Massachusetts Literacy First. Managing the Literacy Block for Student Success Massachusetts Reading First July 16, 2008. Create Success . New teacher induction Mid-course correction Whole school reflection. What does the Research Say?. Reid Lyon Video.
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Managing the Literacy Block for Student Success
Massachusetts Reading First
July 16, 2008
From effective schools
Information about the individual components of instruction and assessment that are most effective in raising literacy levels
Information about leadership, organizational, and classroom practices that are most effective in raising literacy levels
In order to effectively prevent early reading difficulties, we need to apply two kinds of knowledge
Understanding, and Motivation to Apply
Good is the enemy of great!
“By our estimates from Texas schools, having an above average teacher for five years running can completely close
the average gap between low-income students and others.”John Kain & Eric Hanushek
Schmoker, 2006. (p 9)
Impact of Teacher Effectiveness on Student AchievementKati Haycock (2005) uses the findings of this study and others by Sanders and Horn (1994).
Students in the classes of teachers classified as most effective can be expected to gain about 52%ile points in their achievement over a year. Classroom Management That Works, Robert J. Marzano. Adapted from J. Robinson.
Teachers, like other professionals, can get more and more effective:
Are you in the groove?
Independent worksheets or small group activities-PA, Phonics
Independent reading, small group activities, vocabulary, comprehension
Instruction Managed by:
Small group or whole class instruction in PA, Phonics
Teacher led discussion, question asking, vocabulary
Children who began first grade with below-average letter-word reading skills demonstrated greater improvement with greater amounts of time in explicit, teacher managed, code-focused instruction.
Children with above-average vocabulary and word-reading scores at the start of the school year made greater gains in reading skill when they spent more time throughout the year in child-managed meaning-focused instruction (such as independent reading).
Classrooms that differentiated instruction appropriately produced higher overall reading growth.
Researched-Based Comprehensive Reading Program for All Students
Research-Based, In-Class Interventions
Research-Based, School-Designed Interventions
System for Individual Solutions
adapted from J. Robinson
Assessment informs your instruction.
You add the rest
Place, group, teach, and assess each lesson from the Teacher’s Guide
Excellent Classroom Management
Enough added practice for mastery
Timely Error Correction
Processes the speech sound system.
We must teach:
Processes letters, letter patterns, and whole words.
We must teach:
We store word meanings in relation to:
We must teach vocabulary with attention to all these areas.
Interprets words we have heard, named, or partially identified, with reference to:
We teach the background that children need to interpret what they read.
“By age three, children from privileged families have heard 30 million more words than children from poor families. By kindergarten the gap is even greater. The consequences are catastrophic. Among all children, comprehension scores are stagnant. Convincing research tells us that key to both problems is to systematically build children’s vocabulary, fluency and domain knowledge.”
All that we know
and all that we
Much of what enters our Sensory Memory results in no permanent record. Too many things to attend to and encode
Background knowledge, academic and nonacademic
The quality and type of processing that occurs in working memory that dictates whether that information makes it to permanent memory
“Our understanding of ‘what works’ in reading is dynamic and fluid, subject to ongoing review and assessment through quality research. . . . We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers.”
- National Institute for Literacy, 2001, p. iii, cited in J. Robinson, 2004.
Denton, P. & Kriete, R. (2000). The first six weeks of school. Greenfield, MA: The Northeast Foundation for Children.
Gamse, B. C, Bloom, H. S., Kemple, J. J., Jacob, R. T. (2008). Reading First Impact Study: Interim Report (NCEE 2008-4016). Washington, DC:National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U S department of Education.
Hirsch, E.D. (2003). Reading comprehension requires knowledge – of words and the world. American Educator, Spring, 10 – 29.
Marzano, R. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD.
Moats, L. (2005). Language essentials for teachers of reading and spelling. Boston, MA: Sopris West.
Robinson, J. (2004). Getting more out of your core reading program. Presentation at the 3rd Annual National Reading First Conference: Reno, NV.
Schmoker, Mike. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD.
Torgesen, J. (2008). Reading First: Celebrating and looking forward. Presentation at
Year End Massachusetts Reading First Conference: Marlborough, MA.