struggling reader comp
DESCRIPTION
TRANSCRIPT
1
Effective Interventions forStruggling Readers
Comprehension: The Essence of Reading
Your name here
Date, location, etc.
2
• Impact of Reading Interventions
• Factors That Interfere With Comprehension
• Assessment
• Strategies and Practice
• Processing
Agenda
3
Goal: To provide participants with the tools to improve reading comprehension for struggling readers.
Objectives:• Participants will:
– Learn how effective reading interventions impact all stakeholders
– Learn why some students have difficulty comprehending text– Learn how to effectively assess the comprehension skills of
struggling readers– Learn and apply evidenced-based comprehension strategies
Goal and Objectives
4
Warm-Up Activity
• Read the selection on HO #1
• Be prepared to respond to several comprehension tasks
5
NCLB
Assessments
Standards
Teachers
Students
The Connections Between Reading Interventions, NCLB, and YOU!
6
Targeted Interventions
Benefit:StudentsTeachersSchoolsDistrictsStates
7
Essential Components of Reading
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension
Comprehension: “Components of an Effective Reading Program” http://www.k8accesscenter.org/training_resources/effectivereadingcomponents.asp
8
Discussion
• Share with your partner examples of students you know who struggle with comprehension. Discuss why you think they may be having difficulty.
• Share with your partner any comprehension strategies you currently use, or know about.
9
Students Who Struggle • Students with disabilities:
– Dyslexia
– Traumatic brain injury
– Learning disability
– Cognitive deficit
– Attention deficit disorder
– Sensory Impairment
• Students with skill deficits in the reading components
• Students who are not task persistent
• Students who lack appropriate background knowledge
• Students who are not engaged in reading
• Students who are not motivated to read
10
What Can Practitioners Do
• Students with disabilities:– Increase your knowledge base – Provide accommodations
• Skill deficits:– Conduct screening assessments– Provide remediation
• Lack of appropriate background knowledge:– Conduct screening assessments– Implement pre-reading activities
• Lack of engagement:– Select appropriate text– Allow for choice
11
Comprehension AssessmentsThings to Consider
• Different tests tap different abilities.
• Tests do not usually help pinpoint difficulties in individual students.
• Tests are not geared toward distinguishing specific comprehension processes that might underlie poor comprehension in both listening and reading.
Spear-Swerling (2006)
12
What Practitioners Can Do
• Look for and use tests that are technically adequate • If possible, use more than one test • Assess key component skills • Take everyday classroom performance into account • Consider both current and upcoming grade expectations
For more information about comprehension assessments, go to the Web site of the Southwest Education Development Laboratory: http://www.sedl.org/reading/framework/assessment.html
13
How Do YouAssess Comprehension
14
Instructional Strategies and
Practice
15
National Reading Panel (2000)Key Findings
• Teaching a combination of reading comprehension techniques is the most effective.
• When students use comprehension techniques appropriately, they assist in recall, question answering, question generation, and summarization of texts.
• When reading comprehension techniques are used in combination, these can improve results in standardized comprehension tests.
• Teachers must be provided with appropriate and intensive training to ensure that they know when and how to teach specific strategies.
16
Evidenced-BasedComprehension Strategies
1. Cooperative Learning 2. Comprehension Monitoring3. Graphic Organizers 4. Answering Questions5. Summarization
National Reading Panel (2000)
17
Cooperative Learning
• A successful teaching strategy in which small teams use a variety of learning activities to improve their understanding of a subject
• Key Elements:Positive Interdependence (sink or swim together) Face-to-Face Interaction (promote each other's
success) Individual and Group Accountability (no hitchhiking
or social loafing) Interpersonal and Small-Group Skills Group Processing
18
“The Jigsaw”
• All students:
– Learn about pieces of the puzzle of material
– Share their findings
– Solidify their learning by teaching to other students
19
Instructions for“Home Teams”
• Introduce yourself
• Select a leader
• Have group leaders assign team members to “Expert Group” (including yourself)
• Join your “Expert Group”
• Select a leader
• “Expert Group”: Read the background information, complete the activity, and develop a dissemination plan
• Return to your “Home Team” and share your findings with your team
20
Your Cooperative Learning Experience
• Refer to Slide 17
• Take a few minutes to discuss which of the key elements of Cooperative Learning you experienced during the “Jigsaw” strategy exercise
21
Culminating Activity
• Think of a student/s you have in your class, or have worked with in the past.
• Which of the strategies you learned about today may be helpful to them?
• Explain to your team why this particular activity would work for this student/s.
• Describe how you would implement this strategy in your classroom.
22
Questions/Comments