Struggling reader comp


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Struggling reader comp

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