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FCRR Reports: A Resource for Selecting Reading Programs

FCRR Reports: A Resource for Selecting Reading Programs. Marcia Kosanovich, Ph.D. Florida Center for Reading Research at FSU Center on Instruction – Reading K-12 Literacy Seminar with Regional Centers February 14, 2006 Boston, MA. Goals for Today.

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FCRR Reports: A Resource for Selecting Reading Programs

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  1. FCRR Reports: A Resource for SelectingReading Programs Marcia Kosanovich, Ph.D.Florida Center for Reading Research at FSUCenter on Instruction – Reading K-12Literacy Seminar with Regional Centers February 14, 2006 Boston, MA

  2. Goals for Today • Learn about the purpose, content, and process for reviews of instructional materials conducted at FCRR. • Learn how to access FCRR Reports and related resources.

  3. Why be concerned with selecting curriculum? • We have evidence that curriculum matters. • Instruction that’s guided by a systematic and explicit curriculum is more effective, particularly with at-risk learners, than instruction that does not have these features.

  4. Purpose of FCRR Reports • To be a reliable resource for school districts as they make decisions about instructional materials • To report the alignment of instructional materials to current reading research

  5. Types of FCRR Reports • Reading Programs • Core • Supplemental/Intervention • Middle and High School • Professional Development in Reading

  6. Content of FCRR Reports • Description • Alignment with Current Research • Review of Empirical Research • Strengths and Weaknesses • Florida districts that implement the program • Program’s website link • References

  7. Content of FCRR Reports • Description • Type of program: who, what, where, why • Materials • Instructional Design • Lesson Format • Assessment

  8. Content of FCRR Reports 2. Alignment with Current Research • How each component is addressed • Explicit and Systematic • Ample practice opportunities • Professional development • Use this as a “teaching tool” for our readers • Describe specific weaknesses or concerns

  9. Content of FCRR Reports 3. Review of Research • Empirical Research Summaries 4. Strengths and Weaknesses 5. Florida districts that implement the program 6. Program’s website link 7. References

  10. Is Informational Should NOT be construed as an Advertisement Endorsement “Approved” product Content of FCRR Reports

  11. Process for FCRR Reports • Florida School districts request a review. • A comprehensive review of teacher and student materials is conducted. • A thorough literature review is conducted and all available research is gathered. This research is analyzed and succinctly summarized.

  12. Process for FCRR Reports • More information is gathered through • observations of the program in classrooms. • conference calls with principals and teachers who use the program. • meetings with the author/publisher. • the program’s website.

  13. Process for FCRR Reports • Collaborative effort by a review team with one team member taking the lead for each program. • Report is written • Team feedback • Dr. Torgesen’s feedback • Author/Publisher feedback • Revisions • Posted

  14. Curriculum Review Team Members • Former classroom teachers with Doctoral or Master’s Degree in Education. • Experience teaching struggling readers, teaching reading methods courses at the university level, and developing reading curriculum.

  15. Goals for Today • Learn about the purpose, content, and process for reviews of instructional materials conducted at FCRR. • Learn how to access FCRR Reports and related resources.

  16. www.fcrr.org

  17. Key: Summary Table for FCRR Reports • Type of Program 1 = Core Reading Program2 = Supplemental or Intervention Program3 = Technology-Based Program4 = Program that may be implemented by a tutor or mentor 5 = Intervention or Remedial Program for students above third grade • Reading Component (PA = Phonemic Awareness, P = Phonics, F = Fluency, V = Vocabulary, C = Comprehension) + = some aspects of this component taught and/or practiced ++ = most aspects of this component taught and/or practiced +++ = all aspects of this component taught and/or practiced n/a = Not Addressed in this program. In other words, this element of reading is not a goal of this program. • Special Considerations a. explicitb. systematicc. student materials alignedd. ample practice opportunities providede. practice onlyf. oral language onlyg. phonemic awareness and phonics programh. phonics programi. fluency programj. vocabulary programk. comprehension programl. extensive professional development requiredm. expertise required to make informed curriculum decisions n. extensive organization of materials requiredo. school-wide implementation required

  18. Curriculum Team at FCRR Marcia Kosanovich, Ph.D. Georgia Jordan, M.S. Michelle Wahl, M.S. Mary VanSciver, M.S. Lila Rissman, M.S. Elissa Arndt, M.S., CCC-SLP Director of Professional Development: Jane Granger, M.S. Research Consultant: Beth Phillips, Ph.D.

  19. Goals for Today • Learn about the purpose, content, and process for reviews of instructional materials conducted at FCRR. • Learn how to access FCRR Reports and related resources.

  20. Thank You

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