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Eread and report white paper


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Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report. …

Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report.

Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone :843-442-8888
Email :
Rourke Educational Media Website :
Toll free # 800.394.7055

Ask me about eRead and Report
The eContent solution to Increased Rigor and Metacognition

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  • 1. White Paper for eRead and Report Independent eReading with Comprehension and Vocabulary AssessmentVocabulary and Comprehension are two of the five essential components of reading instruction. Thesecore components include phonemic awareness, phonics, fluency, vocabulary and comprehension(National Reading Panel, 2000). Both of these instructional components are becoming more prevalent inlanguage arts standards across the country.Vocabulary InstructionVocabulary knowledge is critical to our understanding of many aspects of our lives. Vocabularyknowledge provides access to schema and allows us to express our thoughts and ideas. There is atremendous need for more vocabulary instruction at all grade levels. The number of words that studentsneed to learn is exceedingly large; on average students should add 2,000 to 3,000 new words a year totheir reading vocabularies (Beck, McKeown&Kucan, 2002).There is a strong correlation between vocabulary and reading comprehension. It is absolutely crucial thatthat as readers we have a comprehensive vocabulary. When readers understand the words that are part ofour reading we are able to comprehend the text more easily. Reading comprehension is more than justbeing able to recognize words and understand their meanings. If a reader is struggling with the meaningsof words in a text reading comprehension is not possible. Experts in the reading field believe that areader must know 90 to 95 percent of the words in a text to comprehend the text (Hirsch, 2003).Comprehension InstructionIn order for students to comprehend text they are reading; they need certain strategies. Strategic readersmake connections, infer, question, visualize and synthesize continuously as they read. According toHarvey and Goudavis in Strategies That Work, proficient readers do the following; Search for connections between what they know and the new information they encounter in the texts they read Ask questions of themselves, the authors they encounter and the texts they read Draw inferences during and after reading Distinguish important from less important ideas in the text Are adept at synthesizing information within and across texts and reading experiencesThese levels of comprehension refer to the thinking processes that are stimulated in order to arrive atanswers to reading comprehension questions. Researchers have studied how levels of comprehensionaffect reading comprehension, and the most recognized research is that of Benjamin Bloom. Bloom’s Post Office Box 643328 • Vero Beach, Florida 32964 • Telephone: 800.394.7055 • Fax: 772.234.6622
  • 2. Taxonomy demonstrates a hierarchical order of thinking skills that students should master in order toassure that learning is thorough. Research has shown that the solution is to produce materials that forcestudents to synthesize and evaluate ideas, hence moving them higher on Blooms Taxonomy (Bloom1956). Linking this fact to current educational objectives, driven by student-centered learning, the mostimportant result is the learners ability to progress up the "pyramid" and begin to achieve new knowledgeand deeper levels of understanding.eRead and Report OverviewRourke’s eRead and Report is the answer to many concerns about vocabulary and comprehensioninstruction. Rourke’s eRead and Report provides the reader with eBook content on any available devicesuch as computer, tablet or Smart phone. Once students have read the eBook they are provided with theopportunity to take vocabulary and comprehension assessments.eRead and Report allows for students to work at their own pace while reading highly engaging eBooks.The students take a quick assessment to measure their understanding of the text. The assessment ineRead and Report is presented in multiple-choice format designed to mimic standardized state tests. Thestudent is encouraged to refer back to the facts, details and examples explicitly stated in the text. Thestudent’s responses are recorded, scored, and immediately available for student, teacher, andadministrator review.eRead and Report Vocabulary AssessmentThe first part of the eRead and Report assessment is the vocabulary assessment. The students will readthe definition of the vocabulary word and then select the correct usage sentence or sentences. In eBookswith a Guided Reading Level (GRL) of A through M the student will complete five vocabularyquestions with each containing visual support from the eBook. In eBooks with a GRL of N through Zthe student will complete 10 vocabulary questions without visual support.The vocabulary assessment has a strong emphasis on Tier II and Tier III vocabulary words. It isimportant for students to have access to Tier II and III words as they contain the high frequency wordsacross a variety of domains and also the domain specific vocabulary words.In addition to a total score for vocabulary, students and teachers will have access to a listing of thespecific vocabulary words that the students answered incorrect in each vocabulary assessment. This willprovide an opportunity for the educator to guide instruction based on the student performance.eRead and Report Comprehension AssessmentThe comprehension assessment is done when the student has completed the vocabulary assessment. Thestudent must complete the vocabulary assessment in order to move to the comprehension. The Post Office Box 643328 • Vero Beach, Florida 32964 • Telephone: 800.394.7055 • Fax: 772.234.6622
  • 3. comprehension assessment consists of five comprehension questions. The comprehension assessmentquestions provide a variety of comprehension question types. The comprehension questions types are: Using and interpreting text features Determining importance or central idea and identifying key details Synthesizing or Summarizing complex concepts or processes Visualizing Making inferences Making connections Asking QuestionsEach of these question types are included to provide the students with practice that replicates thecomprehension types available on standardized state tests. In addition to a total score for comprehension,the student and teacher are able to see the specific questions the student answered correctly. Thisprovides an opportunity for the educator to guide comprehension instruction based on the questionsanswered correctly and incorrectly.Why eRead and Report?Rourke’s eRead and Report provides eContent in a format that is engaging and fun for today’s students.Students can access eRead and Report from any device nearly anywhere. The program allows forstudent progress to be monitored throughout the year and even stores assessment data from year to year.The program assists with teaching the high level standards in place throughout the country. The contentprovided addresses even the highest levels of text complexity. Post Office Box 643328 • Vero Beach, Florida 32964 • Telephone: 800.394.7055 • Fax: 772.234.6622
  • 4. Bibliography of Resources Used in Development of eRead and ReportBear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (1996) Words Their Way: Word Study forPhonics, Vocabulary, and Spelling Instruction. Upper Saddle River, NJ: Merrill.Beck, I.L., McKeown, M.G., and Kuncan, L. (2002).Bringing Words to Life: Robust Vocabulary Instruction.NY: Guiford Press.Calkins, L., Ehrenworth, M., & Lehman, C. (2012).Pathways to the Common Core: AcceleratingAchievement. Portsmouth, NH: Heinemann.Farstrap, A.E. & Samuels, S.J. (2008). What Research Has to Say About Vocabulary Instruction. Newark,Delaware: International Reading Association.Fisher, D. & Frey, N. (2007). Checking for Understanding: Formative assessment techniques for yourclassroom. Alexandria, Virginia: ASCD.Fisher, D., Frey, N. & Lapp, D. (2012).Text Complexity Raising Rigor in Reading. Newark, Delaware:International Reading Association.Gambrell, L.B., Mandel Morrow, L. & Pressley, M. (2007). Best Practices in Literacy Instruction, ThirdEdition. New York, New York: Guilford Press.Hirsch, E.D. (2003). Reading comprehension requires knowledge – of words and the world: Scientificinsights into the fourth-grade slump and the nation’s stagnant comprehension scores. AmericanEducator, Spring, 2003.American Federation of TeachersMarzano, R. J. (2004). Building Background Knowledge for Academic Achievement. Alexandria, Virginia:ASCD. Post Office Box 643328 • Vero Beach, Florida 32964 • Telephone: 800.394.7055 • Fax: 772.234.6622
  • 5. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of scientificresearch literature on reading and its implications for reading instruction. Bethesda, MD: NationalInstitutes of Health.Samuels, S.J. &Farstrup, A.E. (2011). What Research Has to Say About Reading Instruction, FourthEdition.Newark, Delaware: International Reading Association.Sibberson, F. &Szymusiak, K. (2003). Still Learning to Read: Teaching students in grades 3-6. Portland,Maine: Stenhouse. Post Office Box 643328 • Vero Beach, Florida 32964 • Telephone: 800.394.7055 • Fax: 772.234.6622