Grimes Reading Institute . A Road Map for School Leaders to Navigate the Land of Reading New York...

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Grimes Reading Institutewww.grimesreadinginstitute.com.

A Road Map for School Leaders to Navigate the

Land of Reading

New York State Reading First and Adolescent Literacy Conference

Presented by Sally Grimes June 30-July 1, 2008

Agenda

•School Change & Reading•How We Read-What We’ve

Leaned……..A Brief Look•The Nuts and Bolts of a

Reading Initiative

Three Definitions of Schools

A series of autonomous classrooms that are connected by a common parking lot.A place where the relatively young watch the relatively old work.

A complex organization that is built upon relationships that require individuals to work interdependently. Banios

What is Needed?

• VISION

• COMMITMENT

There are many problems in our schools and in society about which we aren’t sure what to

But we DO know what to do about reading problems.

This is NOT a sped issue…it becomes a sped issue.

One of the most compelling findings from recent reading research is that children who get off to a poor start in reading rarely catch up.

Joe Torgeson, Ph.D.Numerous studies show: Poor readers in first grade almost invariably continue to be poor readers.

Francis, Shaywitz, Stuebing, Shaywitz, Fletcher, 1996. Torgeson & Burgess, 1998)

The vast majority of third graders who are poor readers remain poor readers.

Juel,1988. Clay, 1979

Reading:

Word Identification&

Comprehension

Building Blocks of Successful Reading

Oral Language

Comprehension

Vocabulary

Fluency

Phonics

Phonemic Awareness

OrthographicProcessing

Phonological Processing

Letter/Sound Association—Phonics

Word Identification

Comprehension

Semantics Syntax Morphology Pragmatics(Vocabulary/ (Grammar) (Word Structure) (Social Use)Higher Order Thinking)

(Letter Processing) (Sound Processing)

(Memory Storage/Retrieval/Rapid

Naming)

Automaticity

Fluency

Sight Word Test

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firsttraid

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Phonemic awareness skills assessed in kindergarten and first grade serve as a potent predictors of difficulties learning to read… we can predict with approximately 92% accuracy who will have difficulties learning to read.

Reid Lyon, NIH

Reading Comprehension is Interaction Between

Print__________________________________________

Level of text

Book and Print Features

Structure of Text

Sentence Complexity

Vocabulary/Language

Content

Reader Decoding Ability Language Competency Cognitive Processing Schemata Working Memory Metacognition Motivation FluencyLinda Crumrine, 01

“There is no comprehension strategy

that compensates for difficulty reading words accurately & fluently.”

Torgesen 2003

The Challenge:• Teachers need to know how to

temporarily tilt the balance toward one component of reading or another, depending on the child’s profile.

• In addition, within each component, teachers need to know which children require a very explicit, systematic and intense progression & which children do not.

Contributing Factors• Neurological

– “Wiring”– Genes

• Environmental– Lack of early language experience– Inadequate instruction

AfterIntervention

LeftLeftRightRight

normalized

Good Intervention Normalized Brain Activation Patterns

BeforeIntervention

5 Year Olds Before Learning To Read

Right RightLeft Left

Schoolwide Reading Improvement Model

Goals Assessment

Instruction

Leadership Support

Professional Development

Instructional Support Teams

Adapted from U Oregon; Ideal Consulting Services, Inc.

ESTABLISH A LITERACY TEAM WITH

GOALS1. Assessment2. Curriculum3. Professional Development4. Infrastructure

DIBELS Assesses the Big IdeasBig Idea of Literacy DIBELS Measure

Phonological Awareness

Initial Sound FluencyPhoneme Segmentation Fluency

Alphabetic Principle Nonsense Word Fluency

Accuracy and Fluency with Connected Text

Oral Reading Fluency

Comprehension At least through grade 3:A combination of Oral Reading Fluency and Retell fluency

Vocabulary- Oral language

Word Use Fluency

Indicator of Risk Letter Naming Fluency

Many veteran teachers, as well as teachers new to the profession, do not have a clear understanding of the scientific research base for early reading instruction.

District Professional Development programs must give teachers research-based tools/strategies to accelerate progress and meet the needs of individual students.

Ongoing PD Needed

Interventions should be organized in Interventions should be organized in tierstiers

Layers of intervention Layers of intervention responding to student responding to student needsneeds

Each tier provides more Each tier provides more intensive and supportive intensive and supportive interventionintervention

Aimed at preventing Aimed at preventing reading disabilitiesreading disabilities

TIER I

TIER II

TIER III

•“To every complex problem, there is a simple solution…that doesn’t work.”

• Mark Twain

Contact Info

Sally Grimes, Director The Grimes Reading Institute

978-546-2144Sallygrimes@comcast.net

www.grimesreadinginstitute.com

Grimes Reading Institute . A Road Map for School Leaders to Navigate the Land of Reading New York...

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