SRA Corrective Reading

1. SRA Corrective Reading Summary of Series Guide Presented by Marlene Rolfe

2. Characteristics of A Poor Decoder • Frequent word identification errors (reads word lists but not when embedded in a sentence) • Word omissions/additions, confusion of high frequency words, word guessing, reading synonyms • No understanding of sound/symbol relationships (Looks at beginning of word, guesses about word meaning, guesses using letter configuration) • Poor reading rate (affects comprehension) • Lack of motivation • Ingrained ineffective reading strategies

3. HOW SRA DECODING HELPS • Research based instruction • Inappropriate guessing strategies not used or encouraged • Frequent, immediate feedback and correction • Word lists contain similar parts and then appear on a mixed list. • Lots, Lots, Lots of practice and rereading • Reading checkouts • Learn to read a variety of passages, not just in isolation • Behavior point rewards • Positive, thorough approach to address student’s skill deficiencies • Students don’t get passed on to the next lesson until they master the current lesson

4. Decoding Level A • 65 lessons • Nonreaders/poor readers in grades 3.5 – 12 needing word attack skills • By end of Level A: 2.5 grade level (mostly regularly spelled words, sentences) • 60 wpm, 98% accuracy

5. Decoding Level B1 • 65 Lessons • For poor readers in grades 3 – 12 who do not read at an adequate rate & confuse words • Teaches decoding strategies (letter/word discrimination, sound/letter combinations, story reading, literal/inferential comprehension • At end of Level B1, 3.9 grade level • 90 wpm, 98% accuracy

6. Decoding Level B2 • 65 lessons • As in B1, emphasizes pronunciation, letter combinations, word discrimination, word reading, accurate story reading, comprehension, rate building, workbook applications • At end of B2, 4.9 grade level • 120 wpm, 98% accuracy

7. Decoding Level C • 125 lessons • For fair readers having trouble with multisyllabic words and typical text material • Bridges the gap between advanced word attack skills and ability to read textbooks and a variety of other materials • At the end of level C, 7.0 grade level

8. Features • Core Program • Uses Direct Instruction- Can monitor performance to achieve mastery (not just exposure) • Skills are cumulative and learned until automatic • Gradual increase in difficulty • Time used efficiently (can complete a lesson in a 35-45 minute class period) • Progress documented in detail • Effective Management System – Earn performance points • Scripted Lessons for uniformity of wording, effective communication, and time management • Placement tests so students will feel successful. • Fast pacing – helps student with memory deficits • Can be used independently or in conjunction with comprehension program

9. Materials • Teacher’s Guide – basic program information, error correction techniques, placement test, scope & sequence, behavioral objectives. • Teacher’s Presentation Book – scripts and workbook answer key • Student Text (starting B1) • Workbook – consumable, some teacher-directed work, some independent work, place to record points earned • Other supplemental materials

10. Placement Test • See hand out.

11. Teaching Techniques • Assign permanent seats (horseshoe arrangement using chairs) • Lower performing students and behavior problems are seated directly in front of the teacher • Work with small groups if possible • For Decoding A, students must be able to see the presentation book • B1 and B2 may need to see board or transparency • Display Rules for Corrective Reading and refer to often

12. Group Rules for Corrective Reading • Everything the teacher says is important. • Work to get it right the first time. • Stay with the group. Working ahead is NOT allowed. • Answer on signal. • Do your best work!

13. Signals – Hand Drop • Used for orally presented tasks • Hold hand out as if stopping traffic while you are giving instruction or presenting a question. • Hold still for 1 second when finished speaking. • Drop hand. Student(s) will respond the instant the hand drops.

14. Signals - Audible • Used for workbook when student is not able to respond to you visually. • Can be a finger snap, clap, foot tap, pencil tap…

15. Signals– Point Touch • Used when presenting from board, overhead, or presentation book. • Hold finger about 1 inch in front of the word without covering the word from student’s view. • As you point, ask “What word?” or “What sound?” • Pause 1 second. • Tap in front of the word. • Student responds on signal.

16. Signals –Sound Out • Used to provide timing for students as they sound out the parts of a word (Level A). • Touch the ball of the arrow as you say “Sound it Out. Get ready.” • Pause 1 second. • Quickly loop your finger to a point just under the first sound of the word. • Hold your finger there for 2 seconds (if a continuous sound). Student should respond as long as the teacher has his/her finger on that sound. • Quickly loop to the next sound for 2 seconds (if continuous) and student should not pause between sounds. • Remove finger from the page. • Example: me MMMMMMEEEEEEEE

17. Signals – Sequential-Response • Used in orally presented tasks that require the students to produce different responses in a specified sequence. • Hold up one finger while you are presenting the statement. • Pause for 1 second after you say “Say it.” • Quickly move your finger. Students should respond the instant your finger moves. • Then follow the same procedure with two fingers.

18. Correction Procedures • There are two types of correction procedures: General Correction Procedures (which are presented to the entire group) and Specified Correction Procedures (which call attention to the specific arrangement of a word). • Correction is not punitive, just a normal part of the lesson • Never wait after a mistake is made—correction must be immediate and within the context in which the mistake was made

19. General Correction Procedures • Say the answer IMMEDIATELY. • Repeat the task (don’t just have repeat answer—go back to question) • Back up in the exercise and present activities in order (at least 3 tasks back, use columns or rows as markers) • Finish remaining steps in exercise (check to see if he/she remembered) • Repeat entire exercise if students made more than one or 2 mistakes

20. Specified Correction Procedures • Say answer IMMEDIATELY (don’t wait for end of sentence or end of row of words). • Repeat task (in level A, will ask to sound out a word, in higher levels will ask to spell the word). • Back up. • Finish remaining steps.

21. Example of a Specified Correction • The word is _________. • What word? (signal) • Spell _________. (signal each letter) • What word? (signal) • Go back to the first word in row/column.

22. Decoding Lesson PartsLevel A • Word attack exercises • Awarding points for word attack • Workbook exercises • Workcheck • Awarding points for workbook • Individual reading checkouts • Awarding points for individual reading checkouts • Totaling points for the lesson

23. Decoding Lesson PartsLevels B1 & B2 • Word attack exercises • Awarding points for word attack • Group reading activities • Awarding points for group reading • Individual reading checkouts • Awarding points for individual reading checkouts • Workbook exercises • Workcheck • Awarding points for workbook • Totaling points for the lesson

24. Decoding Lesson PartsLevel C Lessons 1-54 • Word attack exercises • Awarding points for word attack • Group reading • Awarding points for group reading • Individual reading checkouts • Awarding points for individual reading checkouts • Workbook exercises • Workcheck • Awarding points for workbook • Totaling points for the lesson

25. Decoding Lesson PartsLevel C – Lessons 56-124 • Workcheck of preceding lesson’s workbook exercises • Awarding points for preceding lesson’s workbook • Totaling points for preceding lesson • Word attack skills for information passage • Group reading of information passage • Awarding points for group reading of information passage • Workbook exercises (as homework) • *There are checkout lessons every fifth lesson beginning with lesson 55.