The document discusses evidence-based practices for teaching reading. It summarizes research showing that effective reading instruction involves students spending most of their time reading texts they choose independently and with peers, writing about what they read, and engaging in discussions. The research also emphasizes accuracy and comprehension over isolated skill-drills. The document advocates collaborative teaching approaches and adjusting practices based on evidence rather than scripts. It provides specific examples of practices found to help students read proficiently by the end of first grade.

1. Making a Difference in Reading:
Evidence-Based Practices
Based
on
CHANGING
RESULTS
FOR
YOUNG
READERS
SYMPOSIUM
March
2,
2013
RICHMOND
HILTON
HOTEL
Faye
Brownlie
www.slideshare.net

2. Learning Intentions
• I
can
find
evidence
of
current
reading
research
in
my
prac6ce
• I
have
polished
my
mental
model
of
what
is
effec6ve
teaching
of
reading
• I
have
an
enhanced
idea
of
how
to
collaborate
with
another
educator
in
my
building
• I
am
leaving
with
a
ques6on
and
a
plan

3. • What would happen if…
• Belief
• Practice

4. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
Educa6onal
Leadership,
March
2012
6
elements
of
instruc6on
for
ALL
students!

5. 1.
Every
child
reads
something
he
or
she
chooses.

6. 2. Every
child
reads
accurately.
-­‐intensity
and
volume
count!
-­‐98%
accuracy
-­‐less
than
90%
accuracy,
doesn’t
improve
reading
at
all

7. Browsing Books – Lisa Schwartz,
Michelle Hikida, Tait Elementary

10. 3. Every
child
reads
something
he
or
she
understands.
-­‐at
least
2/3
of
6me
spent
reading
and
rereading
NOT
doing
isolated
skill
prac6ce
or
worksheets
-­‐build
background
knowledge
before
entering
the
text
-­‐read
with
ques6ons
in
mind

11. Self-regulation in reading
• Child
in
the
driver’s
seat
• Ask
“How
did
you
figure
this
out?”
• Ask
“What’s
your
plan?”
• Ask
“What
do
you
know?
• Ask
“How
can
I
help?”
• Use
the
child’s
mental
model
of
reading

12. M
–
meaning
Does
this
make
sense?
S
–
language
structure
Does
this
sound
right?
V
–
visual
informa6on
Does
this
look
right?

13. 4. Every
child
writes
about
something
personally
meaningful.
-­‐connected
to
text
-­‐connected
to
themselves
-­‐real
purpose,
real
audience

14. K Writing
• Once
a
week
• Cindy
Lee,
K
teacher,
and
Catherine
Feniak,
Principal,
Vancouver
• All
ELL
students
• Group
lesson
to
build
language
and
knowledge
• Conference
with
each
student
as
he/she
writes
and
draws
• Extend
the
language
and
the
thinking

28. 5.
Every
child
talks
with
peers
about
reading
and
wri6ng.

29. 6. Every
child
listens
to
a
fluent
adult
read
aloud.
-­‐different
kinds
of
text
-­‐with
some
commentary

30. We
now
have
good
evidence
that
virtually
every
child
who
enters
an
American
kindergarten
can
be
reading
on
level
by
the
end
of
first
grade
(Mathes,
et
al,
2004;
Phillips
&
Smith,
2010;
Vellu6no,
et
al,
1996).
-­‐Richard
Allington,
keynote
address,
IRA,
2011

31. 98% on grade level at year end:
Mathes,
et
al
(2004);
Vellu6no,
et
al
(1996);
Phillips,
et
al
(1998)
• Every
successful
interven6on
study
used
either
1-­‐1
expert
tutoring
or
1-­‐3
very
small
group
expert
reading
instruc6on.
• None
of
the
studies
used
a
scripted
reading
program.
• All
had
students
engaged
in
reading
2/3
of
the
lesson.

32. -­‐grades
1
and
2
–
60
minutes
reading,
30
minutes
on
skill
-­‐aim
for
your
kids
to
read
6
books
in
school
and
6
more
ajer
school

33. Worksheets
• Don’t
underes6mate
the
child’s
capacity.
• How
complex
is
this
task?
• Is
this
making
meaning
or
matching
thinking?

34. No plan, no point

35. Professional Collaboration
• Interac6ve
and
on-­‐going
process
• Mutually
agreed
upon
challenges
• Capitalizes
on
different
exper6se,
knowledge
and
experience
• Roles
are
blurred
• Mutual
trust
and
respect
• Create
and
deliver
targeted
instruc6on
• GOAL:
bemer
meet
the
needs
of
diverse
learners

36. Goal:
to
support
students
in
working
effec6vely
in
the
classroom
environment

37. Rationale:
By
sharing
our
collec6ve
knowledge
about
our
classes
of
students
and
developing
a
plan
of
ac6on
based
on
this,
we
can
bemer
meet
the
needs
of
all
students.

38. • Crea6ng
the
Future
–
Partnerships
in
Inclusive
Learning
• UBC,
July
15-­‐19,
3
credits
• Villa,
Thousand,
Hingsburger,
Kunc,
Miranda,
Beairsto,
Hoyano,
Udvari-­‐Solner,
Van
der
Kilt