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Developmental History. Controlled Reader. Reading Eye Camera. Guided Reader. 1960’s. 1970’s-1980’s. Silent Reading Practice & Measurement. Miami Dade Research Results.

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Presentation Transcript
slide2

Developmental History

Controlled Reader

Reading Eye Camera

Guided Reader

1960’s

1970’s-1980’s

Silent Reading Practice & Measurement

slide3

Miami Dade Research Results

“In many cases the gains were not only statistically significant with substantive effect sizes, the contrasts between Reading Plus and non-Reading Plus groups provided interesting information regarding the magnitude of performance differences. For example, in grades 6, 7, and 8 the mean gains on the CRT portion of the FCAT were more than double the gains of non-participating students.

Dr. Timothy RasinskiReading Psychology

reading plus builds proficiency
Reading Plus Builds Proficiency

Its goal is to help students read at or

above grade level, with good comprehension

scores and an adequate reading rate.

slide5

Complex Nature of Reading

When we read do we look at every letter in each word?

The paomnnehalpweorof the hmuanmnid

Aoccdrnig to a rscheearch at CmabrigdeUinervtisy, it deosn\'tmttaer in wahtoredr the ltteers in a wrod are, the olnyiprmoatnttihng is taht the frist and lsatltteer be in the rghitpclae. The rset can be a taotlmses and you can sitllraed it wouthitporbelm.

Tihs is bcuseae the huamnmniddeos not raederveylteter by sitlef, but the wrod as a wlohe.

tothenot

aisby

atandbut

itbeas

incan

areyou

slide6

Inefficient Silent Reading

  • What does it look like when a reader lacks silent reading fluency?
  • Has laborious eye movements
  • Over relies on decoding
  • Can’t apply meaning to words instantly
  • Has habitual, mechanical or ineffective perceptual skills

Take a look at how this struggling reads silently

slide8

Inefficient Silent Reading

Student’s mental efforts are directed toward “taking in text” rather than comprehension.

slide9

Teaching Silent Reading?

Proficient fluency doesn’t happen through instruction

What’s the missing link between instruction and proficiency?

slide10

What is SSR Missing?

ScSR

Scaffolds and Structure

So…if all that is needed is silent reading practice why isn’t traditional Silent Sustained Reading the answer?

Dr. Reutzel, 2008

slide11

Structure for Effectiveness

Components that need to be dynamically structured

Content

Student Choice

Prior Knowledge

Rate

Text presentation

Text Duration

Scaffolds

Accountability

Goals

Motivation

Providing these for eachstudent everytime they read

is a daunting task

slide12

Efficient and Effective Practice

Reading Plus®leverages technology to assess, remediate & accelerate

the unseen and unheard

fluency skills while providing structure.

Fluency

Structure

Efficient & Effective Practice

slide13

Primary Structure Includes

  • Builds Attention & Motivation
  • Ensures High Success
  • Fosters Independence & Proficiency
reading placement appraisal
Reading Placement Appraisal

Children and Adults

30-40 minutes

Determines

Independent Reading Level

Reading Rate-Words Per Minute

Vocabulary Level

Comprehension Capability

Perceptual Memory Ability

Decoding Ability

what is the rpa
What is the RPA?
  • A Placement Vehicle
  • determines PLACEMENT in all Reading Plus programs
  • Automatically places students in instructional software
  • Immediately following RPA, students can begin instruction
rpa summary
RPA Summary
  • It is NOT.. a PRE AND POSTEST instrument
  • RPA has a Form “B” which is NOT a POSTEST
pave perceptual accuracy and visual efficiency
PAVEPerceptual Accuracy and Visual Efficiency
  • Improves the developmental processes required for fluent reading, spelling, math or any activity requiring accurate number/letter perception
  • Improved visual skills
      • Left to right eye movement and eye tracking
      • Rapid, accurate, orderly seeing
      • Span of recognition
      • Improves recognition time
      • Strong visual memory
pave perceptual accuracy and visual efficiency1
PAVEPerceptual Accuracy and Visual Efficiency

Automatic presentation of

    • Scan-3 scan exercises
    • Flash-10 flash exercises
  • First 5-10 minutes of every class
scan warm up
Scan Warm Up

Develops directional attack skills

Improves visual skills

Improves short term memory

Develops sustained attention

slide25

120 lines per minute

120 lpn in PAVE

156 kids at Robinswood MS

About 1/3 of the school

25% off Tildenville ES

pave perceptual accuracy and visual efficiency2
PAVEPerceptual Accuracy and Visual Efficiency

Understanding Scan Rates

Default Beginning Scan Rates

Grade Initial Rate Counting

1 20 lpm Press Space Bar

2-4 30 lpm Count Silently

5+ 40 lpm Count Silently

The lowest scan rate is 20 lpm and the highest is 120 lpm.

slide27

PAVEPerceptual Accuracy and Visual Efficiency

Understanding Flash Elements

Initial Elements/Flashes

Grade # of Elements

1 2

2-4 3

5+ 4

slide28

PAVEPerceptual Accuracy and Visual Efficiency

Understanding Scan Rates

Scan Responds to Student Performance

  • Scan rate automatically increases and decreases based on student accuracy
flash warm up
Flash Warm Up

Letter/number order awareness

Instant recognition

Short term memory

Sustained attention

slide31

PAVEPerceptual Accuracy and Visual Efficiency

Understanding Flash Elements

Flash responds to Student Performance

  • Flash elements automatically increase and decrease based on student accuracy
  • The lowest number of elements flashed is 1 element
  • The highest number of elements flashed is 9 elements
slide32

PAVEPerceptual Accuracy and Visual Efficiency

Monitor/Respond to Student Success

  • Scan rates should be increasing
  • Flash elements should be increasing
slide34
15 Content Levels (over 500 lessons)

Spache Readability used for Levels 1-3

Fry Readability used for Levels 4 and up

100% of the DolchSight Words, over 90% of the General Service List (subset of Thorndike),

over 90% of Zeno et al’sEducator’s Word Frequency Guide word list

Structured Content

Primary Levels:

98 most frequent words

5-8 new words added per lesson

comprehension skills
Comprehension Skills

Literal Understanding

• Recalling Information & Details

• Following Sequence of Ideas & Events

• Identifying Speaker

Interpretation

• Determining Main Idea

• Making Inferences

• Predicting Outcome

• Drawing Conclusions

• Interpreting Figurative Language

• Visualizing

• Paraphrasing

Analysis

• Comparing and Contrasting

• Recognizing Cause and Effect

• Classifying

Analysis (continued)

• Reasoning

• Identifying Analogies

Evaluation

• Detecting Author’s Purpose

• Understanding Persuasion

• Recognizing Slant and Bias

• Distinguishing Between Fact & Opinion

• Judging Validity

• Determining Relative Importance

Appreciation

• Interpreting Character

• Recognizing Emotional Reactions

• Identifying Mood and Tone

• Identifying Setting

slide36

Engaging & Diverse

Structured Student Choice : Leveled Content of Mixed Genre

slide48

Normal Silent Reading Speeds by Grade Level

Level A

Level B

Level C

Level D

Level E

Level F

Level G

Level H

Level I

Level J

Level K

slide57

57

57

57

slide58

58

58

58

vocabulary programs
Vocabulary Programs

Build inferential and predictive abilities to encourage independence during silent reading. Develop meaning completion strategies through structured cloze instruction with vocabulary-in-context activities.

slide61

Reading Plus Sessions Components

30 Minutes Reading Plus Session

OR

45 Minutes Reading Plus Session

balanced with vocabulary
Balanced with Vocabulary

Vocabulary Level always leads Fluency Level

slide63

monitoring

Printable Status Report

Notes Fields

Awarded certificate

Reviewed Comp Reports

Awarded certificate

Discussed recent low scores

Print, document,

and save the Class Status Reports

66

slide64

monitoring

Reviewing Notifications

Student Suspended

Assistance Needed

Level Award Earned

67

slide65

monitoring

Reviewing Notifications

Double click student name

68

slide66

monitoring

Reviewing Notifications

Click on “blue” line item

69

slide67

monitoring

  • Reviewing Notifications
  • Review Details
  • Flag is cleared
  • Review Student GR Record

70

slide68

monitoring

  • Reviewing Notifications
  • Are Rereads being used?
  • Inconsistent Comprehension?
  • Has student just leveled up?
  • Compare I-rate to G-Rate

71

slide69

monitoring

Sending Student Messages

Provide positive feedback and helpful suggestions

72

slide70

monitoring

Sending Student Messages

Message Sent

73

slide71

monitoring

Sending Student Messages

Message presented to student at login

74

slide72

Monitoring

Steps recommended to monitor your class:

Review Class Status Indicators

Review Sessions & Comprehension

Print Status Report

Review Notifications

Identify Interventions

Notify Students

75

slide73

monitoring

Sessions vs. Lessons

76

our end goal
Our End Goal
  • Reading grade-level content
  • At adequate rate
  • Independently & Silently
  • With good comprehension
  • Students who enjoy reading
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