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