RTI For Literacy: Considerations for Research-based Curriculum and Instruction

1. RTI For Literacy:Considerations for Research-based Curriculum and Instruction Stephanie A. Spadorcia, Ph.D. Lesley University February 2009

3. Whole-to-Part Model of Silent Reading Comprehension James W. Cunningham (1993)

4. Language Comprehension Word Identification Print Processing Beyond Word Identification Silent Reading Comprehension

5. To Do • Fill out salmon LUnTCh • Action planning on last page • Homework:

6. Word Identification Silent Reading Comprehension Automatic Word Identification Mediated Word Identification

7. Sight Words Single syllable decoding Multi-syllabic decoding- chunking Polly-syllabic decoding- larger chunking Vocabulary Word Wall Making Words Systematic Sequential Phonics Making Bigger Words Nifty-Thrifty Fifty (Cunningham & Hall) Levels of Word Identification Instruction

8. Phonics instruction is only beneficial when provided alongside opportunities to independently read connected texts. Therefore phonics instruction alone is not a whole reading program. Particularly for students beyond early grades, other elements need to be added. http://www.nifl.gov/nifl/pfr.html

9. What does this mean for the District Level? • Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students. • Providing professional development in appropriate strategies for word identification across grades • Providing materials that support teachers in teaching word identification across grades

10. What does this mean for the School Level? • In any given school, there must be a range of alternative word identification instructional strategies and programs to support students who struggle in the general classroom setting. • Specialized programs and strategies • Wide range of materials • Decision-making about scheduling • Team building and coordinating to ensure individual students’ needs are met

11. What does this mean for the Classroom Level? • In any given classroom, the teacher must provide comprehensive instruction that addresses all of the processes, skills and dispositions in order to meet diverse needs. • Range of instructional approaches to word identification • Materials that are easy to read to allow students to practice word fluency • Regardless of grade level, students need word instruction

12. Language Comprehension Silent Reading Comprehension Knowledge of the World Knowledge of Text Structures

13. What is necessary for effective comprehension instruction? • Teacher-directed • Comprehension purposes • Appropriately leveled texts • Discussion, writing • Multiple genres

14. Comprehension Lesson Framework • Select purpose • Build background knowledge • Introduce vocabulary (for that text) • Read for sustained period of time • Perform task to fulfill purpose • Give feedback

15. Vocabulary • Refers to words we use expressively in speaking and writing, as well as receptively through listening and reading. • Students must call upon their knowledge of individual word meanings to make sense of connected text. • Broad knowledge of vocabulary becomes increasingly important as more difficult and less familiar topics are encountered in text.

16. Vocabulary Instruction • Vocabulary is learned primarily through indirect means • Engaging in oral conversation in classrooms • Listening to others read (by adults or peers) • Reading independently and extensively • Direct methods also support vocabulary learning, but to a lesser degree • Teaching words specific to selected text • Repeated exposures to words in multiple contexts • Using context clues when reading Put Reading First: The Research Building Blocks for Teaching Children to Read http://www.nifl.gov/nifl/pfr.html

17. Oral language, hearing others read aloud, and discussion are the most effective means of supporting vocabulary growth. Put Reading First: The Research Building Blocks for Teaching Children to Read http://www.nifl.gov/nifl/pfr.html

18. What does this mean for the District Level? • Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students. • Valuing effective comprehension instruction • Allowing teachers to make decisions about which texts (novels, short stories, magazines) are most effective • Supporting professional development in comprehension strategy instruction • Providing a wide range of reading materials across settings

19. What does this mean for the School Level? • In any given school, there must be a range of comprehension instructional strategies and programs to support students who struggle in the general classroom setting. • Specialized programs and strategies • Wide range of materials--that are easy to read and comprehend • Allowing enough time for effective comprehension instruction to occur • Team building and coordinating to ensure individual students’ needs are met

20. What does this mean for the Classroom Level? • In any given classroom, the teacher must model and provide direct instruction in comprehension strategies in a manner that works for the diverse needs of students. • Consistent use of strategies across texts • Multiple genres • Book groups/literature circles • Careful grouping of students • Materials that are so easy to read they can’t help but comprehend them • Across all grade levels--comprehension instruction

21. Print Processing Beyond Word Identification Silent Reading Comprehension Eye-Movements Projecting Prosody Print-to-Meaning Links Inner-Speech Integration

22. “Automaticity (automatic word recognition) is necessary, but not sufficient for fluency.” Put Reading First: The Research Building Blocks for Teaching Children to Read http://www.nifl.gov/nifl/pfr.html

23. Fluency • Fluency is the ability to read accurately and quickly. • Fluency involves reading with expression in a natural manner; and carries over from oral to silent reading. • Fluency involves accurate and automatic reading of individual words and grouping of words to support meaning. • The goal of fluency is being able to read connected text in a natural manner, in order to access comprehension. • Fluency is about reading entire texts, not just words in isolation.

24. Fluency is Dependent Upon • Efficient phonics instruction offered in other parts of the day. • Familiarity with the words in the text. • The text itself and its relative difficulty, topic familiarity, and overall written structure. • Knowing words in isolation does not automatically mean a reader will know them in print. • Developing fluency requires access to texts every day that you can read; in oral and repeated fashions as well as in independent reading time. http://www.nifl.gov/nifl/pfr.html

25. What does this mean for the District Level? • Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students. • Valuing effective comprehension instruction • Allowing teachers to make decisions about which texts (novels, short stories, magazines) are most effective • Supporting professional development in comprehension strategy instruction • Providing a wide range of reading materials across settings

26. What does this mean for the School Level? • In any given school, there must be a range of comprehension instructional strategies and programs to support students who struggle in the general classroom setting. • Specialized programs and strategies • Wide range of materials--that are easy to read and comprehend • Allowing enough time for effective comprehension instruction to occur • Team building and coordinating to ensure individual students’ needs are met

27. What does this mean for the Classroom Level? • In any given classroom, the teacher must model and provide direct instruction in comprehension strategies in a manner that works for meet diverse needs of her students. • Consistent use of strategies across texts • Multiple genres • Book groups/literature circles • Careful grouping of students • Materials that are so easy to read they can’t help but comprehend them • Across all grade levels--comprehension instruction

28. Comprehension Instruction Word Instruction Independent Reading and Writing Silent Reading Comprehension

29. Teaching students to use literacy to access the world.