Deborah C. Simmons

1
Oregon Reading First
Elements of Effective Reading Instruction
Deborah C. Simmons University of Oregon November
12, 2002
2
Effective Reading Instruction
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
TexasEl Paso
3
Goal All students will read at or above grade
level by the end of Grade Three.
4
Quality in Education Quality is never an
accident it is always the result of high
intention, sincere effort, intelligent direction,
and skillful execution it represents the wise
choice of many alternatives.
Willa A. Foster
5
Effective Reading Instruction
Introduction
Content (Big Ideas) of Effective Reading
Instruction
Features of Effective Reading Instruction
Effective Reading Interventions
6
What We Know Now

• We have 34 years of converging scientific
  research
• We know how children learn to read, what factors
  impede reading development, and which
  instructional approaches provide the most benefit
• We can increase the odds that no child is left
  behind if we utilize these research findings to
  inform practices in our educational systems
• Reading discrepancies become more entrenched over
  time

7
Trajectory of Reading Development
8
The State of Research What We Knowto Put the
Odds inChildrens Favor
9
What We Have To Do

• Implement systematic change based on scientific
  research, not on ideology and philosophy
• Use scientific research to inform reading
  instruction
• Start with solid comprehensive programs and
  increase intensity based on student performance

10
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.
11
Key TerminologyEffective Reading Instruction
Phonemic Awareness
Phonics Word Study
Spelling Writing
Text Comprehension
Fluency
Vocabulary
Effective Reading Interventions
Maximizing Student Learning
Grouping
12
Big Idea 1 Phonemic Awareness Beginning
Readers Must Develop an Awareness of the Phonemic
Properties of Language.
One of the most compelling and well-established
findings in the research on beginning reading is
the important relation between phonemic awareness
and reading acquisition.
Kameenui, E. J., Simmons, D. C., Baker, S.,
Chard, D. J., Dickson, S. V., Gunn, B., Smith, S.
B., Sprick, M., Lin, S-J. (1997). Effective
strategies for teaching beginning reading. In E.
J. Kameenui, D. W. Carnine (Eds.), Effective
Teaching Strategies That Accommodate Diverse
Learners. Columbus, OH Merrill.
13
Phonemic Awareness
What Students Need to Learn
How We Teach It

• Provide explicit and systematic instruction
  focusing on only one or two phonemic awareness
  skills, such as segmenting and blending
• Link sounds to letters as soon as possible
• Use systematic classroom-based instructional
  assessment to inform instruction

• That spoken words consist of individual sounds or
  phonemes
• How words can be segmented (pulled apart) into
  sounds, and how these sounds can be blended (put
  back together) and manipulated (added, deleted,
  and substituted)
• How to use their phonemic awareness to blend
  sounds to read words and to segment sounds in
  words to spell them

14
Assessing Your Knowledge of Phonemic Awareness
The following assessment was administered to 89
teachers whose average teaching experience was 5
years. Teachers included general education
teachers, reading teachers, special education
teachers, classroom assistants, and graduate
students. Answer the following questions to
assess your phonemic awareness skills.
1. How many speech sounds are in the following
words? 2. What is the third speech sound in
each of the following words? (Learning To
Read Schoolings First Mission, 1995)
ox king straight though boil thank shout prec
ious
boyfriend educate badger squabble stood
15
Critical Features of Effective PA
A critical component but not the complete reading
program

• Focus on 1 or 2 types of PA

Teach in small groups
Teach to manipulate sounds with letters
Teach explicitly systematically
16
Big Idea 2 Effective Beginning Readers Must
Have Insight into the Alphabetic Principle of
Reading.
Definitions
Alphabetic Awareness Knowledge of letters of
the alphabet coupled with the understanding that
the alphabet represents the sounds of spoken
language and the correspondence of spoken sounds
to written language. Alphabetic Understanding
Understanding that the left-to-right spellings of
printed words represent their phonemes from first
to last. Phonological Recoding Translation of
letters to sounds to words to gain lexical access
to the word.
17
Phonics and Word Study
What Students Need to Learn
How We Teach It

• Accurate and rapid identification of the letters
  of the alphabet
• The alphabetic principle (an understanding that
  the sequence of sounds or phonemes in a spoken
  word are represented by letters in a written
  word)
• Phonics elements (e.g., letter-sound
  correspondences, spelling patterns, syllables,
  and meaningful word parts)
• How to apply phonics elements as they read and
  write

• Provide explicit, systematic phonics instruction
  that teaches a set of letter-sound relations
• Provide explicit instruction in blending sounds
  to read words
• Include practice in reading texts that are
  written for students to use their phonics
  knowledge to decode and read words
• Give substantial practice for children to apply
  phonics as they spell words
• Use systematic classroom-based instructional
  assessment to inform instruction

18
Critical Features of Effective Phonics
Instruction (NRP 38 studies)

• Systematic, synthetic
• programs most effective. (Low ach. low SES)

Need to blend sounds together (decode) and take
spoken words apart (PA).
Not all children need all...learn to
differentiate
Keep the end in mind.. learn to apply letter
sounds to daily reading.
Begin in kindergarten!
19
Sequence of Letter-Sound Correspondence
Introduction in 4 Commercial Kindergarten
(1990s) Reading Programs (First 10)
Publisher 1 2 3 4 5 6 7 8 9 10 1 m p d s f b l
t z k 2 h p r b s f m t g c 3 m c p l d h m
b k t 4 b j h p a x e y c e
20
Spelling and Writing
How We Teach It
What Students Need to Learn

• How to remember and reproduce exact letter
  patterns (e.g., letter-sound correspondences,
  spelling patterns, syllables, and meaningful word
  parts)
• How to segment sounds in words to spell them
• How to notice reliable spelling patterns and
  generalizations
• Rapid, accurate letter formation
• How to write for different purposes and audiences
  in various forms

• Provide explicit and systematic spelling
  instruction to reinforce and extend students
  growing knowledge about reading
• Provide opportunities for manipulating,
  categorizing, and examining the similarities and
  differences in words
• Provide daily opportunities to increase writing
  accuracy and speed
• Model various types of writing and help children
  to apply spelling and reading knowledge in
  purposeful writing
• Integrate writing across the curriculum
• Use systematic classroom-based instructional
  assessment to inform instruction

21
Research Evidence

• Spelling words as they sound enhances phonemic
  awareness and letter knowledge and accelerates
  the acquisition of conventional spelling
• (National Research Council, 1998)

• Complementing regular opportunities for writing
  with systematic spelling instruction enhances and
  extends to both reading and writing growth
• (Adams, 2001)

22
Big Idea 3 Automaticity with the
CodeBeginning Readers Should be Able to Relate
Sounds Symbols of the Alphabetic Code
Automatically




Definition
The ability to translate letters-to-sounds-to-word
s fluently, effortlessly. LaBerge and Samuels
(1974) described the fluent reader as one whose
decoding processes are automatic, requiring no
conscious attention (e.g., Juel, 1991, p. 760).
Such capacity then enables readers to allocate
their attention to the comprehension and meaning
of text.

,

,
23
Fluency
How We Teach It
What Students Need to Learn

• How to decode words (in isolation and in
  connected text)
• How to automatically recognize words (accurately
  and quickly with little attention or effort)
• How to increase speed (or rate) of reading while
  maintaining accuracy

• Provide opportunities for guided oral repeated
  reading that includes support and feedback from
  teachers, peers, and/or parents
• Match reading texts and instruction to individual
  students
• Apply systematic classroom-based instructional
  assessment to monitor student progress in both
  rate and accuracy

24
Critical Features of Effective Fluency
Instruction

• Corrective
• Feedback

Repeated Readings
Not all children need all...learn to
differentiate
Keep the end in mind.. Fluency is only part of
the picture!
Relatively brief sessions (15-30 minutes)
25
Automaticity What is it?

• Automaticity is reading words with no noticeable
  effort. It is having mastered word recognition
  skills to the point of overlearning. Fundamental
  skills are so automatic that they do not
  require conscious attention.
• Examples
• shifting gears on a car
• playing a musical instrument
• playing a sport (serving a tennis ball)

26
Big Idea 4 Comprehension of Text


The complex cognitive process involving the
intentional interaction between reader and text
to extract meaning.
Definition

,
27
Text Comprehension
What Students Need to Learn
How We Teach It

• How to read both narrative and expository texts
• How to understand and remember what they read
• How to relate their own knowledge or experiences
  to text
• How to use comprehension strategies to improve
  their comprehension
• How to communicate with others about what they
  read

• Explicitly explain, model, and teach
  comprehension strategies, such as previewing and
  summarizing text
• Provide comprehension instruction before, during,
  and after reading narrative and expository texts
• Promote thinking and extended discourse by asking
  questions and encouraging student questions and
  discussions
• Provide extended opportunities for English
  language learners to participate
• Use systematic classroom-based instructional
  assessment to inform instruction

28
Critical Features of Effective Comprehension
Instruction (203 studies reviewed)

• .

Teaching students to become strategic takes time
Multiple opposed to a single strategy
Active involvement of students
Seven categories of strategies provide
evidence of efficacy.
Teaching rather than mentioning or assessing
29
Research Evidence

• Instruction of comprehension strategies improves
  reading comprehension of children with a wide
  range of abilities
• (National Reading Panel, 2000)

• Many children require explicit word recognition
  instruction integrated with rapid processing of
  words, spelling skills, and strategies to improve
  comprehension
• (Fletcher Lyon, 1998)

30
Big Idea 5 Vocabulary Knowledge and Development




As a learner begins to read, reading vocabulary
is mapped onto the oral vocabulary the learner
brings to the task. (NRP, 4-15).
Definition

,

,
31
Vocabulary
What Students Need to Learn
How We Teach It

• The meanings for most of the words in a text so
  they can understand what they read
• How to apply a variety of strategies to learn
  word meanings
• How to make connections between words and
  concepts
• How to accurately use new words in oral and
  written language

• Provide opportunities for students to receive
  direct, explicit instruction in the meanings of
  words and in word learning strategies
• Provide many opportunities for students to read
  in and out of school
• Engage children in daily interactions that
  promote using new vocabulary in both oral and
  written language
• Enrich and expand the vocabulary knowledge of
  English language learners
• Actively involve students in making connections
  between concepts and words

32
Critical Features of Effective Vocabulary
Instruction

• Preinstruction can have significant effects on
  learning

Multiple Methods Direct Indirect
Assessment should match instruction
Repetition Multiple Exposures to Words In
Varied Contexts
Promise of computer technology
33
Research Evidence

• Knowledge of word meanings (vocabulary) is
  critical to reading comprehension
• (Learning
  First Alliance, 2000 National Reading Panel,
  2000)

• Words are typically learned from repeated
  encounters, rather than from a single context or
  encounter
• (Beck McKeown, 1991)

34
Cautions

• Most children do NOT learn to read or spell
  naturally, rather they learn from instruction
• Good word identification instruction does NOT
  primarily rely on guessing words from context or
  picture cues
• Instructional time spent on independent, silent
  reading with minimal guidance or feedback has NOT
  been confirmed by research to improve reading
  fluency and overall reading achievement

35
Cautions

• Guided oral reading is NOT the same instructional
  practice known as Guided Reading
• A little structure, a little rationale, and a
  little instruction is NOT effective comprehension
  instruction
• Explicit spelling instruction is NOT random and
  does NOT consist of informal memorization of word
  lists or repetitious copying of words

36
Features of Effective Reading Instruction
Grouping
Maximizing Student Learning
37
Grouping

• Alternate grouping formats (e.g., one-on-one,
  pairs, small group, whole group) for different
  instructional purposes and to meet students
  needs
• Use small, same-ability groups, continually
  monitor student progress, and regroup to reflect
  students knowledge and skills
• When students experience difficulties, reteach
  the knowledge and skills that have the highest
  impact on learning to read

38
Maximizing Student Learning

• Every minute counts!
• Actively engage children
• Vary presentation, format, and ways students can
  participate in instruction
• Use an appropriate level of instructional
  materials
• Adapt the pacing, content, and emphasis of
  instruction for individuals and groups of
  children, including English language learners and
  those having difficulty learning to read

39
 
Research Evidence

• Students with reading difficulties who are taught
  in small groups learn more than students who are
  instructed as a whole class
  (National Reading Panel, 2000)

• Students benefit from working in a variety of
  grouping formats that change to reflect their
  knowledge, skills, interests, and progress
• (Elbaum, Vaughn, Hughes, Moody,
  Schumm, 2000 Lou et al., 1996)

• Students in 11 instruction did not make
  significantly higher gains than students in
  groups of 13
• (Vaughn, Thompson, Kouzekanani,
  Bryant, Dickson, 2001)

40
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

41
Effective Reading Interventions
What Struggling Readers Need to Learn
How We Teach Struggling Readers

• 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

41
42
 
Research Evidence

• Explicit, intensive instruction is an essential
  feature of effective interventions for struggling
  readers, including students with learning
  disabilities
• (National Reading Panel, 2000)

• Well-designed intervention programs implemented
  by highly qualified teachers can make a
  difference in helping children learn to read
• (Elbaum, Vaughn, Hughes,
  Moody,              Schumm,
  2000 Fletcher Lyon, 1998)

43
Cautions

• Effective reading instruction is NOT adding one
  new program after another to programs already in
  your school without determining each ones
  effectiveness and efficacy based on research
• Contrary to the claims made by some of the
  latest and best reading practices, a
  balanced approach to reading is NOT 50 whole
  language and 50 phonics

44
Cautions

• Good reading instruction is NOT writing your own
  curriculum
• Systematic and explicit reading instruction does
  NOT inhibit creativity
• NOT every component of reading receives equal
  emphasis at every stage of reading development

45
540
46
Making a Difference

• No time is as important or as fleeting as a
  childs early years of schooling.
• Neuman, 2001, p. 474