Savvy Teacher’s Guide: Reading Interventions That Work (Wright, 2000)

1. Savvy Teacher’s Guide: Reading Interventions That Work (Wright, 2000)

2. Interventions for…Increasing Reading Fluency • Assisted Reading Practice • Listening Passage Preview (‘ListeningWhile Reading’) • Paired Reading • Repeated Reading

3. Comprehension Interventions That Rely on ‘Gist’ Sentences • ‘Click or Clunk?’ Self-Check • Keywords: A Memorization Strategy • Main Idea Maps • Mental Imagery: Improving Text Recall • Oral Recitation Lesson • Prior Knowledge: Activating the ‘Known’ • Question-Generation • Reciprocal Teaching: A Reading Comprehension Package • Story Map • Text Lookback

4. http://www.nichd.nih.gov/publications/nrppubskey.cfm

5. Building Reading Fluency

6. Reading Decoding ‘…Of course, when children cannot decode at all, there is little chance of comprehension. When they can decode but it requires a considerable effort, decoding competes with comprehension efforts for the limited capacity available for processing of text…so that effortful decoding consumes capacity that might otherwise be used to understand text.’ - Pressley & Wharton-McDonald, 1997

7. NRP Conclusions Regarding Importance of Oral Reading Fluency: “An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in reading expertise for students—for good readers as well as those who are experiencing difficulties.”-p. 3-3

8. Interventions for…Increasing Reading Fluency • Assisted Reading Practice • Listening Passage Preview (‘ListeningWhile Reading’) • Paired Reading • Repeated Reading

9. The student reads aloud in tandem with an accomplished reader. At a student signal, the helping reader stops reading, while the student continues on. When the student commits a reading error, the helping reader resumes reading in tandem. Paired Reading (p.17)

10. Building Reading Comprehension

11. Reading Comprehension Skills Checklist:2.30

12. Processing Before Reading (Pressley & Wharton-McDonald, 1997) • Good readers • have clear goals in mind before reading • overview the text before reading to: • determine whether text is worth reading • identify sections that may be most relevant • Create a ‘reading plan’

13. Processing During Reading (Pressley & Wharton-McDonald, 1997) • Good readers • pay ‘differential’ attention to information that pertains to their goals • may jump back and forth in the text to clarify confusion, review specific information • anticipate what will come next in the text and updare their predictions based on new information • make inferences based on reading • ‘demonstrate passion’ for their reading

14. Processing After Reading (Pressley & Wharton-McDonald, 1997) • Good readers • may reread or ‘reskim’ the text just read • may take notes on text or attempt to restate main ideas • continue to think about and reflect on text once they are done reading

15. Comprehension Interventions That Rely on ‘Gist’ Sentences • ‘Click or Clunk?’ Self-Check • Keywords: A Memorization Strategy • Main Idea Maps • Mental Imagery: Improving Text Recall • Oral Recitation Lesson • Prior Knowledge: Activating the ‘Known’ • Question-Generation • Reciprocal Teaching: A Reading Comprehension Package • Story Map • Text Lookback

16. Create a ‘gist’ sentence for this passage… ‘…when skilled readers read, they implicitly parse the text into micropropositions, the smallest units of meaning that can be conceived as verbs or prepositions as well as semantic roles that are related by the verbs or prepositions. All of the micropropositions specified in a text combine to capture the full meaning of the text. Of course, no one remembers every idea specified in a text. What people remember is the gist-the main idea of the text.’-Pressley & Wharton-McDonald, 1997

17. Students periodically check their understanding of sentences, paragraphs, and pages of text as they read. When students encounter problems with vocabulary or comprehension, they use a checklist to apply simple strategies to solve those reading difficulties. ‘Click or Clunk’ Self-Check (p.25)

18. ‘Click or Clunk’ Check Sheet

19. ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘…The combination of lack of practice, deficient decoding skills, and difficult materials results in unrewarding early reading experiences that lead to less involvement in reading related activities. Lack of exposure and practice on the part of the less skilled readers delays the development of automaticity and speed at the word-metacognition level. Slow, capacity-draining word-recognition processes require cognitive resources that should be allocated to higher-level process of text integration and comprehension.’ - Stanovich, K., (1986) ‘Click or Clunk?’ Example

20. ‘Student Reader’ Activity In your ‘elbow groups’: Review the ‘Reading ComprehensionChecklist’ (p.8) Identify the 2-3 most frequent or important ‘comprehension blockers’ that youhave observed in the population of ‘difficult-to-teach’ students with whom you work. Be prepared to share your selections with the larger group.