Agenda Interactive Approach to Reading

1. Agenda • Interactive Approach to Reading • Informal Measures (Intro and Practice Score and Hypothesize) • DIBELS • Dominie • Word/Language Tests (CTOPP, PPVT, TOSWRF, TOWRE) • Formal/Technical Term Understanding (Ch. 2 McKenna) • Judgment Free Writing (Looking at Language in Report Writing) • Informal Reading Report (Based on the Observational Survey) • Formal Clinic Sample and Test Backgrounds

2. Ten Characteristics of Texts • Genre • Text Structure • Content • Themes and Ideas • Language and Literary Features • Sentence Complexity • Vocabulary • Words • Illustrations • Book and Print Features The Continuum of Literacy Learning, Grades K-2 – p. 9 – 11 The Continuum of Literacy Learning, Grades K-8 – p. 16 - 17 Teaching for Comprehending and Fluency – p. 160

3. Models of Reading • Bottom-up processing (decoding) • Top-down processing • Interactive approach

4. The cat is in the grass. The cat is in the lady’s lap. • Oh no, the cat is in the tree.

5. Peter led Bridget into the waiting room. • He realized that she was extremely nervous, so he gently suggested that she sit down. • Bridget ignored him and began to pace frantically. • The other patients watched her warily and several also began pacing. • As a scream rang out from the inner office, Peter angrily forced Bridget to sit down. • Bridget moved closer to Peter, who leaned down and tenderly scratched her ears.

7. Bottom-up Processing Reader builds meaning from the smallest units of meaning to achieve comprehension. Example letters  letter clusters  words  phrases  sentences  longer text  meaning = comprehension

8. Top-down Processing Reader generates meaning by employing background knowledge, expectations, assumptions, and questions, and reads to confirm these expectations. Example Pre-reading activities (i.e. activating schema, previewing, and predicting) + background knowledge (cultural, linguistic, syntactic, and historical) = comprehension Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.

9. Interactive Approach Reader uses both bottom-up and top-down strategies simultaneously or alternately to comprehend the text. Example Reader uses top-down strategies until he/she encounters an unfamiliar word, then employs decoding skills to achieve comprehension. Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.

10. Interactive Approach Knowledge base + bottom-up strategies + top-down strategies = comprehension

11. Which model should be adopted? The reader must be competent in both bottom-up and top-down processing. Nunes, T. (1999). Learning to read: An integrated view from research and practice. Dordrecht, The Netherlands: Kluwer.

12. Assessment Trade-Offs • Norm-referenced • Comparability • Group administered • Informal • In depth information • Individually administered

13. Rule of Thumb The finer the grain size at which we monitor a process, like reading or writing, the greater the likelihood that we will end up teaching and testing bits and pieces rather than global processes like comprehension and composition. P. David Pearson, UC Berkeley

14. CORE Pages 8-9

15. Effective instruction is the only solution • Children differ • Struggling readers differ • Intervention designs must be based on knowledge of these differences • Figuring out how to best teach each struggling reader is the essential task Allington

17. Fluency & Comprehension Progress Monitor Phonics Phonemic Awareness Phonics, Phonemic Awareness, Fluency Vocabulary and Comprehension

25. Dominie Reading and Writing Portfolio My dad loves to fly a kite. He makes it go high above the trees.

28. Shifting From Being a Teacher to an Assessor • Reviewing Tests • Test Protocols • Materials Picture Walk

30. The only way to create fewer students with limited reading proficiency is to provide those students with more and better reading instruction than that provided to the other students.” (Allington, 2009, p.11)