan Deborah Simmons Josefina Tinajero University of Miami University of Pittsburgh University of Utah The University of Texas Health Science Center Sacramento County Office of Education New Mexico State Department of Education Consultant University of Illinois at Chicago University of Oregon The University of Texas—El Paso

Purpose of Reading First “To provide assistance to State educational agencies and local educational agencies in establishing reading programs for students in kindergarten through grade 3 that are based on scientifically based reading research to ensure that every studentcan read at grade level or above not later than the end of grade 3.” NCLB, 2001, Part B, Sec. 1201.

What This Means for Your School/District • You do not need to specify a program(s) in your application. • You must agree and document that you will select and implement scientifically based reading programs based on analyses conducted by the Oregon Reading First Center.

One size does not fit all—period!

“This is the last reading program you’ll ever need.”“You’ve tried the rest, now try one that works.”

Reading Program Evaluation • If the present reading program in a district is not successful with a large number of students, that district needs to consider either: • selecting a new core reading program • modifying its existing program (most difficult!) • Check Implementation Before Doing Instructional Overhaul !

Features of SBRR Programs • Scientifically based reading programs must align with the science and high quality instructional design.

Big Ideas in Beginning Reading #1. Phonemic Awareness: The ability to hear and manipulate sound in words. #2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. #3. Automaticity with the Code: The effortless, automatic ability to read words in connected text. #4. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. #5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

Instructional Design • Features of well-designed programs include: • explicit instructional strategies • prior programs characterized as incidental and implicit • systematic coordinated instructional sequences • avoid POP • ample practice opportunities • teach before assess • sufficient instruction and review of high priority skills • enough of the right stuff

The Process: What Oregon Reading First Center Will Do • Evaluate programs to determine their areas of strength and weakness according to the big ideas in beginning reading • Provide a menu of options from which schools/districts will select • Assist in the program selection process that fits the needs of individual schools

The Process: What You Will Do • Evaluate menu of program options to determine their areas of strength and weakness according to the big ideas in beginning reading • Study and select programs that fit the needs of learners in your respective schools • Schedule and provide sufficient professional development to ensure high quality implementation

System of Instructional Programs Comprehensive (Core) Reading Programs Supplemental Reading Programs Intervention Reading Programs 14

Classify Programs 1 Core Core 15 Classification Process: Determine Purpose

Comprehensive Reading Programs • Purpose: • to provide sufficient instruction in the core components of reading • instruction should enable the majority of student to meet or exceed grade-level standards on all the key elements • Serves as the primary reading program for the school within and between grades (k-3)

Why Adopt A Comprehensive Reading Program? • Why: • Increases continuity, coherence, and community of effort within and between grades (all teachers are aware and working toward the same goals) • Creates more “buying power” regarding professional development • Affords greater differentiation of instruction for children (can share children within and between grades) • Reading instruction is rocket science (Moats, 1999) and expecting teachers to construct and instruct is unreasonable and too important to leave to chance.

There is no it!but there are classes of its, programs that have enough...

Evaluation Process 2 Classify as (Core) Program (Core) Reading Program Evaluation Using Consumer’s Guide

The Consumer’s Guide to Core Reading Programs • Why Developed: To assist states, districts and schools in their selection of research-based tools • When Developed: As part of National Center to Improve the Tools of Educators agenda (1990-2000) • Purpose: To provide a means to qualify and quantify the strengths and areas of improvement.

Criteria Used to Evaluate • Programs Evaluated by Grade • Within Grade by Big Idea • Criteria Drawn from Research Based in Effective Interventions and Science of Reading • Using the following criteria for each critical element: = Element consistently meets/exceeds criterion = Element inconsistently meets/exceeds = Element does not satisfy the criterion

K - Phonemic Awareness Example Items (11 Criteria) • Teaches skills explicitly & systematically • Focuses on segmentation or the combination of blending and segmenting (NRP pp. 2-41) • Adds letter sound correspondence instruction to PA after students demonstrate early PA • Starts with larger linguistic units and proceeds to smaller units (phonemes)

Summary of Kindergarten Ratings Phonemic Awareness Instruction Letter-Sound Association Instruction Decoding Instruction Irregular Words Instruction Listening Comprehension Instruction

1 - Decoding & Word RecognitionExample Items (9 Criteria) • Progresses systematically from simple word types and word lengths and word complexity to more complex words (NRP p. 2-132) • Models (provides explicit instruction) at each of the fundamental stages of instruction. • Sequences words strategically incorporating known letter sounds • Provides initial instruction in controlled connect text in which students can apply new skills with high levels of success.

Summary of First Grade Ratings Phonemic Awareness Instruction Decoding & Word Recognition Instruction Irregular Words Instruction Passage Reading Instruction Reading Comprehension Instruction

2 - Fluency & Passage ReadingExample Items (6 Criteria) • Introduces fluency practice (repeated readings) after students are accurate on text ((NRP 3-28) • Builds toward a 90 word per minuet fluency goal by the end of grade 2. • Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency (NRP pp. 3-28)

Summary of Second Grade Ratings Decoding & Word Recognition Instruction Irregular Words Instruction Vocabulary & Concept Instruction Passage Reading - Fluency Instruction Reading Comprehension Instruction

Summary of Third Grade Ratings Decoding & Word Recognition Instruction Vocabulary and Concept Instruction Passage Reading - Fluency Instruction Reading Comprehension Instruction

3 - Reading Comprehension Example Items (13 Criteria) • Provides a range of examples for initial teaching and practice. • Continues skill or strategy instruction across several instructional sessions to illustrate the applicability and utility of the skill or strategy. • Cumulatively builds a repertoire of multiple strategies that are introduced, applied, and integrated with appropriate texts. • Explicitly teaches: story structure, summarization, etc.

LEADERSHIP EFFECTIVE INSTRUCTION ASSESSMENT PROFESSIONAL DEVELOPMENT SCIENTIFICALLY BASED READING PROGRAMS Scientifically Based Reading Programs Evaluate “Other” Variables FIT WITH SCHOOL

Supplemental Reading Programs • Purpose: to provide additional instruction in one or more areas of reading • Examples: • phonemic awareness programs • fluency building programs • comprehension strategy programs

Intervention Reading Programs • Purpose: to provide additional instruction to students performing below grade level • Examples: • stand-alone intervention programs • in-program intervention programs components of core programs

Effective Reading Interventions • Even with research-based core reading instruction, some students have difficulty learning to read and make inadequate progress • Struggling readers need more time and additional, intensive instructional interventions

Knowledge and skills that have the highest impact on learning to read Group students into groups of 3-5 according to their instructional needs Provide targeted instruction 3 to 5 times per week Assure additional instruction aligns with core reading instruction Provide ongoing and systematic corrective feedback to students Provide extended practice in the critical elements of reading instruction based on students’ needs Increase time for word study and build fluency to improve automatic word recognition and rate of reading Use systematic classroom-based instructional assessment to document student growth and inform instruction Effective Reading Interventions What Struggling Readers Need to Learn How We Teach Struggling Readers 34

Timeline of Events • March: Submit application indicating willingness to select and implement approved comprehensive, supplemental, and intervention programs. • Late spring/summer: Study and select a comprehensive reading program from menu (unless a satisfactory program is currently adopted) • Summer/early fall: Secure program specific professional development. • Late spring-Year 01: Select supplemental & intervention programs.

Deborah C. Simmons January, 2003