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RTI For Literacy:Considerations for
Research-based Curriculum and Instruction
Stephanie A. Spadorcia, Ph.D.
Lesley University
February 2009
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Whole-to-Part Model of Silent Reading Comprehension
James W. Cunningham (1993)
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Print Processing Beyond Word Identification
Language
Comprehension
Word Identificati
on
Silent Reading Comprehension
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To Do
• Fill out salmon LUnTCh
• Action planning on last page
• Homework:
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Word Identificati
on
Silent Reading Comprehension
Automatic Word Identification
Mediated Word Identification
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Levels of Word Identification Instruction
• Sight Words• Single syllable
decoding• Multi-syllabic
decoding- chunking• Polly-syllabic
decoding- larger chunking
• Vocabulary
• Word Wall• Making Words• Systematic
Sequential Phonics• Making Bigger
Words• Nifty-Thrifty Fifty• (Cunningham &
Hall)
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Phonics instruction is only beneficial when provided alongside opportunities to
independently read connected texts.
Therefore phonics instruction alone is not a whole reading program.
Particularly for students beyond early grades, other elements need to be
added.http://www.nifl.gov/nifl/pfr.html
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What does this mean for the District Level?
• Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students.
• Providing professional development in appropriate strategies for word identification across grades
• Providing materials that support teachers in teaching word identification across grades
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What does this mean for the School Level?
• In any given school, there must be a range of alternative word identification instructional strategies and programs to support students who struggle in the general classroom setting.
• Specialized programs and strategies• Wide range of materials• Decision-making about scheduling• Team building and coordinating to ensure
individual students’ needs are met
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What does this mean for the Classroom Level?
• In any given classroom, the teacher must provide comprehensive instruction that addresses all of the processes, skills and dispositions in order to meet diverse needs.
• Range of instructional approaches to word identification
• Materials that are easy to read to allow students to practice word fluency
• Regardless of grade level, students need word instruction
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Language
Comprehension
Silent Reading Comprehension
Knowledge of the World
Knowledge of Text Structures
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What is necessary for effective comprehension instruction?
• Teacher-directed
• Comprehension purposes
• Appropriately leveled texts
• Discussion, writing
• Multiple genres
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Comprehension Lesson Framework
• Select purpose
• Build background knowledge
• Introduce vocabulary (for that text)
• Read for sustained period of time
• Perform task to fulfill purpose
• Give feedback
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Vocabulary• Refers to words we use expressively in
speaking and writing, as well as receptively through listening and reading.
• Students must call upon their knowledge of individual word meanings to make sense of connected text.
• Broad knowledge of vocabulary becomes increasingly important as more difficult and less familiar topics are encountered in text.
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Vocabulary Instruction• Vocabulary is learned primarily through indirect
means– Engaging in oral conversation in classrooms– Listening to others read (by adults or peers)– Reading independently and extensively
• Direct methods also support vocabulary learning, but to a lesser degree– Teaching words specific to selected text – Repeated exposures to words in multiple contexts– Using context clues when reading
Put Reading First: The Research Building Blocks for Teaching Children to Read http://www.nifl.gov/nifl/pfr.html
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Oral language, hearing others read aloud, and discussion are
the most effective means of supporting vocabulary growth.
Put Reading First: The Research Building Blocks for Teaching Children to Read
http://www.nifl.gov/nifl/pfr.html
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What does this mean for the District Level?
• Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students.
• Valuing effective comprehension instruction• Allowing teachers to make decisions about which texts
(novels, short stories, magazines) are most effective• Supporting professional development in comprehension
strategy instruction• Providing a wide range of reading materials across
settings
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What does this mean for the School Level?
• In any given school, there must be a range of comprehension instructional strategies and programs to support students who struggle in the general classroom setting.
• Specialized programs and strategies• Wide range of materials--that are easy to read and
comprehend• Allowing enough time for effective comprehension
instruction to occur • Team building and coordinating to ensure individual
students’ needs are met
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What does this mean for the Classroom Level?
• In any given classroom, the teacher must model and provide direct instruction in comprehension strategies in a manner that works for the diverse needs of students.
• Consistent use of strategies across texts• Multiple genres• Book groups/literature circles• Careful grouping of students• Materials that are so easy to read they can’t help
but comprehend them• Across all grade levels--comprehension
instruction
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Print Processing Beyond Word Identification
Silent Reading Comprehension
Eye-Moveme
nts
Inner-Speech
Print-to-Meaning
Links
Projecting
Prosody
Integration
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“Automaticity (automatic word recognition) is necessary, but
not sufficient for fluency.”
Put Reading First: The Research Building Blocks for Teaching Children to Read
http://www.nifl.gov/nifl/pfr.html
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Fluency• Fluency is the ability to read accurately and quickly.• Fluency involves reading with expression in a natural
manner; and carries over from oral to silent reading.• Fluency involves accurate and automatic reading of
individual words and grouping of words to support meaning.
• The goal of fluency is being able to read connected text in a natural manner, in order to access comprehension.
• Fluency is about reading entire texts, not just words in isolation.
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Fluency is Dependent Upon
• Efficient phonics instruction offered in other parts of the day.
• Familiarity with the words in the text.• The text itself and its relative difficulty, topic familiarity, and
overall written structure. Knowing words in isolation does not automatically mean a
reader will know them in print. Developing fluency requires access to texts every day that
you can read; in oral and repeated fashions as well as in independent reading time.
http://www.nifl.gov/nifl/pfr.html
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What does this mean for the District Level?
• Across an entire district, there must be personnel with a wide-range of training, skills, and knowledge required to provide comprehensive instruction that meets the needs of all students as well as the individualized instruction for some students.
• Valuing effective comprehension instruction• Allowing teachers to make decisions about which texts
(novels, short stories, magazines) are most effective• Supporting professional development in comprehension
strategy instruction• Providing a wide range of reading materials across
settings
![Page 26: RTI For Literacy: Considerations for Research-based Curriculum and Instruction](https://reader035.vdocuments.mx/reader035/viewer/2022062409/568145dc550346895db2df15/html5/thumbnails/26.jpg)
What does this mean for the School Level?
• In any given school, there must be a range of comprehension instructional strategies and programs to support students who struggle in the general classroom setting.
• Specialized programs and strategies• Wide range of materials--that are easy to read and
comprehend• Allowing enough time for effective comprehension
instruction to occur • Team building and coordinating to ensure individual
students’ needs are met
![Page 27: RTI For Literacy: Considerations for Research-based Curriculum and Instruction](https://reader035.vdocuments.mx/reader035/viewer/2022062409/568145dc550346895db2df15/html5/thumbnails/27.jpg)
What does this mean for the Classroom Level?
• In any given classroom, the teacher must model and provide direct instruction in comprehension strategies in a manner that works for meet diverse needs of her students.
• Consistent use of strategies across texts• Multiple genres• Book groups/literature circles• Careful grouping of students• Materials that are so easy to read they can’t help but
comprehend them• Across all grade levels--comprehension instruction
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Independent Reading and Writing
Comprehension InstructionWord
Instruction
Silent Reading Comprehension
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Teaching students to use literacy to access the world.