Quality Reading Instruction: Evidence-Based Practice

Sunshine  Coast  Pro  D  a0ernoon  Sept  23,  2013  Faye  Brownlie  

www.slideshare.net  

Learning Intentions •  I  can  find  evidence  of  current  reading  research  and  the  big  ideas  of  literacy  in  my  pracFce  and  become  curious  about  incorporaFng  a  pracFce  that  is  different  to  me  

•  I  am  leaving  with  a  quesFon  and  a  plan  

“Every  Child,  Every  Day”  –  Richard  Allington  and  Rachael  Gabriel  

In  EducaFonal  Leadership,  March  2012  

6  elements  of  instrucFon  for  ALL  students!  

1.    Every  child  reads  something  he  or  she  chooses.  

2.  Every  child  reads  accurately.  

-­‐intensity  and  volume  count!  

-­‐98%  accuracy  

-­‐less  than  90%  accuracy,  doesn’t  improve  reading  at  all  

Browsing  Bags–  Lousesa  Newman,  Jennifer  Hall  

Tait  Elementary  

Browsing Bags

3.  Every  child  reads  something  he  or  she  understands.      -­‐at  least  2/3  of  Fme  spent  reading  and  rereading  NOT  doing  isolated  skill  pracFce  or  worksheets      -­‐build  background  knowledge  before  entering  the  text      -­‐read  with  quesFons  in  mind        

The  10  Greatest  Canadian  Environmentalists  –  Discovery  Series,  ScholasFc  

4.  Every  child  writes  about  something  personally  meaningful.    -­‐connected  to  text    -­‐connected  to  themselves    -­‐real  purpose,  real  audience  

K/Grade  1  WriFng  Commons  &  Jakovac  

Samples  from  June  7th,  2012  

5.    Every  child  talks  with  peers  about  reading  and  wriFng.  

Hot Seat The Outsiders – gr.8 with Brent Spencer

The Glass Castle – gr.12 with Amy Stevenson

•  Students  choose  a  role  •  May  generate  quesFons  in  advance  that  ‘could’  be  asked  of  them  

•  Begin  with  teacher  as  moderator  

•  Audience  of  the  class  poses  quesFons  to  the  panel;  can  interview  in  role  

•  Quick  write  between  groups  

The Outsiders – S. E. Hinton •  Three  quesFons  for  quick  writes:  – What  is  the  big  deal  about  the  Greasers?  

– Do  the  Greasers  feel  more  than  the  Socs?  – What  will  your  character  be  doing  in  10  years  Fme?  

6.  Every  child  listens  to  a  fluent  adult  read  aloud.  

   -­‐different  kinds  of  text  

   -­‐with  some  commentary  

1.  Every  child  reads  something  he  or  she  chooses.  2.  Every  child  reads  accurately.  3.  Every  child  reads  something  he  or  she  

understands.  4.  Every  child  writes  about  something  personally  

meaningful.  5.  Every  child  talks  with  peers  about  reading  and  

wriFng.  6.  Every  child  listens  to  a  fluent  adult  read  aloud.  

98% on grade level at year end:  Mathes,  et  al  (2004);  VelluFno,  et  al  (1996);  

Phillips,  et  al  (1998)  

•  Every  successful  intervenFon  study  used  either  1-­‐1  expert  tutoring  or  1-­‐3  very  small  group  expert  reading  instrucFon.    

•  None  of  the  studies  used  a  scripted  reading  program.    

•  All  had  students  engaged  in  reading  2/3  of  the  lesson.    

“Achievement Now” - Alfred Tatum, DeKalb, Illinois

•  Kids  could  travel  throughout  the  day  and  read  less  than  3  pages  of  text  -­‐  in  a  high  achieving  high  school  

•  Kids  could  go  to  the  school  and  become  smarter,  but  not  become  beper  readers