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Quick Reads

Quick Reads. An Overview. Agenda. Program features General Overview Samples from the text version Content area topics Lesson components Software version Cost effectiveness Overview of a study. Quick Reads: Program Features. Careful balance of familiar and new words promote fluency

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Quick Reads

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  1. Quick Reads An Overview

  2. Agenda • Program features • General Overview • Samples from the text version • Content area topics • Lesson components • Software version • Cost effectiveness • Overview of a study

  3. Quick Reads: Program Features • Careful balance of familiar and new words promote fluency • Interesting content and connections across texts promote comprehension • Grade-level appropriate texts focusing on key concepts promote vocabulary • High-frequency words make up 98% of the texts • Hard words are repeated so students can develop meaning and word recognition strategies for hard words • Text length corresponds to grade-level reading rate for 1 minute • Texts are thematically grouped http://quickreads.org/

  4. Overview of the Quick Reads Program Sources: Carroll, J.B., Davis, P., and Richman, B. Word Frequency Book. Boston, MA: Houghton Mifflin, 1971. Zeno, S.M., Ivens, S.H., Milliard, R.T., & Duvvuri, R. (1995). The Educator’s Word Frequency Guide. New York: Touchstone Applied Science Associates, Inc.

  5. Hiebert, 2003

  6. Hiebert, 2003

  7. Hiebert, 2003

  8. Science Content Area Topics Life Science Level A Our Sense of Sight Seeds Give Us Food Your Own Dog Level B A World Without Trees City of Ants Do Animals Talk Level C Animal Giants Dinosaurs Today Pollinating Plants Level D Habitat, Sweet Habitat Life in a Group The Human Body Earth Science Level A Measuring Weather Seasons Around the World Stars Level B Climates of the United States Rocks We Use The Flow of a River Level C Hurricane Watch Our Solar System Without Warning: Earthquakes Level D Saving Ecosystems The Power of Sunlight When Volcanoes Erupt Physical Science Level A How Submarines Work The Science of Play Water Goes Around and Around Level B Forces in Basketball The Pull of Magnets Thinking Like a Scientist Level C Inventions That Changed the World Play It Again Simple Machines Level D Cameras Across Time Solar and Wind Farms The Day the Lights Went Out http://quickreads.org/content/fluency-library

  9. Social Studies Content Area Topics Civics Level A Americans Who Dream Government for the People Our National Parks Level B Animal Helpers Brave Americans National Symbols Level C American Heroes Celebrations The United States Government Level D American Pathfinders A New Beginning The Right to Vote Geography and Economics Level A Lakes Give Us Water The Zoo Crew Homes in Hot and Cold Places Level B Building a New School Making Sense of Money Mapmaking Through the Years Level C Bicycles: From Plan to Sale Discover the Ocean Inside the Amazon Rain Forest Level D Oil Fuels the World Our Neighbor, Canada Zone In on Your Climate History Level A Secrets of the Caves Toys of Long Ago Our Flag Level B Growing Up in the Colonies Transportation Then and Now Yo-Yos Then and Now Level C From Feather Pens to Webcams Life in Ancient Egypt The First Americans Level D An Eye on the Ball The Adventures of Two Explorers The Empire of Ancient Rome http://quickreads.org/content/fluency-library

  10. Science Content Area Topics (Middle/Secondary) Life Science Level A The Five Senses Level B Do Animals Talk? Level C Exercise and Your Body Level D Taking Care of the Human Body Level E Eating for Energy Level F The Human Nervous System Earth Science Level A Stars Level B Water Level C Earthquakes Level D Volcanoes Level E Earth’s Moon Level F Environmental Disasters Physical Science Level A Solids, Liquids, & Gases Level B Forces in Sports Level C Inventions Level D Wind and Solar Energy Level E Heat and Energy Level F Computers http://quickreads.org/content/fluency-library

  11. Social Studies Content Area Topics (Middle/Secondary) Civics Level A Americans Who Dream Level B National Symbols Level C Our National Government Level D Immigration to America Level E Civil Rights Leaders Level F Speeches That Inspire Geography and Economics Level A Careers Level B Money Level C Oceans Level D Our North American Neighbors Level E Managing Money Level F Purchasing Power History Level A The Stone Age Level B Cars Then and Now Level C Ancient Egypt Level D Ancient Rome Level E The American Civil War Level F Ancient Greece http://quickreads.org/content/fluency-library

  12. Literature Content Area Topics (Middle/Secondary) Literature Level A Realistic Fiction Level B Writing about Oneself Level C Adventure Writing Level D Mystery/Suspense Level E Science Fiction Level F Myths Communication Level A Word Play Level B How the News Gets to You Level C Nonverbal Communication Level D The Internet Level E All about English Level F All about Advertising Everyday Reading Level A Real-World Reading Level B From Book to Movie Level C Comics and Cartoons Level D Creating an Ad Level E Newspapers Level F Careers in Language http://quickreads.org/content/fluency-library

  13. The Arts Content Area Topics (Middle/Secondary) Cultural Studies Level A Drums Level B Popular Foods in the United States Level C Masks Level D Regional Origins of Sports Level E Guitars Level F Murals Fine and Performing Arts Level A Famous Paintings Level B International Dances Level C Jazz Level D Art and Technology Level E People in Pictures Level F Amazing Architecture Everyday Arts Level A Outdoor Art Level B Wearable Art Level C Posters Level D Fashion Level E Music in the Movies Level F Designing for All http://quickreads.org/content/fluency-library

  14. Quick Reads Steps: Print Step 1: The teacher begins by browsing the title, picture and caption with students. Teacher says: “Before we read this new passage lets think about this topic. First let us begin by reading the title. Now let us look at the picture and the caption that accompanies it.” Step 2: The teacher uses a graphic organizer to help students to make predictions about what might occur in the passage.  Teacher says: “Do you have any predictions about what this passage might be about? Let us write down some of your predictions. We will come back to your predictions at the end of the passage.” Step 3: The teacher then reads the passage as students follow along silently.  Teacher says: “Please read along silently as I read the passage aloud. Be sure that you are showing me that you are following along by using your pointer finger or a pencil to point to the words as I read.” Step 4: Students then choral read the passage.  Teacher says: “Now we will read the passage together. Be sure to use your pointer finger or a pencil to point to each word as we read.” Fenty, 2006

  15. Quick Reads Steps: Print Step 5: Students practice the passage by reading with a partner.  Teacher says: “Now you are going to read this passage with your partner. Remember, you are to help your partner with the words that they have trouble with and provide your partner with a compliment about their reading when they are finished.” Step 6: The teacher then times the student for one minute.  Teacher says: “Now it is time to do your one minute timing. If you are waiting to be timed you may go ahead and work on the questions that accompany this passage at the end of the unit.” To student who is being timed: “We are going to do a timing of the passage we have practiced today. Be sure to do your best reading... ready... begin.” Step 7: The teacher and student chart the number of word correctly per minute.  Teacher says: “That was wonderful reading. Let us turn to the back of the book and mark how many words you read today.” Step 8: As students wait to be time, they respond to the comprehension questions that accompany a particular passage. Review the comprehension questions with students.  Teacher says: “Now let us review the questions that accompanied this passage. Let us read the first question together. What is the correct answer to that question? Let us read the second question together. What is the correct answer to that question? Let us read the third question together. What is the correct answer to that question?” Fenty, 2006

  16. Other Clues Title and HeadinOthe Title and Heading Clues Picture Clues My prediction about the selection: Graphic Organizer for Pre-reading Discussion. [Reprinted with permission from Mailbox Books]. Mailbox Books (2006) Graphic Organizers: Over 50 Easy to Adapt Reproducible Graphic Organizers, p. 5. The Mailbox. Greensboro, NC.

  17. Quick Reads Steps: Computer 1. The student logs into the program. 2. The student tests the microphone. 3. The student logs into the reading passage. 4. The student chooses to have the computer read or to read to the computer. 5. The student responds to comprehension questions. Fenty, 2006

  18. Quick Reads Title Screen Page. [Reprinted with permission from Pearson Education Inc].Hiebert, E.H. (2005). Quick Reads Technology Edition Version 3: Student Charting Page. Pearson Learning Group. Parsippany, NJ.

  19. Quick Reads Definition Page. [Reprinted with permission from Pearson Education Inc]. Hiebert, E.H. (2005). Quick Reads Technology Edition Version 3: Student Charting Page. Pearson Learning Group. Parsippany, NJ.

  20. Quick Reads Comprehension Questions Page. . [Reprinted with permission from Pearson Education Inc]. Hiebert, E.H. (2005). Quick Reads Technology Edition Version 3: Student Charting Page. Pearson Learning Group. Parsippany, NJ.

  21. Quick Reads Progress Monitoring Page. [Reprinted with permission from Pearson Education Inc]. Hiebert, E.H. (2005). Quick Reads Technology Edition Version 3: Student Charting Page. Pearson Learning Group. Parsippany, NJ.

  22. Quick Reads: Print vs. Computer Pricing • The print version of this program costs approximately $600 for a complete classroom set of 24. • The software version of the program costs approximately $1,200 for a stand alone package of 12. • Cost effectiveness • Cost of the program (Print (consumable) vs Computer (re-usable)) • Cost of personnel • Training

  23. Pilot Study

  24. Group Study: Overview Research Questions • Is a computer-based method of instruction as effective as a print-based method of instruction in improving the fluency skills of children who demonstrate delayed fluency development? • Is a computer-based method of instruction as effective as a print-based method of instruction in improving the general reading skills of children who demonstrate delayed fluency development? • Is there a clear functional relationship between method of fluency instruction and task engagement for students who demonstrate delayed development in on-task engagement?

  25. Group Study: Results • No significant differences in fluency between the treatment groups. • No significant differences in comprehension between the treatment groups. • Significant differences in vocabulary between the treatment groups. • Favored software group • Forty-six percent of students in the software group averaged two or more passages per day.

  26. Research Question 3: Results

  27. What Does it All Mean? Use of Quick Reads increased fluency, comprehension, and vocabulary overall Use of software as a supplement Use of software not engaging for all students Use of software not so expensive

  28. Any Additional Questions? Nicole Fenty, Ph.D University of Louisville (502) 852-2183 (voice) nsfent01@louisville.edu

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