Research Based Methods of Reading Instruction

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Research Based Methods of Reading Instruction

• Sylvia Linan-Thompson
• Sharon Vaughn

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Bibliography

• 2 Books
• Research Based Methods of Reading Instruction
  Grades K-3ISBN 0-87120-946-7
• Research Based Methods of Reading Instruction
  ELL Grades K-4ISBN 978-1-4166-0577-5

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7 Chapters K-3 English Text A

• Why Science Matters
• Phonemic Awareness
• Phonics and Word Study
• Fluency
• Vocabulary
• Comprehension
• Putting it all together

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7 Chapters K-4 ELL Text B

• Research-Based Practices for English Language
  Learners
• Phonemic Awareness
• Phonics and Word Study
• Fluency
• Vocabulary
• Comprehension
• Questions and Answers for Teachers

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Why Science Matters

• Rationale When teachers develop an
  understanding of scientific findings related to
  education, it gives them a powerful means to
  justify decisions and gain independence from the
  more traditional roles in which they have been
  cast, as well as the means to resist political
  pressures. (Vaughn Thompson, 2007a, p. 5).

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Why Science Matters

• Web Sites
• http//www.nifl.gov National Institute for
  Literacy
• http//nationalreadingpanel.org 2000 report
  available online Teaching Children to Read
• http//www.getreadytoread.org Skill building
  for early literacy

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Research-Based Practices for English Language
Learners

• Rationale English language learners need many
  and varied opportunities to practice their skills
  with assistance from the teacher as well as
  independently. (Grabe, 1991 as cited by Vaughn
  Thompson, 2007b, p. 4).

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Research-Based Practices for English Language
Learners

• 3 instructional practices for ELL
• Explicit teaching task-specific, teacher led
  instruction that overtly demonstrates how to
  complete a task
• Opportunities to practice
• Using modified level of vocabulary
• Using consistent language patterns

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Phonemic Awareness

• Rationale 52 peer-reviewed studies reveal
  significant positive benefits from specific
  instruction in phonemic awareness. (Vaughn
  Thompson, 2007b, p. 9).
• Phonemic awareness is among the best predictors
  of how well children will learn to read w/in the
  first 2 years of school. (Vaughn Thompson,
  2007a, p. 11).

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Phonemic Awareness Skills and Activities

• Discriminating listening
• Counting clap syllables
• Rhyming all, call, fall, etc.
• Alliteration tongue twisters

• Blending combining sounds
• Segmenting choral repetition of syllables
• Manipulating Delete, Add, Substitute

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Phonemic Awareness

• Web sites
• http//www.ldresources.com/ - Overview of
  phonological awareness and word identification
• http//texasreading.org U of Texas Center for
  Reading and LA
• http//Ericec.org/digests/3540.htm - Info on
  phonological awareness and special education
• http//www.pbskids.org/lions - A classic!

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Phonics and Word Study

• Rationale Students need to have phonological and
  phonemic awareness, alphabetic knowledge,
  alphabetic principle, decoding, reading practice
  with decodable text, irregular or high-frequency
  words, and reading fluency

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Phonics and Word Study

• ELL students need additional support due to the
  high volume of irregular word patterns and
  anti-phonetic spellings. i.e. Spanish has only 5
  vowel sounds, English has 13, including a beast
  known as SCHWA!
• For a great source of additional support for ELL
  phonics and word study, see chapter 3 of TEXT B

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Phonics and Word Study

• Schwa A mid-central neutral vowel, typically
  occurring in unstressed syllables, as the final
  vowel of English sofa.
• The symbol (?) used to represent an unstressed
  neutral vowel and, in some systems of phonetic
  transcription, a stressed mid-central vowel, as
  in but. And dont forget DUH!
• http//www.answers.com/topic/schwa

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Phonics and Word Study

• Web Sites
• http//reading.uoregon.edu/ - U of Oregon
  research on phonics and sequencing phonic skills
  for K-3
• http//www.ed.gov/teachers/how/read/list.jhtml -
  US DOE research findings and recommendations for
  phonics instruction

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Fluency

• Rationale A recent (2003) NAEP report on
  reading ability revealed that 44 of US 4th
  graders had low fluency.
• Students who struggle with fluency also struggle
  w/ text comprehension too heavily focused on
  decoding vs. comprehension (TEXT A p.51)

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Fluency

• Rationale ELL students may struggle w/ fluency
  because they are unable to read the words
  accurately.
• Poor decoding is common with ELL because English
  is one of the most challenging alphabetic
  languages to decode (TEXT B, p. 59).

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Fluency

• Web Sites
• http//reading.uoregon.edu/ - Sequencing fluency
  skills and researched-based fluency programs
• http//www.earlyreading.info Look for PDF
  summary of fluency research
• http//www.iseesam.com/ - Review of
  research-based fluency practices

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Vocabulary

• Rationale Teachers who actively engage their
  students in vocabulary activities, such as
  reading them vocabulary words prior to reading,
  realize measurable gains in student understanding
  of words and text (TEXT A, p.76).

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Vocabulary

• ELL Rationale ELL students must learn
  approximately 3,000 new words each year (Honig,
  1999 as cited in TEXT B, p. 87). Vocabulary
  knowledge also contributes to reading
  comprehension and knowledge building.

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Vocabulary

• Web Sites
• http//www.ed.gov/teachers/how/read/list.jhtml -
  US DOE summary of research-based vocab
  instruction and practices
• http//www.allamericareads.org/lessonplan/vocab.ht
  m - Vocab development strategies great find!

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Comprehension

• Rationale Teachers who provide systematic and
  explicit comprehension instruction will see real
  gains in student achievement and will enhance
  students joy in reading.

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Comprehension

• ELL students may acquire foundational skills yet
  still lack comprehension required to read for
  learning. Select carefully and consider
  multicultural implications of your choices for
  reading matierial.

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Comprehension

• Web Sites
• http//www.aera.net/uploadedFiles/Journals_and_Pub
  lications/Research_Points/RP_Winter04.pdf -
  Overview on current research for ELL reading
  instruction
• http//www.readingonline.org/articles/handbook/pre
  ssley/index.html - Well thought out ways to
  increase comprehension skills

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Putting it all together!

• Rationale To read efficiently, students must
  apply letter-sound correspondences, blend sounds
  together to read words, and recognize that some
  words are irregular. In addition, they must
  learn that when they do not understand something
  they are reading, they can use comprehension and
  vocabulary strategies to construct meaning from
  the text (TEXT A, p. 125).

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Putting it all together!

• ELL Rationale See p. 145 of TEXT B for a good
  FAQ list for ELL

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Discussion

• PROFICIENT LIFE-LONG READING BEGETS LIFE-LONG
  LEARNING
• http//tinyurl.com/npz7za
• Email esmis_at_yahoo.com