Reading Success B

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The Keys to Reading Success
February 22, 2006 Longwood University
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What is Reading Success?

• Reading Success is a four level, supplemental
  reading comprehension program designed to provide
  students with effective, efficient, generalizable
  strategies for the comprehension of text.

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Materials
Teachers Book
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Who is it for?

• Students in grades 3-12 who
• Decode but struggle with comprehension
• Achieve below expectations in content area
  coursework
• Perform below expectations on standardized and
  content-based assessments

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Levels of Reading Success
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Readability

• The most widely adopted reading measure in use
  today.

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Differences between the Levels

• Text difficulty
• Depth of content
• Additional tracks
• Poetry
• Graphic Organizers

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What does it do?

• Reading Success is a program designed for the
  explicit teaching of critical reading
  comprehension skills which directly influence
  test scores and academic success.
• It is not designed like test prep programs that
  provide massed practice on pretend test items.
  However, the skills and strategies learned in
  Reading Success translate directly to life, the
  classroom, AND the test.

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Correlation to Standards (VA S.O.L.)
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Correlation to Standards
Complete standards correlations
at www.classicallearning.com
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Instructional Design Elements

• Explicit Strategy Instruction
• Scaffolding
• Review

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Explicit Strategy Instruction

• The idea behind explicit instruction of text
  comprehension is that comprehension can be
  improved by teaching students to use specific
  cognitive strategies or to reason strategically
  when they encounter barriers to comprehension
  when reading.
• The Report of the National Reading Panel, 2000

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Explicit Strategy Instruction

• When these procedures have been acquired, the
  reader becomes independent of the teacher. Using
  them the reader can effectively interact with the
  text without assistance. Readers who are not
  explicitly taught these procedures are unlikely
  to learn, develop or use them spontaneously.
• The Report of the National Reading Panel, 2000

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Scaffolding

• Works as well for academic achievement as it does
  for acquiring a physical skill with many
  components.

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Scaffolding

• A teacher guiding the reader or modeling for the
  reader the actions that the reader can take to
  enhance the comprehension processes used during
  reading.
• The reader practicing those strategies with the
  teacher assisting until the reader achieves a
  gradual internalization and independent mastery
  of those processes.
• Palinscar Brown, 1984 Paris Oka,1986
  Pressley et al., 1994

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Review

• Review is distributed, cumulative, and perhaps
  most critically, varied.
• (Dempster, 1991)

This a summary of an analysis of
several experimental studies on effective review
not just this guys opinion.
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When readers are given cognitive strategy
instruction, they make significant gains on
measures of reading comprehension over students
trained with conventional instruction
procedures.Pressley et al., 1989
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On the other hand

• Strategies are very frequently not really
  strategies.
• Scaffolding is a two-edged sword
• Garbage in, garbage out. Effective review of
  useless stuff is a waste of time.

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When a StrategyIs
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When a StrategyIsnt.
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A Consumers Guide to Evaluating Supplemental and
Intervention Reading Programs-Deborah C.
Simmons, Ph. D., Edward J. Kameenui, Ph. D.
The investment in identifying supplemental and
intervention programs that align with research
and fit the needs of learners in your school will
reap long term benefits for childrens reading
acquisition and development.
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Scope and Sequence

• Foundations
• Vocabulary-students learn new, useful words in
  context
• Asking Questions
• Memory Techniques
• Literal Comprehension
• Reading Content-students learn a strategy for
  reading chapters of content area books
• Details, Pronouns, Classification, and Main
  Idea-students learn to recognize the details of a
  passage, to discriminate them from more general
  statements related to the passage, and to
  classify such details all of this is
  prerequisite to a strategy for determining the
  main idea of a passage

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Scope and Sequence

• Foundations Continued
• Parts of a Story-temporal order in which events
  occur
• What will Happen Next-prediction of the most
  likely events that would occur following the end
  of a story
• Review-most skills are initially taught in
  isolation, and then are incorporated into review
  exercises
• Bonus Terminology-new bonus terms that relate
  directly to the study of reading comprehension
  are introduced every five lessons

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Scope and SequenceLevels A, B C

• Inference-settings, feelings, what will happen
  next
• Main Idea-sub-skills of anaphora and
  classification
• Fact vs. Opinion-discrimination between fact and
  opinion statements
• Literal Comprehension
• Authors Purpose-general and specific
• Paraphrase-recognition of paraphrases
• Rewriting Passages-putting passages in students
  own words
• Word Meanings-determining meaning of words from
  context clues
• Text Organization-graphic organizers
• Figurative Language-recognizing and interpreting
  figurative language
• Poetry-The Road Not Taken, by Frost, Tyger!
  Tyger! Burning Bright, by Blake, Emersons The
  Snow Storm, Ernest Laurence Thayers Casey at
  the Bat, The Raven by Poe, and Sympathy by
  Dunbar
• Bonus Terminology-words that relate directly to
  the study of reading comprehension

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Example Track-Main Idea
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Paraphrase
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The Keys to Comprehension

• Reading Success is a supplemental, research-based
  program for the teaching of critical reading
  comprehension skills, so that students learn to
  truly understand and apply what they read across
  the curriculum.

• Results
• Systematic, efficient learning
• vocabulary development
• application of knowledge.

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The Keys to Comprehension

• Results
• Improved writing skills
• Improved analytical skills
• Improved test scores.

• Essential comprehension skills are taught using
  content-rich text based on the Core Knowledge
  Sequence.

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The Keys to Comprehension

• Results
• Reading has meaning
• Students
• Understand, analyze, and structure, content and
  details with ease and confidence.

• Based on legitimate, scientific research showing
  that
• The teaching of background information and
  activation of prior knowledge increases
  comprehension
• Careful sequencing of skills results in higher
  rates of learning
• When skills are systematically reviewed and
  applied throughout all levels of a program,
  retention is vastly improved

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The Keys to Comprehension

• Results
• High content interest with appropriate
  readability helps students concentrate on
  critical comprehension skills
• Program delivers results consistently

• Four Levels for grades 3-12
• Foundations (3rd grade readability),
• Level A (4th grade readability),
• Level B (5th grade readability),
• Level C (6th grade readability)
• The content in Reading Success is written to
  correspond to the text difficulty in national
  reading assessments.
• Levels may be taught in sequence or each level
  may stand alone.

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The Keys to Comprehension

• Results
• High flexibility combined with short, sequenced
  and structured lessons provide the highest return
  for time spent in the program

• Using strategies based on current research in
  effective instruction, each lesson is 20 minutes,
  taught three days per week as a reading
  curriculum, homeroom intervention extended day,
  or pullout tutoring program.
• .

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