“Reading is not an elective in life, but a necessity.”
Jon Scieszka
Chapter 1: Overview of Reading and Reading Problems
Presented by: Melissa Antonelli, and Jaclyn Clark
INTR
OD
UC
TIO
N
Case studies of five students showed a trend in lack of literacy skills in later Elementary school.
Poor reading skills keep students from the capability of understanding textbooks and completing homework.
The primary responsibility belongs to the classroom teacher. Inspire a love of reading!!!
This text presents instructional strategies, diagnosis tools, and motivational ideas to help develop readers.
READING PROBLEMS: A NATIONAL DILEMMA National Perspective Societal woes stemming from lack of literacy
Unemployment increases High school drop outs Increase of criminal charges Growth of poverty Lack of family values
Statistics 85% delinquent children/ 75% prison inmates are illiterate $224 billion a year (Cost to taxpayers of adult illiteracy) $40 billion annually (Lose to U.S. Companies from illiteracy) 90 million adults are functionally illiterate Only 57% of Americans read a book in 2002 17.5% / 1million children encounter reading problems
READING PROBLEMS: A NATIONAL DILEMMA
74% of children unsuccessful in 3rd grade are still unsuccessful in 9th grade!
High tech world needs highly trained people!
Efficient readers are key to retraining and maintaining employment
Research shows… Reading failure rises major public health problem ELL are at a higher risk for problems Identify problems early will cause timely intervention
PERSONAL STORIES AND HELP
HELP…•School-or state-sponsored programs•Title 1 programs•IDEA-2004•Private reading education therapists
Nelson Rockefeller41st Vice President
Henry WinkerThe Fonz!
Jay LenoComedian
Tom Cruise Actor
Charles SchwabFounder
DIFFERENT MODELS OF READING ASSESSMENT AND INSTRUCTION
Response-to-Intervention (RTI) Instructional method for all students in general knowledge Evidence or Research based instruction Learn to read using evidence-based method
Evidence-Based Instruction No Child Left Behind Rigorous, systematic, objective procedures to obtain
knowledge Research has shown errors in this instruction Assessment occur only if intervention does not work Set up using Tiers of Intervention
TIERS OF INTERVENTIONINCREASING LEVELS OF INTENSITY OF INSTRUCTION
Tier 1 High-quality all students Scientific or evidence based
Tier 2 Smaller groups – Supplemental program
Tier 3 More intense intervention Instructional/behavioral support Comprehensive assessments Go back a Tier at any point
when struggling
THE COMPONENTS MODEL OF READING CMR
Identifies the components of reading Targets components (difficulty)
Components of Reading
Word Recognition
Phonological Awareness
Reading Fluency
Reading Comprehensio
n
Reading Vocabulary
Reading Enjoyment
DIFFERENTIATED INSTRUCTION Focus…
Teaching towards each student’s way of learning and interests
Not standardized Basic Beliefs
No two children are alike No two children learn in an identical way It is not possible to treat everyone one the same
when it comes to learning An enriched environment for one student is not
necessarily an enriched environment for another Use Diagnostic Assessment Determine Student Interest Identify Student Style
HOW DOES A STUDENT CONSTRUCT MEANING IN READING?
Contribution of the Reader
Contribution of the
Written Material or
Text
Constructing Meaning
of a Reading Passage
Contribution of the
Reading Situation
KEY ELEMENTS OF TEACHING READING
Early Literacy Word Recognition Reading Fluency Reading Comprehension Reading Vocabulary Reading-Writing Connection Enjoyment and Appreciation
REFERENCEJENNINGS, J. , CALWELL, J. & LERNER, READING PROBLEMS: ASSESSMENT AND TEACHING STRATEGIES (6TH ED.) BOSTON: PEARSON. 2010