Applying Reading A-Z. Ellen Myers English Language Fellow [email protected] Agenda. (1) What Learning A-Z Provides / Does Not Provide (2) Dimensions of English Reading Instruction & the importance of Differentiated Instruction (3) Example steps of how to implement the trial
(1) What Learning A-Z Provides / Does Not Provide
(2) Dimensions of English Reading Instruction & the importance of Differentiated Instruction
(3) Example steps of how to implement the trial
(4) How to take a Running Record to determine reading proficiency
(5) Explore how to assign leveled readers on RAZ-Kids
Researched based online materials that are constantly updated
Building a Foundation
High Frequency Words
“…it is unreasonable to expect that all children in a typical classroom will need the same level of instruction in any one of these skill areas.”
EX: I, the, a, which, their, would
You will listen 4 different students in a 5th grade class.
Error rate is expressed as a ratio and is calculated by using the following formula:Total words / Total errors = Error rateExample:99 / 8 = 12.38, or 12 rounded to nearest whole numberThe ratio is expressed as 1:12.This means that for each error made, the student read approximately 12 words correctly.
Accuracy rate is expressed as a percentage. You can calculate the accuracy rate using the following formula:(Total words read - Total errors) / Total words read x 100 = Accuracy rateExample:(99 - 8) / 99 x 100 = Accuracy rate91/99 x 100 = Accuracy rate.919 x 100 = 91.9%, or 92% rounded to the nearest whole number
Self-correction rate is expressed as a ratio and is calculated by using the following formula:
(Number of errors + Number of self corrections) / Number of self corrections = Self-correction rateExample:(8 + 3) / 3 = Self-correction rate11 / 3 = 3.666, or 4 rounded to the nearest whole number
The self-correction rate is expressed as 1:4. This means that the student corrects approximately 1 out of every 4 errors.If a student is self-correcting at a rate of 1:4 or less, this indicates that she/he is self-monitoring her/his reading.
Klein, A. (2000). White paper: providing
differentiated reading instruction to meet the individual needs of students. Retrieved December 12, 2012 from http://www.readinga-z.com/updates/reading_az_white_paper.pdf
Logan, G.D. (1997). Automaticity and reading:
Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), 123-146.
Stanovich, K.E. (1986). Matthew effects in reading:
Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.