PHONOLOGICAL AWARENESSPHONICSFLUENCY

VOCABULARYCOMPREHENSION

National Reading PanelComponents of an Effective Reading Program

Regular Education Special Education

Phonological AwarenessPhonicsFluencyVocabularyComprehension

Assess for WeaknessesSet GoalsProvide Multisensory

Reading Instruction (Learning Styles Inventory)

Reading Instruction

ASSESSMENT

SETTING GOALS

INTERVENTION STRATEGIES

Reading Instruction for

Exceptional Education Students

ASSESSMENT

Assessment

Nonreaders Readers

Assessment for Nonreaders

Letter RecognitionPhonics SummarySight Word Recognition

Nonsense Word Recognition

Letter Recognition

What Sound?

GraphemePhoneme Knowledge

Sight WordRecognition

Dolch Sight Words - 220 high frequency words - leveled (PP, P, 1st, 2nd, 3rd)

www.theschoolbell.com

Fry High Frequency Words - 1000 words

- grouped by hundreds(1st hundred, 2nd hundred, etc.)

- arranged by frequency

Nonsense Word Reading

zit wexzay flumzin chackzap shifezan loakzill grunkzack vightzing draphzip dationzore unrupting

Assessment for Readers

IRI - Informal Reading InventoryNonsense Word Inventory

(Phonics Summary)

Comprehension

Sight Word Recognition if below 4th grade

Informal Reading Inventories

There are many informal reading inventories being published. Each has its own strengths, weaknesses, and unique characteristics.You have to decide what best fits your needs.

Basic Reading Inventory by Jerry L. JohnsInformal Reading Inventory by Burns & Roe

Qualitative Reading Inventory-4 by Leslie and Caldwell

www.readingrockets.org posted an article by International Reading Association “A Critical Analysis of Eight Informal Reading Inventories” (2008)

Assessing Comprehension

Select a short passage at the student’s reading level.Prepare questionsAsk the student to read the passage silently.Tell the student to retell the story from the beginning.Score their comprehension by what they share.

- retelling / summarize - problem / plot

-main idea / theme- inference questions

Assessing Comprehension

The percentage of correct responses indicates the student’s silent reading level:

Independent = 90 to 100%Instructional = 75%

Frustration = below 70%

Formal Reading Assessments

Comprehensive Test of Phonological Processing (CTOPP)- Phonological Awareness, Phonological Memory, & Rapid Naming

Grays Silent Reading Test (GSRT)- Comprehension Quotient

Gray Oral Reading Tests (Gort-4)- Fluency (Accuracy + Rate)- Comprehension- Oral Reading Quotient

Test of Word Reading Efficiency (TOWRE)- Sight Word Reading Fluency- Nonsense Word Reading Fluency

Comprehensive Receptive & Expressive Vocabulary Test (CREVT-2)- Expressive Vocabulary and Receptive Vocabulary

Graded Word List Graded Passages

Tells you the grade level passage to give first.

Student reads passages until he reaches a frustration level.

IRI will yield two scores:-reading

accuracy-fluency

Administering an IRI

10th GraderReading an IRI

Reading Accuracy

Words in Passage: 214Errors: 26

214 – 26 214

87% Accurate

Words in Passage: 217Errors: 26Self Corrects: 4Time: 2min 31 sec. 217 - 26 + 4 x 60 151 77 Words Correct Per Minute

Scoring an IRI

Fluency

2nd Grader Reading an IRI (Poco)

Reading Accuracy

Words in Passage: 132Errors: 20

132 – 20 132

84% Accurate

Words in Passage: 137Errors: 22Self Corrects: 1Time: 2min 35 sec. 137 - 22 + 1 x 60 155 44 Words Correct Per Minute

Scoring: Poco – 2nd Grader

Fluency

3rd Grader Reading an IRI

“Poco”

Reading Accuracy

Words in Passage: 132Errors: 6

132 – 6 132

95% Accurate

Words in Passage: 137Errors: 6Self Corrects: 2Time: 2min 8sec. 137 - 2 + 2 x 60 155 62 Words Correct Per Minute

Scoring: Poco -3rd Grader

Fluency

3rd Grader Reading an IRI

“Beatrice”

Reading Accuracy

Words in Passage: 98Errors: 13

98 – 13 98

86% Accurate

Words in Passage: 113Errors: 19Self Corrects: 3Time: 2min 42sec. 113 - 19 + 3 x 60 162 35 Words Correct Per Minute

Scoring: Beatrice -3rd Grader

Fluency

How would you program for this student?

Strengths?

Weaknesses?

Phonological AwarenessPhonics

ComprehensionVocabulary

Fluency

National Reading Panel Components of an Effective Reading Program

GOAL SETTING

Progress Monitor

Set the Reading Goal

INTERVENTIONSTRATEGIES

Reading Program Components

Multisensory Structured Instruction

Phonemic AwarenessPhonicsVocabularyComprehensionFluency

Simultaneous VATKSystematic/CumulativeDirect InstructionDiagnosticSynthetic/Analytical

Effective, Efficient Reading Program

Eldon Ekwall Students retain: 10% of what they read 20% of what they hear 30% of what they see 50% of what whey see and hear 70% of what they say 90% of what they say and do

Multisensory Reading Instruction

•Simultaneous, Multisensory VATK (Visual, Auditory, Tactile, Kinesthetic)

•Systematic and Cumulative

•Direct Instruction

•Diagnostic Teaching

•Synthetic & Analytic Instruction

Phonemic Awareness Strategies

Mold the Letters

Sound Card Drills