SRA Corrective Reading

Summary of Series Guide Presented by Marlene Rolfe

Characteristics of A Poor Decoder

• Frequent word identification errors (reads word lists but not when embedded in a sentence)

• Word omissions/additions, confusion of high frequency words, word guessing, reading synonyms

• No understanding of sound/symbol relationships (Looks at beginning of word, guesses about word meaning, guesses using letter configuration)

• Poor reading rate (affects comprehension) • Lack of motivation • Ingrained ineffective reading strategies

HOW SRA DECODING HELPS

• Research based instruction • Inappropriate guessing strategies not used or encouraged • Frequent, immediate feedback and correction • Word lists contain similar parts and then appear on a mixed list. • Lots, Lots, Lots of practice and rereading • Reading checkouts • Learn to read a variety of passages, not just in isolation • Behavior point rewards • Positive, thorough approach to address student’s skill deficiencies • Students don’t get passed on to the next lesson until they master

the current lesson

Decoding Level A • 65 lessons • Nonreaders/poor readers in grades

3.5 – 12 needing word attack skills • By end of Level A: 2.5 grade level

(mostly regularly spelled words, sentences)

• 60 wpm, 98% accuracy

Decoding Level B1 • 65 Lessons • For poor readers in grades 3 – 12 who do not read

at an adequate rate & confuse words • Teaches decoding strategies (letter/word

discrimination, sound/letter combinations, story reading, literal/inferential comprehension

• At end of Level B1, 3.9 grade level • 90 wpm, 98% accuracy

Decoding Level B2 • 65 lessons • As in B1, emphasizes pronunciation, letter

combinations, word discrimination, word reading, accurate story reading, comprehension, rate building, workbook applications

• At end of B2, 4.9 grade level • 120 wpm, 98% accuracy

Decoding Level C • 125 lessons • For fair readers having trouble with

multisyllabic words and typical text material

• Bridges the gap between advanced word attack skills and ability to read textbooks and a variety of other materials

• At the end of level C, 7.0 grade level

Features • Core Program • Uses Direct Instruction- Can monitor performance to achieve mastery (not

just exposure) • Skills are cumulative and learned until automatic • Gradual increase in difficulty • Time used efficiently (can complete a lesson in a 35-45 minute class

period) • Progress documented in detail • Effective Management System – Earn performance points • Scripted Lessons for uniformity of wording, effective communication, and

time management • Placement tests so students will feel successful. • Fast pacing – helps student with memory deficits • Can be used independently or in conjunction with comprehension program

Materials

• Teacher’s Guide – basic program information, error correction techniques, placement test, scope & sequence, behavioral objectives.

• Teacher’s Presentation Book – scripts and workbook answer key

• Student Text (starting B1) • Workbook – consumable, some teacher-directed

work, some independent work, place to record points earned

• Other supplemental materials

Placement Test • See hand out.

Teaching Techniques • Assign permanent seats (horseshoe arrangement

using chairs) • Lower performing students and behavior problems

are seated directly in front of the teacher • Work with small groups if possible • For Decoding A, students must be able to see the

presentation book • B1 and B2 may need to see board or transparency • Display Rules for Corrective Reading and refer to

often

Group Rules for Corrective Reading

• Everything the teacher says is important.

• Work to get it right the first time. • Stay with the group. Working ahead

is NOT allowed. • Answer on signal. • Do your best work!

Signals – Hand Drop • Used for orally presented tasks • Hold hand out as if stopping traffic while

you are giving instruction or presenting a question.

• Hold still for 1 second when finished speaking.

• Drop hand. Student(s) will respond the instant the hand drops.

Signals - Audible • Used for workbook when student is

not able to respond to you visually.

• Can be a finger snap, clap, foot tap, pencil tap…

Signals– Point Touch • Used when presenting from board, overhead, or

presentation book. • Hold finger about 1 inch in front of the word

without covering the word from student’s view. • As you point, ask “What word?” or “What sound?” • Pause 1 second. • Tap in front of the word. • Student responds on signal.

Signals –Sound Out • Used to provide timing for students as they sound out the parts of

a word (Level A). • Touch the ball of the arrow as you say “Sound it Out. Get ready.” • Pause 1 second. • Quickly loop your finger to a point just under the first sound of

the word. • Hold your finger there for 2 seconds (if a continuous sound).

Student should respond as long as the teacher has his/her finger on that sound.

• Quickly loop to the next sound for 2 seconds (if continuous) and student should not pause between sounds.

• Remove finger from the page. • Example: me MMMMMMEEEEEEEE

Signals – Sequential-Response

• Used in orally presented tasks that require the students to produce different responses in a specified sequence.

• Hold up one finger while you are presenting the statement.

• Pause for 1 second after you say “Say it.” • Quickly move your finger. Students should

respond the instant your finger moves. • Then follow the same procedure with two fingers.

Correction Procedures

• There are two types of correction procedures: General Correction Procedures (which are presented to the entire group) and Specified Correction Procedures (which call attention to the specific arrangement of a word).

• Correction is not punitive, just a normal part of the lesson

• Never wait after a mistake is made—correction must be immediate and within the context in which the mistake was made

General Correction Procedures

• Say the answer IMMEDIATELY. • Repeat the task (don’t just have repeat answer—

go back to question) • Back up in the exercise and present activities in

order (at least 3 tasks back, use columns or rows as markers)

• Finish remaining steps in exercise (check to see if he/she remembered)

• Repeat entire exercise if students made more than one or 2 mistakes

Specified Correction Procedures

• Say answer IMMEDIATELY (don’t wait for end of sentence or end of row of words).

• Repeat task (in level A, will ask to sound out a word, in higher levels will ask to spell the word).

• Back up.

• Finish remaining steps.

Example of a Specified Correction

• The word is _________. • What word? (signal) • Spell _________. (signal each

letter) • What word? (signal) • Go back to the first word in

row/column.

Decoding Lesson Parts Level A

• Word attack exercises • Awarding points for word attack • Workbook exercises • Workcheck • Awarding points for workbook • Individual reading checkouts • Awarding points for individual reading checkouts • Totaling points for the lesson

Decoding Lesson Parts Levels B1 & B2

• Word attack exercises • Awarding points for word attack • Group reading activities • Awarding points for group reading • Individual reading checkouts • Awarding points for individual reading checkouts • Workbook exercises • Workcheck • Awarding points for workbook • Totaling points for the lesson

Decoding Lesson Parts Level C Lessons 1-54

• Word attack exercises • Awarding points for word attack • Group reading • Awarding points for group reading • Individual reading checkouts • Awarding points for individual reading checkouts • Workbook exercises • Workcheck • Awarding points for workbook • Totaling points for the lesson

Decoding Lesson Parts Level C – Lessons 56-124

• Workcheck of preceding lesson’s workbook exercises • Awarding points for preceding lesson’s workbook • Totaling points for preceding lesson • Word attack skills for information passage • Group reading of information passage • Awarding points for group reading of information passage • Workbook exercises (as homework) • *There are checkout lessons every fifth lesson beginning

with lesson 55.