Welcome to RDG 568SCSU

Lecturer Mike Rafferty

Please let’s start with:

Name?What is your position?

How many years have you been an educator? 

What district/school do you work at?What is your favorite food? Why?

Be prepared to introduce your partner to the group!

English Journal 80 Years Ago

Obstacles to Reading

To arouse a taste for good reading is admittedly half of the province of the teacher of English, but that the present time furnishes particular obstacles to general and earnest reading among young people, no one can deny. Our chief recreations are automobile-riding and moving-pictures. With the building of more garages than homes in the United States during the past year, reading has inevitably lost some tricks in the game. As for the movies, whatever they may be as an educational force (and strong claims have often been set forth) frequent attendance upon them fails to increase a child’s power to read with understanding—and consequently with pleasure.

Ida E. Melson. “Current Reading as a Stimulus.” EJ 13.6 (1924): 389–96.

All grown-ups were children first. (But few remember it).

Grown-ups like numbers. When you tell them about a new friend, they never ask questions about what really matters. They never ask: "What does his voice sound like?" "What games does he like best?" "Does he collect butterflies?". They ask: "How old is he?" "How many brothers does he have?" "How much does he weigh?" "How much money does his father make?" Only then do they think they know him.

If you tell grown-ups, "I saw a beautiful red brick house, with geraniums at the windows and doves on the roof...," they won't be able to imagine such a house. You have to tell them, "I saw a house worth a hundred thousand francs." Then they exclaim, "What a pretty house!"

“Teacher expertiseis the most important factor in improving students' learning.”

(Darling-Hammond & Mc Laughlin, 1999)

   Novice                           Expert         

As teachers, we all are on a continuum of growth and development with variation in breadth and depth of knowledge, instructional skills and strategies, and dispositions toward teaching and learning.

Discussion Web

Which area are you better equipped to informally diagnosis students’ areas of

difficulty?Reading Writing

Procedure

5 minutes: In pairs discuss your answer and support each position

10 minutes: In group of 4, introduce your partner with the group and share their expertise.

Assessment Trade-Offs

Norm-referenced Comparability

Group administered

Informal In depth

information

Individually administered

Discussion Web

What elements of skilled readers and writers are

easiest to hardest to impact? Discuss and rank

Context

•Instructional Setting•Instructional Practice•Instructional Resources•Assessment Practices

Learner

•Prior Knowledge•Knowledge about read/write•Attitude /Motivation•Correlates of Skilled Performance (see pg 22-55)

Procedure

5 minutes: In pairs rank the factors according to the two of you.

10 minutes: In group of 4, share order and unanimously choose one answer. Develop a persuasive argument to present to the whole group.

What Research Tells Us• Study Valencia & Riddle-Buly

(2004)– Understand the “garden variety” test

failure - those students typically found in the regular classroom who are experiencing reading difficulty

– Targeted word identification (decoding), meaning (comprehension and vocabulary), and fluency (rate and expression)

Tests Administered

• Woodcock Johnson -Revised (WJ-R) Letter-word Identification and Word Attack subtests

• Qualitative Reading Inventory - II (QRI-II) Reading Accuracy, Acceptability, Rate, Expression, Comprehension

• Peabody Picture Vocabulary Test (PPVT-R) Vocabulary Meaning

• State Fourth-Grade PassagesReading Accuracy, Acceptability, Rate, Expression

Tests Administered

• Woodcock Johnson -Revised (WJ-R) Letter-word Identification and Word Attack subtests

• Qualitative Reading Inventory - II (QRI-II) Reading Accuracy, Acceptability, Rate, Expression, Comprehension

• Peabody Picture Vocabulary Test (PPVT-R) Vocabulary Meaning

• State Fourth-Grade PassagesReading Accuracy, Acceptability, Rate, Expression

Tests Administered

• Woodcock Johnson -Revised (WJ-R) Letter-word Identification and Word Attack subtests

• Qualitative Reading Inventory - II (QRI-II) Reading Accuracy, Acceptability, Rate, Expression, Comprehension

• Peabody Picture Vocabulary Test (PPVT-R) Vocabulary Meaning

• State Fourth-Grade PassagesReading Accuracy, Acceptability, Rate, Expression

Cluster AnalysisStudenStuden

t t ProfileProfile

Word Word IdentIdent

..MeaninMeanin

ggFluencFluenc

yyDescriptionDescription

#1#1 ---- ---- ---- Very weak in all areas Very weak in all areas - 9%- 9%

#2#2 ++++ ---- ++++ Reads fast , accurate Reads fast , accurate but no meaning - 18%but no meaning - 18%

#3#3 -- -- ++++ Reads indiv. words; Reads indiv. words; rate high with errors - rate high with errors -

15%15%

#4#4 -- ++ -- Labored reading for Labored reading for meaning - 17%meaning - 17%

#5#5 ++ ++++ -- Slow but relatively Slow but relatively accurate - 24%accurate - 24%

#6#6 ++ -- -- Good decoding, Good decoding, slow, poor meaning slow, poor meaning

- 17%- 17%

Cluster Analysis

StudenStudent t

ProfileProfile

Word Word IdentIdent

..MeaninMeanin

ggFluencFluenc

yy

Reading Reading StrategyStrategy

#1#1 ---- ---- ---- Emphasize phonics Emphasize phonics and phonemic and phonemic

awarenessawareness

#2#2 ++++ ---- ++++ Slow down, attend to Slow down, attend to meaningmeaning

#3#3 -- -- ++++ Phonics and Phonics and comprehensioncomprehension

#4#4 -- ++ -- Decoding and Decoding and FluencyFluency

#5#5 ++ ++++ -- Rereading to build Rereading to build fluencyfluency

#6#6 ++ -- -- Increase reading rate Increase reading rate and comprehensionand comprehension

Research indicates….

• Performance on tests of fluency and verbal knowledge/reasoning predict scores on the FCAT (Torgesen, et al)

• Younger students (5th grade) who fail state reading tests are more likely to show weaknesses in fluency and vocabulary/ comprehension (Valencia and Riddle-Buly)

• It is less likely that low-performing students will be weak in all critical areas but will show profiles of strengths and weaknesses (Valencia and Riddle-Buly)

Plus + Minus - Interesting