quick reads
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Quick Reads. An Overview. Agenda. Program features General Overview Samples from the text version Content area topics Lesson components Software version Cost effectiveness Overview of a study. Quick Reads: Program Features. Careful balance of familiar and new words promote fluency - PowerPoint PPT PresentationTRANSCRIPT
Quick Reads
An Overview
Agenda
• Program features• General Overview• Samples from the text version
– Content area topics– Lesson components
• Software version– Cost effectiveness
• Overview of a study
Quick Reads: Program Features• Careful balance of familiar and new words promote
fluency • Interesting content and connections across texts
promote comprehension • Grade-level appropriate texts focusing on key concepts
promote vocabulary • High-frequency words make up 98% of the texts • Hard words are repeated so students can develop
meaning and word recognition strategies for hard words
• Text length corresponds to grade-level reading rate for 1 minute
• Texts are thematically grouped http://quickreads.org/
High Frequency Words Projected Words Read Per Minute
Phonics Patterns
Level A(2nd grade curriculum)
300 most frequently used words
Book 1: 80 wordsBook 2: 90 wordsBook 3: 100 words
Single syllable words with regular short and long vowel patterns and consistent spelling patterns
Level B(2nd grade curriculum)
500 most frequently used words
Book 1: 90 wordsBook 2: 100 wordsBook 3: 110 words
Single syllable words regular short and long vowel patterns, r‑controlled vowels, and consistent spelling patterns
Level C(3rd grade curriculum)
1,000 most frequently used words
Book 1: 100 wordsBook 2: 110 wordsBook 3: 120 words
Vowel patterns in single syllable words
Level D(4th grade curriculum)
1,000 most frequently used words
Book 1: 110 wordsBook 2: 120wordsBook 3: 130 words
Multi-syllable words with inflected endings
Level E(5th grade curriculum)
2,500 most frequently used words
Book 1: 120 wordsBook 2: 130 wordsBook 3: 140 words
Multi syllable word with inflected endings
Level F(6th grade curriculum)
5,000 most frequently used words
Book 1: 130 wordsBook 2: 140 wordsBook 3: 150 words
Multi syllable words with inflected endings
Overview of the Quick Reads ProgramSources: Carroll, J.B., Davis, P., and Richman, B. Word Frequency Book. Boston, MA: Houghton Mifflin, 1971. Zeno, S.M., Ivens, S.H., Milliard, R.T., & Duvvuri, R. (1995). The Educator’s Word Frequency Guide. New York: Touchstone Applied Science Associates, Inc.
Hiebert, 2003
Hiebert, 2003
Hiebert, 2003
Life Science
Level AOur Sense of SightSeeds Give Us FoodYour Own DogLevel BA World Without TreesCity of AntsDo Animals TalkLevel CAnimal GiantsDinosaurs TodayPollinating PlantsLevel DHabitat, Sweet HabitatLife in a GroupThe Human Body
Earth Science
Level AMeasuring WeatherSeasons Around the WorldStarsLevel BClimates of the United StatesRocks We UseThe Flow of a RiverLevel CHurricane WatchOur Solar SystemWithout Warning: EarthquakesLevel DSaving EcosystemsThe Power of SunlightWhen Volcanoes Erupt
Physical Science
Level AHow Submarines WorkThe Science of PlayWater Goes Around and AroundLevel BForces in BasketballThe Pull of MagnetsThinking Like a ScientistLevel CInventions That Changed the WorldPlay It AgainSimple MachinesLevel DCameras Across TimeSolar and Wind FarmsThe Day the Lights Went Out
http://quickreads.org/content/fluency-library
Science Content Area Topics
Social Studies Content Area Topics
Civics
Level AAmericans Who DreamGovernment for the PeopleOur National ParksLevel BAnimal HelpersBrave AmericansNational SymbolsLevel CAmerican HeroesCelebrationsThe United States GovernmentLevel DAmerican PathfindersA New BeginningThe Right to Vote
Geography and Economics
Level ALakes Give Us WaterThe Zoo CrewHomes in Hot and Cold PlacesLevel BBuilding a New SchoolMaking Sense of MoneyMapmaking Through the YearsLevel CBicycles: From Plan to SaleDiscover the OceanInside the Amazon Rain ForestLevel DOil Fuels the WorldOur Neighbor, CanadaZone In on Your Climate
History
Level ASecrets of the CavesToys of Long AgoOur FlagLevel BGrowing Up in the ColoniesTransportation Then and NowYo-Yos Then and NowLevel CFrom Feather Pens to WebcamsLife in Ancient EgyptThe First AmericansLevel DAn Eye on the BallThe Adventures of Two ExplorersThe Empire of Ancient Rome
http://quickreads.org/content/fluency-library
http://quickreads.org/content/fluency-library
Science Content Area Topics (Middle/Secondary)
Life Science
Level AThe Five SensesLevel BDo Animals Talk?Level CExercise and Your BodyLevel DTaking Care of the Human BodyLevel EEating for EnergyLevel FThe Human Nervous System
Earth Science
Level AStarsLevel BWaterLevel CEarthquakesLevel DVolcanoesLevel EEarth’s MoonLevel FEnvironmental Disasters
Physical Science
Level ASolids, Liquids, & GasesLevel BForces in SportsLevel CInventionsLevel DWind and Solar EnergyLevel EHeat and EnergyLevel FComputers
Social Studies Content Area Topics (Middle/Secondary)
http://quickreads.org/content/fluency-library
Civics
Level AAmericans Who DreamLevel BNational SymbolsLevel COur National GovernmentLevel DImmigration to AmericaLevel ECivil Rights LeadersLevel FSpeeches That Inspire
Geography and Economics
Level ACareersLevel BMoneyLevel COceansLevel DOur North American NeighborsLevel EManaging MoneyLevel FPurchasing Power
History
Level AThe Stone AgeLevel BCars Then and NowLevel CAncient EgyptLevel DAncient RomeLevel EThe American Civil WarLevel FAncient Greece
Literature Content Area Topics (Middle/Secondary)
http://quickreads.org/content/fluency-library
Literature
Level ARealistic FictionLevel BWriting about OneselfLevel CAdventure WritingLevel DMystery/SuspenseLevel EScience FictionLevel FMyths
Communication
Level AWord PlayLevel BHow the News Gets to YouLevel CNonverbal CommunicationLevel DThe InternetLevel EAll about English Level FAll about Advertising
Everyday Reading
Level AReal-World ReadingLevel BFrom Book to MovieLevel CComics and CartoonsLevel DCreating an AdLevel ENewspapersLevel FCareers in Language
The Arts Content Area Topics (Middle/Secondary)
http://quickreads.org/content/fluency-library
Cultural Studies
Level ADrumsLevel BPopular Foods in the United StatesLevel CMasksLevel DRegional Origins of SportsLevel EGuitarsLevel FMurals
Fine and Performing Arts
Level AFamous PaintingsLevel BInternational DancesLevel CJazzLevel DArt and TechnologyLevel EPeople in PicturesLevel FAmazing Architecture
Everyday Arts
Level AOutdoor ArtLevel BWearable ArtLevel CPostersLevel DFashionLevel EMusic in the MoviesLevel FDesigning for All
Quick Reads Steps: PrintStep 1: The teacher begins by browsing the title, picture and caption with
students.Teacher says: “Before we read this new passage lets think about this topic. First let
us begin by reading the title. Now let us look at the picture and the caption that accompanies it.”
Step 2: The teacher uses a graphic organizer to help students to make predictions about what might occur in the passage.
Teacher says: “Do you have any predictions about what this passage might be about? Let us write down some of your predictions. We will come back to your predictions at the end of the passage.”
Step 3: The teacher then reads the passage as students follow along silently. Teacher says: “Please read along silently as I read the passage aloud. Be sure that
you are showing me that you are following along by using your pointer finger or a pencil to point to the words as I read.”
Step 4: Students then choral read the passage. Teacher says: “Now we will read the passage together. Be sure to use your
pointer finger or a pencil to point to each word as we read.”Fenty, 2006
Quick Reads Steps: PrintStep 5: Students practice the passage by reading with a partner. Teacher says: “Now you are going to read this passage with your partner. Remember, you
are to help your partner with the words that they have trouble with and provide your partner with a compliment about their reading when they are finished.”
Step 6: The teacher then times the student for one minute. Teacher says: “Now it is time to do your one minute timing. If you are waiting to be timed
you may go ahead and work on the questions that accompany this passage at the end of the unit.”
To student who is being timed: “We are going to do a timing of the passage we have practiced today. Be sure to do your best reading... ready... begin.”
Step 7: The teacher and student chart the number of word correctly per minute. Teacher says: “That was wonderful reading. Let us turn to the back of the book and mark
how many words you read today.” Step 8: As students wait to be time, they respond to the comprehension questions that
accompany a particular passage. Review the comprehension questions with students. Teacher says: “Now let us review the questions that accompanied this passage. Let us read
the first question together. What is the correct answer to that question? Let us read the second question together. What is the correct answer to that question? Let us read the third question together. What is the correct answer to that question?”
Fenty, 2006
Title and Heading
Clues
Title and HeadinOthe
Picture Clues
My prediction about the selection:
OtherClues
Graphic Organizer for Pre-reading Discussion.[Reprinted with permission from Mailbox Books]. Mailbox Books (2006) Graphic Organizers: Over 50 Easy to Adapt Reproducible Graphic Organizers, p. 5. The Mailbox. Greensboro, NC.
Quick Reads Steps: Computer
1. The student logs into the program. 2. The student tests the microphone.3. The student logs into the reading passage.4. The student chooses to have the computer
read or to read to the computer. 5. The student responds to comprehension
questions.
Fenty, 2006
Quick Reads Title Screen Page. [Reprinted with permission from Pearson Education Inc].
Hiebert, E.H. (2005). Quick Reads Technology Edition Version 3: Student Charting Page. Pearson Learning Group. Parsippany, NJ.
Quick Reads Definition Page. [Reprinted with permission from Pearson Education Inc]. Hiebert, E.H. (2005). Quick Reads Technology Edition Version 3: Student Charting Page. Pearson Learning Group. Parsippany, NJ.
Quick Reads Comprehension Questions Page. . [Reprinted with permission from Pearson Education Inc]. Hiebert, E.H. (2005). Quick Reads Technology Edition Version 3: Student Charting Page. Pearson Learning Group. Parsippany, NJ.
Quick Reads Progress Monitoring Page. [Reprinted with permission from Pearson Education Inc]. Hiebert, E.H. (2005). Quick Reads Technology Edition Version 3: Student Charting Page. Pearson Learning Group. Parsippany, NJ.
Quick Reads: Print vs. Computer Pricing
• The print version of this program costs approximately $600 for a complete classroom set of 24.
• The software version of the program costs approximately $1,200 for a stand alone package of 12.
• Cost effectiveness– Cost of the program (Print (consumable) vs
Computer (re-usable))– Cost of personnel– Training
Pilot StudyStudent DIBELS Pretest DIBELS Posttest
1 70 73
2 55 56
3 52 74
4 42 53
5 77 63
6 60 94
7 63 72
8 80 104
9 51 61
10 83 79
11 75 not available
12 89 not available
Group Average DIBELS Pretest Average DIBELS Posttest
Print-based 63 71.6
Computer-based 63.6 74.2
Group Study: OverviewResearch Questions
1. Is a computer-based method of instruction as effective as a print-based method of instruction in improving the fluency skills of children who demonstrate delayed fluency development?
2. Is a computer-based method of instruction as effective as a print-based method of instruction in improving the general reading skills of children who demonstrate delayed fluency development?
3. Is there a clear functional relationship between method of fluency instruction and task engagement for students who demonstrate delayed development in on-task engagement?
Group Study: Results
1. No significant differences in fluency between the treatment groups.
2. No significant differences in comprehension between the treatment groups.
3. Significant differences in vocabulary between the treatment groups.
– Favored software group– Forty-six percent of students in the software
group averaged two or more passages per day.
Research Question 3: ResultsStudent % of On-task Behavior Baseline % of On-task Behavior Print % of On-task Behavior Computer
Daryl 34.0 73.3 87.4
Sam 40.3 78.0 80.55
Jay 47.6 51.8 78.8
What Does it All Mean?Use of Quick Reads increased fluency, comprehension, and
vocabulary overallUse of software as a supplement
Use of software not engaging for all students
Use of software not so expensive
Any Additional Questions?
Nicole Fenty, Ph.DUniversity of Louisville(502) 852-2183 (voice)