Reading: Secondary Education

SPED 586 –Advanced Methods

Today

• General Approaches to adolescent reading instruction

• Texas Reading Center’s findings• IES Practice Guide (Scammacca et al, 2008)• Vocabulary• Fluency

Struggling Secondary Readers (Texas Reading Center)

• Accuracy and rate of reading• Difficulties with phonology and language

structure• Basic word recognition weakness• Limited sight vocabulary • Lack of sensitivity to grammatical structure

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Meta-analyses on adolescent reading interventions (Scammacca et al., 2007)

Findings 1-5

1. Adolescence is not too late to intervene. Interventions do benefit older students.

2. Older students with reading difficulties benefit from interventions focused at both the word and the text level.

3. Older students with reading difficulties benefit from improved knowledge of word meanings and concepts.

4. Word-study interventions are appropriate for older students struggling at the word level.

5. Teachers can provide interventions that are associated with positive effects.

Meta-analyses on adolescent reading interventions (Scammacca et al., 2007)

Findings 6-9

6. Teaching comprehension strategies to older students with reading difficulties is beneficial.

7. Older readers’ average gains in reading comprehension are somewhat smaller than those in other reading and reading-related areas studied.

8. Older students with learning disabilities (LD) benefit from reading intervention when it is appropriately focused.

9. To learn more about instructional conditions that could close the reading gap for struggling readers, we will need studies that provide instruction over longer periods of time and assess outcomes with measures more like those schools use to monitor reading progress of all students.

So, what must we focus on with secondary reading interventions?

1)

2)

3)

4)

Vocab

• Why must we teach vocabulary?• What are some vocab strategies

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Example: Intercept (sounds like- intersection)

The place where a line, curve or surface crosses an axis

(adapted from Riccomini, 2006)

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Perpendicular (purple dictionary)

Riccomini, 2006

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Parallel Lines (Pair of Elves)

Riccomini, 2006

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Ray (run away)

Riccomini, 2006

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B.

Riccomini, 2006

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term_________ (sounds like )

Explanation ______________________________________________ _______________________________________________________

picture

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term_________ (sounds like )

Explanation ______________________________________________ _______________________________________________________

picture

© Witzel & Riccomini, 2007 15

Triple-Entry Vocabulary Journal

• A means for learning new vocabulary while reading; to be checked with teacher

Word Word In my own In my own wordswords

PicturePicture

circumferencecircumference the length the length around an around an objectobject

Why provide prereading?

• What is the reason for teaching prereading?– Prepares the context and comprehension– Prepares the reader for vocabulary that may be

more difficult

Teaching Fluency• Comprehension is often linked to fluent reading• Allow and encourage

– Repeated readings of the same book– Timed reading– Choral reading

• Record student performance over time

Comprehension

• Provide opportunities for students to talk about their book(s)

• Have 5 minute “Stop” “Retell” times during reading with partners

• Structure comprehension around key elements in the story or passage

• Change up the type of book they read• Review Questioning Strategies and Paraphrasing

Strategies

Literacy is complex

• For up to date research-based lessons go to:http://www.fcrr.org/SCASearch/ and search by category and grade level

• Incorporate literacy development across time and content areas

• Be consistent with the most persistent difficulty…