Practical, Research-Based
Strategies for Meeting the
Needs of Students with
Significant Literacy Needs
Dr. Jill H. Allor
Southern Methodist University
Thursday, August 1, 13
Overview of the Day
✦
Theory with a capital T
✦
Disabilities that Impact Reading
✦
Overview of Instructional Techniques
✦
Close Look at Content-Specific Techniques
(teaching the big ideas of reading)
✦
Close Look at General Instructional
Techniques: Putting it all Together
Handout
Thursday, August 1, 13
Overview of the Day
✦
Theory with a capital T
✦
Disabilities that Impact Reading
✦
Overview of Instructional Techniques
✦
Close Look at Content-Specific Techniques
(teaching the big ideas of reading)
✦
Close Look at General Instructional
Techniques: Putting it all Together
Handout
Thursday, August 1, 13
Theory with a Capital T
✦ Models
of Reading
✦ Phases
of Learning
Handout
Thursday, August 1, 13
A Little Theory with a Capital T...
•What are fully developed readers able to do?
•Driving Analogy: How does a fully
developed reader compare to a skilled driver?
Handout
Thursday, August 1, 13
Begin with terms...
Language Component Jeopardy
(questions 1-6 on ACTIVITIES handout)
Mad Gab
fall
lawyer
knows
Activities
Handout
Thursday, August 1, 13
Language Component Jeopardy: Answers
1. word or phrase meanings
b. what is SEMANTICS
2. rules of social language
c. what is PRAGMATICS
3. rules regarding use of sounds in
a. what is PHONOLOGY
words
4. rules regarding meaning units of
c. what is MORPHOLOGY
sound
5. rules of sentence structure
c. what is SYNTAX
6. What is ORTHOGRAPHY?
writing system
Thursday, August 1, 13
Theory with a Capital T:
Theoretical Models
✦
Modeling the Reading System: The Four Processors
(Adams, 1990)
✦
Components of Reading Comprehension
(Perfetti et al., 2005)
✦
Multifaceted Strands (Scarborough, 2001)
✦
Simple View of Reading (Gough & Tunmer, 1986)
✦
Chall’s Stages of Reading Development (1983)
✦
Phases of Word Learning (Ehri & McCormick, 1998)
Handout
Thursday, August 1, 13
Modeling the Reading System:
Four Processors
Context
Processor
Background
Knowledge
Language
Meaning
Processor
Orthographic
Processor
Print
Phonological
Processor
Speech
Adams, M.J. (1990). Beginning to read:Thinking and learning about print: Massachusetts Institute of Technology.
Thursday, August 1, 13
Handout
(whole page)
Comprehension
Processes
General
Knowledge
Inferences
Situation
Model
Text
Representation
Parser
Meaning and
Form Selection
Word
Representation
Orthographic
Units
Visual Input
Thursday, August 1, 13
Phonological
Units
Linguistic
System
Phonology
Syntax
Morphology
Lexicon
Meaning
Morphology
Syntax
The Components
of Reading
Comprehension
(Perfetti, Landi, & Oakhill,
2005)
Orthography
Mapping to
Phonology
Handout
(whole page)
Handout
(whole page)
Thursday, August 1, 13
Models of Reading:
Compare and Contrast
Similarities
Differences
What do we know about how good
readers read?
Handout
Thursday, August 1, 13
Using Print
(orthographic processing)
Left or Right?
Thursday, August 1, 13
smoak
smoke
circus
sircus
wagon
wagun
ferst
first
trade
traed
laugh
laff
Using Print
(orthographic processing)
Read these words as quickly as you can.
sing
sting
stink
stick
sink
Thursday, August 1, 13
Using Print
(orthographic processing)
Find the error.
The man is running down tqe street.
Tie the not.
Thursday, August 1, 13
Using Print
(orthographic processing)
True or False? (on activities handout)
1. Good readers USUALLY attend
(without conscious effort) to every
letter in a word.
TRUE
2. When reading carefully, good
readers frequently skip words in
sentences.
FALSE
3. Good readers usually attend to
some of the letters in words and use
the context to decide what a word is.
FALSE
Activities Handout
Thursday, August 1, 13
Modeling the Reading System:
Four Processors
Context
Processor
Background
Knowledge
Language
Meaning
Processor
Orthographic
Processor
Print
Phonological
Processor
Speech
Adams, M.J. (1990). Beginning to read:Thinking and learning about print: Massachusetts Institute of Technology.
Thursday, August 1, 13
Handout
(whole page)
Orthographic Processing
✦
processes symbols, letters, letter patterns,
and whole words
✦
recognition of letters and letter sequences
✦
fluent recognition of whole words
✦
recall of letters for spelling
✦
“fully specified orthographic
representations”
Thursday, August 1, 13
Modeling the Reading System:
Four Processors
Context
Processor
Background
Knowledge
Language
Meaning
Processor
Orthographic
Processor
Print
Phonological
Processor
Speech
Adams, M.J. (1990). Beginning to read:Thinking and learning about print: Massachusetts Institute of Technology.
Thursday, August 1, 13
Handout
(whole page)
More Terms: Matching
Activity Handout
1. smallest unit of sound
a. phonics
2. relationship between sound system
and written language
b. phonetics
3. inventory of speech sounds
c. grapheme
4. written representations of sounds
d. phoneme
5. rules regarding use of sounds in
words
e. phonemic
awareness
6. understanding that spoken words are
made up of sounds
f. phonological
awareness
7. understanding that spoken words are
made up of sounds or groups of sounds
g. phonology
Mad Gab
ajar
coke
real
Activities Handout
Thursday, August 1, 13
More Terms: Matching
Activity Handout: ANSWERS
1. smallest unit of sound
d. phoneme
2. relationship between sound system
and written language
a. phonics
3. inventory of speech sounds
b. phonetics
4. written representations of sounds
c. grapheme
5. rules regarding use of sounds in
words
g. phonology
6. understanding that spoken words are
made up of sounds
e. phonemic
awareness
7. understanding that spoken words are
made up of sounds or groups of sounds
f. phonological
awareness
Mad Gab
a charcoal
grill
Activities Handout
Thursday, August 1, 13
Modeling the Reading System:
Four Processors
Context
Processor
Background
Knowledge
Language
Meaning
Processor
Orthographic
Processor
Print
Phonological
Processor
Speech
Adams, M.J. (1990). Beginning to read:Thinking and learning about print: Massachusetts Institute of Technology.
Thursday, August 1, 13
Handout
(whole page)
Phonological Processing
✦
processes the speech sound system
(phonology)
✦
auditory representation in memory of
phonemes, syllables, and words
✦
serves as link between sounds, spellings,
and meanings
Handout
Thursday, August 1, 13
Research on
Phonological Processing
short-term memory
✦
❖
particularly problematic for many students with ID and
other students with reading difficulties
phonological awareness
✦
❖
problematic for virtually all students with reading
difficulties; extremely challenging for students with ID
lexical retrieval (rapid naming; e.g. letter names, letter
sounds)
✦
❖
Thursday, August 1, 13
particularly problematic for some students with the
most severe learning disabilities
Handout
Phonological Awareness Continuum
Phonemic Awareness
Thursday, August 1, 13
Modeling the Reading System:
Four Processors
Context
Processor
Background
Knowledge
Language
Meaning
Processor
Orthographic
Processor
Print
Phonemic
Awareness
Phonological
Processor
Speech
Adams, M.J. (1990). Beginning to read:Thinking and learning about print: Massachusetts Institute of Technology.
Thursday, August 1, 13
Handout
(whole page)
Where does phonics fit in?
✦
phonics is the system by which symbols
represent sounds in an alphabetic writing
system (how speech maps to print)
✦
in other words, it is the relationship
between orthographic and phonological
processing
Thursday, August 1, 13
Modeling the Reading System:
Four Processors
Context
Processor
Background
Knowledge
Language
Meaning
Processor
Orthographic
Processor
Phonemic
Awareness
Phonological
Processor
PHONICS
Print
Speech
Adams, M.J. (1990). Beginning to read:Thinking and learning about print: Massachusetts Institute of Technology.
Thursday, August 1, 13
Handout
(whole page)
Phonics or the
Alphabetic Principle...
... is NOT a way to teach reading, rather it is
knowledge that good readers possess. It is
part of the content to be taught.
Thursday, August 1, 13
Modeling the Reading System:
Four Processors
Context
Processor
Background
Knowledge
Language
Meaning
Processor
Orthographic
Processor
Print
Phonological
Processor
Speech
Adams, M.J. (1990). Beginning to read:Thinking and learning about print: Massachusetts Institute of Technology.
Thursday, August 1, 13
Handout
(whole page)
The Meaning Processor
✦
stores word meanings and how word
meanings relate to one another
✦
connects to orthographic and phonological
processors
Handout
Thursday, August 1, 13
The Context Processor
✦
interprets words, relating them to concepts
and coherent ideas
✦
connects to meaning processor
Handout
Thursday, August 1, 13
Using Meaning: Does meaning have a
role in recognizing words on a page?
Read the following...
Read the faster a can you lot sense if sentence makes.
You can read a lot faster if the sentence makes sense.
Though smelly and ugly to look at, the sewer makes
beautiful clothes.
At the farmstand, we got tomatoes and corn on the
______.
(car, not cob)
Thursday, August 1, 13
Using Meaning: Does meaning have a
role in recognizing words on a page?
✦
Yes, but NOT a primary role. In other
words, good readers do not primarily use
the meaning to figure out how to decode
(pronounce) words.
✦
Meaning facilitates word learning/phonics
✦
Confirms and increases speed
✦
A student cannot use meaning efficiently
for fluency until he has developed his sound
and print skills (phonics)
Thursday, August 1, 13
How do good readers
recognize words?
✦
Good readers process words fully (attending
automatically to all letters, complete
spellings, of words)
✦
In other words, they have “fully specified
orthographic representations? of words in
their memories
✦
GOAL of word learning: recognize words
automatically, effortlessly, and fluently to
enable the reader to focus on comprehension
Thursday, August 1, 13
Theory with a Capital T:
Theoretical Models
✦
Modeling the Reading System: The Four Processors
(Adams, 1990)
✦
Components of Reading Comprehension
(Perfetti et al., 2005)
✦
Multifaceted Strands (Scarborough, 2001)
✦
Simple View of Reading (Gough & Tunmer, 1986)
✦
Chall’s Stages of Reading Development (1983)
✦
Phases of Word Learning (Ehri & McCormick, 1998)
Handout
Thursday, August 1, 13
The Simple View of Reading
★A formula introduced by Gough and Tunmer in 1986
Reading
Language
(LC) = Comprehension
Decoding (D) x
Comprehension
(RC)
D x LC = RC
✴ The formula was demonstrated to work by
Hoover & Gough’s study, published in 1990.
✴ The essence has been replicated many times since.
Note: Scores for D & LC are between 0 and 1
Thursday, August 1, 13
Note: Scores for D & LC are between 0 and 1
Handout
Theory with a Capital T:
Theoretical Models
✦
Modeling the Reading System: The Four Processors
(Adams, 1990)
✦
Components of Reading Comprehension
(Perfetti et al., 2005)
✦
Multifaceted Strands (Scarborough, 2001)
✦
Simple View of Reading (Gough & Tunmer, 1986)
✦
Chall’s Stages of Reading Development (1983)
✦
Phases of Word Learning (Ehri & McCormick, 1998)
Handout
Thursday, August 1, 13
Stages of Reading Activity
Write answers on Activities Handout.
A. Ben is a bag.
B. Ben is a spider.
C. quick, accurate, and
with expression
D. slow, but accurate
E. There is a bug sitting in
the hat.
F. Ben is an ant. He got in
the hat and sat in it.
Activities
Handout
Thursday, August 1, 13
Stages of Reading Development (Chall, 1983)
✦
Stage 0 - PREREADING (birth to formal education)
❖
✦
✦
There is a bug sitting in the hat. (E)
Stage 1 - INITIAL READING (grades 1-2)
❖
Ben is a spider. (B)
❖
Ben is a bag. (A)
❖
Ben is a bug. He gets in the hat and sits in it. (F)
Stage 2 - FLUENCY (grades 2-3)
❖
slow, but accurate (D)
❖
quick, accurate, and with expression (C)
Thursday, August 1, 13
Handout
Ehri’s Phases of Word Learning
✦
Pre-alphabetic Phase
❖
✦
Partial-alphabetic Phase
❖
✦
some letter knowledge, noticing how a few letters relate
to sounds
Full-alphabetic Phase
❖
✦
before letter knowledge has developed
complete matching of letters and sounds
Consolidated-alphabetic Phase
❖
use larger units to remember how to read words
❖
sight word reading
Thursday, August 1, 13
Handout
Theory with a capital T (summary)
✦
A fully developed reader...
...uses all of these processes simultaneously in an
integrated fashion
...reads fluently (accurately and with little or not
conscious effort, immediately linking to meaning)
✦
Developing readers...
...build knowledge and skill related to each process
separately
...gradually develop connections between the
processors
Thursday, August 1, 13
Handout
STOP AND REFLECT
Questions:
__________________________________
__________________________________
__________________________________
__________________________________
Main Ideas:
__________________________________
__________________________________
__________________________________
__________________________________
How does this apply to your students?
__________________________________
__________________________________
__________________________________
__________________________________
Thursday, August 1, 13
Overview of the Day
✦
Theory with a capital T
✦
Disabilities that Impact Reading
✦
Overview of Instructional Techniques
✦
Close Look at Content-Specific Techniques
(teaching the big ideas of reading)
✦
Close Look at General Instructional
Techniques: Putting it all Together
Handout
Thursday, August 1, 13
Disabilities That Impact Reading
✦ Which
disabilities
impact reading?
✦ General
Challenges
✦ Focus
on learning
disabilities and
intellectual disabilities
Handout
Thursday, August 1, 13
Disabilities that Impact Reading Development
✦
Learning Disabilities (LD), including dyslexia
✦
Attention-Deficit Hyperactivity Disorder (ADHD;
in law as “other health impaired”)
✦
Intellectual Disabilities (ID; formerly mental
retardation)
✦
Emotional or Behavioral Disorders (EBD)
✦
Speech/Language Disorders (communication)
✦
Sensory Disabilities (hearing; vision)
National Dissemination Center for Children with
Disabilities (nichcy.org)
Handout
Thursday, August 1, 13
Reading Challenges for
Students with Disabilities
✦
Most students with disabilities are not on grade level
❖
CCSS supports higher expectations for all so balance basic skill
instruction with increasing access to grade level content
✦
Many students with disabilities have weaker working
memory, receptive, and expressive language
✦
Behavior and reading are likely a “chicken and egg” problem
✦
Early intervention and intensive multi-tier models are
essential
✦
Formative curriculum-based assessment is needed to guide
differentiation
Thursday, August 1, 13
What is...
(word identification)
Speech/Language Impairment
Learning Disabilities
A w-score of 500 is the average
score for a 10 year old
Intellectual Disabilities
Wei et al., 2011
Thursday, August 1, 13
What is...
(reading comprehension)
Speech/Language Impairment
Learning Disabilities
A w-score of 500 is the
average for a 10 year
old
Intellectual Disabilities
Wei et al., 2011
Thursday, August 1, 13
Learning Disabilities
✦41%
of students in special education with LD
✦Can occur in multiple areas
Receptive language
Word recognition
Math
Write
Expressive language
Reading Comprehension
Reasoning
Spell
✦80%
of students with LD have their primary deficit in
the area of reading; most common area of difficulty is
word recognition (i.e. dyslexia)
Handout
Thursday, August 1, 13
Dyslexia is a specific learning disability that is
neurobiological in origin. It is characterized by
difficulties with accurate and or fluent word
recognition and by poor spelling and decoding
abilities. These difficulties typically result from a
deficit in the phonological component of language
that is often unexpected in relation to other
cognitive abilities and the provision of effective
classroom instruction.
(Lyon, Shaywitz, & Shaywitz, 2003, p.2)
Handout
Thursday, August 1, 13
Characteristics of
Students with LD
✦poor phonological awareness
✦poor phonemic decoding
✦dysfluent reading
✦weaknesses in working memory
✦weakness in reading comprehension
✦due to her language deficit: possible deficits in
broad language (vocabulary, grammar,
Thursday, August 1, 13
Common Myths about Dyslexia
§Writing letters and words backwards are symptoms of
dyslexia.
§Reading disabilities are caused by visual perception
problems.
§If you just give them enough time, children will outgrow
dyslexia.
§More boys than girls have dyslexia.
§Dyslexia only affects people who speak English.
§People with dyslexia benefit from colored text overlays
or lenses.
§A person with dyslexia can never learn to read.
Handout
Thursday, August 1, 13
Phonological Skill
(i.e. PA and phonics)
✦Most
common cause of dyslexia
✦Skill occurs on a continuum that is largely
uncorrelated with IQ
✦Most children require explicit instruction in
phonics, but some children require much
more extensive practice than others
✦Dysfluent reading leads to comprehension
problems
Handout
Thursday, August 1, 13
What research shows could be...
(at-risk first graders)
✦
statistically significant differences between
treatment and comparison groups
✦
% of students still below 30th percentile at
end of study was less than 2% of population
❖
Thursday, August 1, 13
Mathes, et al. (2005) -- compared 2
interventions
Characteristics of
Students with ID
✦limited
✦weak
attention span
expressive and receptive language
✦limited
working memory
✦behavior
problems especially with difficult tasks
✦need
multiple opportunities to respond and to
practice
✦need
help to generalize skills to new situations
(e.g., may read words on a flashcard, but not in a
text)
Thursday, August 1, 13
More encouragement from research:
Looking Inside The Brain
Thursday, August 1, 13
Good intervention
normalizes brain patterns...
Right
Left
Before
Intervention
(at risk)
After
Intervention
Thursday, August 1, 13
normalized
Research on Teaching
Students with ID to Read
✦
Limited research; therefore, reliance on research with
students with LD/RD (Polloway, et al. 2010)
✦
Some research on effective teaching of isolated skills
to students with ID; emphasis on sight word
instruction and limited phonics (reviews by Browder, et al.,
2006; Browder & Xin, 1998; Joseph & Seery, 2004)
✦
More recently, program more comprehensive in nature
with goal of reading similar to students without ID -full processing of words with understanding at least
commensurate with listening comprehension (Allor &
colleagues; Browder & colleagues; Sevcik & colleagues;
Burgoyne & colleagues; Lemons & colleagues)
Thursday, August 1, 13
Longitudinal Randomized Control Trial:
Primary Findings
✦
Hierarchical Linear Modeling with treatment and IQ as
significant factors
✦
Comprehensive reading intervention was effective for
students with low IQs (40-80) for most literacy and
language variables
✦
IQ was a significant factor in predicting outcomes on all
variables, except phonological processing
✦
“Sobering reality” of how long it takes to grow,
particularly for students with lower IQs
-
Allor et al, 2010; Allor, et al, in press, Exceptional Children;
similar research Browder et al, 2006; Conners et al 2006; Lemons
& Fuchs, 2010
Thursday, August 1, 13
What research
What could
shows
be...
could be...
(low IQ(students
including with
students
ID) with ID)
Oral Reading Fluency (First Grade DIBELS)
Predicted Scores by IQ and Condition
140
words per minute
120
100
IQ 75 Treatment
80
IQ 75 Contrast
IQ 62 Treatment
IQ 62 Contrast
60
IQ 47 Treatment
IQ 47 Contrast
40
20
0
0
5
10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130
Week of Instruction
(up to 130 weeks -- 4 academic years)
Thursday, August 1, 13
What research
What could
shows
be...
could be...
(low IQ(students
including with
students
ID) with ID)
Oral Reading Fluency (First Grade DIBELS)
Predicted Scores by IQ and Condition
140
words per minute
120
100
IQ 75 Treatment
80
IQ 75 Contrast
IQ 62 Treatment
IQ 62 Contrast
60
IQ 47 Treatment
IQ 47 Contrast
40
20
0
0
5
10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130
Week of Instruction
(up to 130 weeks -- 4 academic years)
Thursday, August 1, 13
What research
What could
shows
be...
could be...
(low IQ(students
including with
students
ID) with ID)
Oral Reading Fluency (First Grade DIBELS)
Predicted Scores by IQ and Condition
140
words per minute
120
100
IQ 75 Treatment
80
IQ 75 Contrast
IQ 62 Treatment
IQ 62 Contrast
60
IQ 47 Treatment
IQ 47 Contrast
40
20
0
0
5
10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130
Week of Instruction
(up to 130 weeks -- 4 academic years)
Thursday, August 1, 13
Characteristics of
Students with EBD
✦
Poor academic achievement
✦
Pervasive behavioral problems
✦
Comorbidity with other disabilities
✦
A higher rate of drop-out, unemployment,
and underemployment
✦
Population is growing -- second only to LD
Thursday, August 1, 13
STOP AND REFLECT
Questions:
__________________________________
__________________________________
__________________________________
__________________________________
Main Ideas:
__________________________________
__________________________________
__________________________________
__________________________________
How does this apply to your students?
__________________________________
__________________________________
__________________________________
__________________________________
Thursday, August 1, 13
Overview of the Day
✦
Theory with a capital T
✦
Disabilities that Impact Reading
✦
Overview of Instructional Techniques
✦
Close Look at Content-Specific Techniques
(teaching the big ideas of reading)
✦
Close Look at General Instructional
Techniques: Putting it all Together
Handout
Thursday, August 1, 13
Overview of
Instructional
Techniques
Models of Content
Features of Effective Instruction
Tiered Instruction (RTI)
Handout
Thursday, August 1, 13
The Simple View of Reading
★A formula introduced by Gough and Tunmer in 1986
Reading
Language
(LC) = Comprehension
Decoding (D) x
Comprehension
(RC)
D x LC = RC
✴ The formula was demonstrated to work by
Hoover & Gough’s study, published in 1990.
✴ The essence has been replicated many times since.
Note: Scores for D & LC are between 0 and 1
Thursday, August 1, 13
Note: Scores for D & LC are between 0 and 1
Handout
5 Components of
Reading Instruction
2 Domains
of Reading
The Five Components of Reading
Thursday, August 1, 13
Decoding
Language
Comprehension
Phonological Awareness
Vocabulary
Fluency
Phonics
Text Comprehension
Components of Reading Instruction
Allor, 2013
Handout
(whole page)
Thursday, August 1, 13
Overview of Instructional Strands
Handout
(whole page)
Thursday, August 1, 13
Models of Instruction (content):
Compare and Contrast
Similarities
Differences
What do we know about how good
readers read?
Handout
Thursday, August 1, 13
Two Curricular Examples
✦
Bookshop Phonics (Tier 1/2)
•
✦
✦
Early Interventions in Reading (Tier 2/3)
•
SRA/McGraw-Hill
•
Level K -- Allor & Mathes
•
Levels 1 and 2 -- Mathes & Torgesen
Responsive Reading (Tier 2/3)
•
Thursday, August 1, 13
Mondo Publishing by Allor & Minden-Cupp
Sopris West by Denton
Handout
Handout
(whole page)
Thursday, August 1, 13
Big Ideas and Objectives
✦
see samples of Kindergarten and 1st Grade
Scope and Sequence for Word Recognition
✦
use research to guide selection of big ideas and
critical objectives
✦
articulate objectives clearly
❖
activities clearly focus on targeted objective
❖
can be measured to determine if they are
Handout
Thursday, August 1, 13
Features of Effective Instruction
✦ Explicit
instruction – Model, model, model, model
✦ Systematic
instruction – Clear, orderly, thorough
✦ Scaffolding
– Build bridges to learning
✦ Ample
practice opportunities – Practice with intensity
✦ Immediate
✦ Ongoing
corrective feedback – Be positive
progress monitoring – Check progress using
an instrument that is based upon scientific research
Handout
Thursday, August 1, 13
Explicit and Systematic?
Activity Handout: Answer remaining
questions on page 2.
(explicit instruction T or F and #1 of
more questions)
Handout
Thursday, August 1, 13
Explicit and Systematic?
Activity Handout: Answer remaining
questions on page 2 and #1-3.
(explicit instruction T or F and #1-3 of
more questions)
Handout
Thursday, August 1, 13
Three-Tiered Model
Level 3: Tertiary
Child placed in special education.
Intervention increases in intensity and duration.
Level 2: Secondary Intervention
If progress is
inadequate,
move to next
level.
Thursday, August 1, 13
Child receives more intense intervention in
general education, typically in small groups.
Level 1: Primary Intervention/Core
Enhanced general education classroom
instruction.
Questions about Tiered Model
✦
What % of children require only Tier 1?
✦
What % of children require Tier 2?
✦
What % of children require Tier 3?
✦
How much time is needed to determine if Tier 3
is warranted?
Thursday, August 1, 13
Three-Tiered Model
Tier 3 Intensive, Individual Interventions
Individual student focus
Intensive assessment
High intensity
Of longer duration
Tier 2 Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
More frequent assessment
Tier 1 Core Instructional Interventions
All students
Preventive, proactive
Screening
5%
15%
80%
Handout
(whole page)
Thursday, August 1, 13
Questions about Tiered Model
✦
What % of children require only Tier 1?
❖
✦
What % of children require Tier 2?
❖
✦
15%
What % of children require Tier 3?
❖
✦
80%
5%
How much time is needed to determine if Tier 3 is
warranted?
❖
Thursday, August 1, 13
it depends
STOP AND REFLECT
Questions:
__________________________________
__________________________________
__________________________________
__________________________________
Main Ideas:
__________________________________
__________________________________
__________________________________
__________________________________
How does this apply to your students?
__________________________________
__________________________________
__________________________________
__________________________________
Thursday, August 1, 13
Overview of the Day
✦
Theory with a capital T
✦
Disabilities that Impact Reading
✦
Overview of Instructional Techniques
✦
Close Look at Content-Specific Techniques
(teaching the big ideas of reading)
✦
Close Look at General Instructional
Techniques: Putting it all Together
Handout
Thursday, August 1, 13
Close Look at ContentSpecific Techniques
✦
Oral Language and Vocabulary
❖
listening comprehension
❖
oral expression
✦
Phonological Awareness
✦
Phonics/Word Recognition
✦
Fluency
✦
Reading Comprehension/
Written Expression
Thursday, August 1, 13
Handout
Vocabulary: Definition and Objectives
✦
definition: understanding of the meanings of
individual words and the relationships among words
✦
objectives:
— Explain/demonstrate understanding of the meanings of
vocabulary words
— Use vocabulary words appropriately when speaking
✦
include learning meanings of words relevant to
specific stories, as well as building a solid vocabulary
made up of common words likely to be found in
many stories
Handout
Thursday, August 1, 13
Oral Language: Objectives
✦
Gradually increase the length and complexity of
spoken sentences
❖
e.g. using pronouns appropriately in spoken sentences, using
subject-verb agreement
✦
Demonstrate understanding of stories through
spoken language
✦
Seek out speech/language therapists for assistance in
determining needs and identifying specific objectives
and coordinating instruction
✦
Many students with disabilities have oral language
needs
Thursday, August 1, 13
Handout
Oral Language and Vocabulary:
Tips For Early Instruction
✦ Do I provide exposure to a large number of words?
✦ Do I provide exposure to “decontextualized” language?
(i.e., language not related to the immediate environment,
such as past events, future events, unusual animals, etc.)
✦ Do I read the same book to students multiple times (3
to 5 times over several days)?
✦ Do I provide short explanations/demonstrations of
selected words before or during book reading?
✦ Do I teach vocabulary explicitly, helping students link
words to what they know and labeling objects?
Handout
Thursday, August 1, 13
Listening Comprehension
✦
Foundation for later reading comprehension
✦
Teach children to apply reason and logic to
text that is read orally to them
✦
As long as children do not have adequate
decoding skill, comprehension work should
be done on text that has been read orally
while children listen.
Handout
Thursday, August 1, 13
Listening Comprehension:
Selecting Skills and Assessing
✦
teach simpler strategies, adapting them for listening
comprehension
❖
summarization, self-questioning, story structure/story maps,
graphic and semantic organizers, and comprehension monitoring
✦
use text more challenging than can be read by students,
but developmentally appropriate (listening level)
✦
assess using a variety of methods
❖
questioning and discussion
❖
retelling
❖
completed story maps (may be drawn and discussed orally)
Thursday, August 1, 13
Handout
More on Vocabulary:
Teaching Techniques and Strategies
✦
High-quality oral language (before/during/after story
reading, other times)
✦
Teaching and modeling independent word-learning
strategies
❖
once word recognition skills develop
✦
Developing word consciousness
✦
Direct teaching of specific words
✦
Wide reading
❖
once word recognition skills develop
❖
emphasizes the importance of word recognition on later
vocabulary development
Thursday, August 1, 13
Handout
Choosing Different Words to Teach
Beck’s Tiers of Words
3: Used Infrequently
Limited to
Specific
Domains
lathe
Tier 3
fortunate
1: Most Familiar
Words
Need No
Instruction
Tier 2
7,000 Word Families
benevolent
baby
clock Tier 1
happy
8,000 Word Families
Words have different utilities. Suggest goal to
teach 400 Tier 2 words per year.
Thursday, August 1, 13
Factors in Selecting Words
to Teach Directly
✦
likely to be unknown
✦
critical to meaning of the text
✦
unable to use context to determine meaning
✦
general utility, likely to be encountered many times
✦
❖
these words should become part of cumulative review
❖
Tier 2 words
instructional potential
❖
Thursday, August 1, 13
How does the word relate to other words, or to ideas that
students know or have been learning?
Handout
What does it mean to know a word?
3 Levels of Knowledge
✦
association
❖
✦
comprehension
❖
✦
can link a new word with a single definition or
context (match to definition; fill in the blank)
can demonstrate broad understanding of a
word (identifying antonyms, classifying word
into a category, etc.)
generation
❖
an produce a novel response to a word, such as
generating an original sentence or restating a
definition in his/her own words
•
Thursday, August 1, 13
Baumann, Kameenui, & Ash (2002)
Handout
Assessing Vocabulary
✦
DIBELS – word use fluency
✦
formal assessment
✦
❖
limited instructional use
❖
broad comparison to peers & diagnosis
informal assessment
keep in mind the three levels of knowledge of
words
❖
•
❖
Thursday, August 1, 13
association, comprehension and generation
short term (for immediate use to comprehend
current text) vs. long term
Handout
Importance of Wide Reading
What Reading Does for the Mind…
✦
The amount children read predicts
vocabulary and reading comprehension
in high school.
✦
Reading volume contributes to verbal
intelligence (word definitions, background
knowledge of the world, fluency, spelling).
Stanovich, West, and Cunningham
Handout
Thursday, August 1, 13
Methods for Explicit
Instruction of Vocabulary
✦
modeling examples
❖
role-playing (trudge around the room)
❖
positive and negative examples
✦
synonyms
✦
definitions
Handout
Thursday, August 1, 13
Resources
✦
Vocabulary Instruction: Research to
Practice, edited by J. F. Baumann and E. J.
Kame’enui (2004)
✦
Bringing Words to Life by Beck,
McKeown, & Kucan (2002)
Handout
Thursday, August 1, 13
More on Listening Comprehension:
Teaching Techniques and Strategies
✦
read-alouds, particularly in early grades and for
students who are poor decoders and/or
dysfluent
✦
engaging students in conversations with the
teacher
✦
promoting meaningful conversations with their
peers
❖
Thursday, August 1, 13
Dialogic Reading (Whitehurst & Lonigan)
Handout
More on Oral Language and
Vocabulary: Tips
✦ Do I use a variety of simple and more challenging
questions?
✦ Do I respond to, expand, and elaborate on children’s
language initiations?
✦ Do I target a large number of words to teach? (as
many as 25-30 words weekly)
✦ Do I carefully select words to teach that facilitate
story understanding, content knowledge,
communication, and understanding of instruction?
Handout
Thursday, August 1, 13
More on Oral Language and Vocabulary:
Selecting Words and Asking Questions
✦Identify some words from your book to target
for vocabulary instruction
✦Decide how you would teach them (simple
explanation and/or demonstration)
✦Develop model sentences using these words
✦Develop some simple and some more challenging
questions you might use to prompt conversation.
Handout
Thursday, August 1, 13
More on
Oral Language and Vocabulary: Tips
✦ Do I elicit oral language production from all children?
✦ Do I provide for dramatic play where language is
structured into the activity? (PK/K)
✦ Do I promote self-regulation by allowing children to
initiate and guide oral language interactions and plan
sociodramatic play? (PK/K)
✦ Do I provide multiple opportunities for meaningful
language exchanges of several turns with adults?
✦ Do I talk often with students about topics, ideas, and
experiences of interest to them?
Thursday, August 1, 13
Handout
STOP AND REFLECT
Questions:
__________________________________
__________________________________
__________________________________
__________________________________
Main Ideas:
__________________________________
__________________________________
__________________________________
__________________________________
How does this apply to your students?
__________________________________
__________________________________
__________________________________
__________________________________
Thursday, August 1, 13
Close Look at ContentSpecific Techniques
✦
Oral Language and Vocabulary
❖
listening comprehension
❖
oral expression
✦
Phonological Awareness
✦
Phonics/Word Recognition
✦
Fluency
✦
Reading Comprehension/
Written Expression
Thursday, August 1, 13
Handout
Phonological Awareness:
Definitions and Objectives
✦
Phonological Awareness: the understanding
that speech is composed of a series of
sounds, including sentences, words, syllables,
and individual sounds (phonemes)
❖
✦
Phonemic Awareness: the understanding that
speech is composed of a series of individual
sounds (phonemes)
❖
Thursday, August 1, 13
rhyming, sentence segmentation, word
segmentation
blending and segmenting
Handout
Phonological Awareness Continuum
Phonemic Awareness
Thursday, August 1, 13
Characteristics of Phonemes
✦
Activity: bottom of page 3
STOP
CONTINUOUS
t
Thursday, August 1, 13
s
b
q
a
r
c
x
e
u
d
f
v
g
i
w
h
l
y
j
m
z
k
n
p
o
Consonant Phoneme Chart (Moats)
Thursday, August 1, 13
The Vowel Chart (Moats)
Vowels that are near each other are easily confused.
Thursday, August 1, 13
Mult. Choice: Which of the following phonological
awareness tasks is the easiest for most students?
a. Blending the sounds in the word sun to pronounce the
word
b. Segmenting the word truck into its phonemes
c. Segmenting the word rabbit into its syllables
d. Blending the sounds in the word smack to pronounce the
word
bray kin ooze
ANSWER:
c
Thursday, August 1, 13
breaking news
Phonological Awareness:
Sequencing and Assessing
✦
Phonological Awareness
sentence segmentation, word segmentation, rhyming
❖
✦
Phonemic Awareness
❖
blending onsets and rimes/ isolating first sound (segmentation)
❖
blending and segmenting phoneme by phoneme
•
words with fewer phonemes are easier
•
words beginning with continuous sounds are easier
•
words beginning with blends are harder
✦
sample Kindergarten Scope and Sequence (upcoming slide)
✦
Assessing is direct: ISF, PSF, performance during lessons,
Handout
teacher-made
Thursday, August 1, 13
Phonological Awareness Continuum
Phonemic Awareness
Thursday, August 1, 13
Focus on
the top
two steps
Phonological Awareness:
Sample Kindergarten Scope & Sequence
1. Sentence Segmentation: clap once per word in a
sentence with 4-7 single-syllable words
2. Word Segmentation: say multisyllabic words, clapping
once per syllable
3. Rhyming: identify two rhyming words from a set of 3
words
4. Initial Sound Isolation: say the first sound of words
5. Blending Onset-Rime: orally blend an onset and a
rime into a word (teacher: /s→/ /at/; students: sat)
6a. Blending Phonemes: orally blend 2-4 phonemes
into a word (teacher: /s→/a→/t/; student: sat) with no
beginning blends
7a. Segmenting Phonemes: orally segment words
with 2-4 phonemes (no initial blends) into individual
phonemes (teacher: sat; student: /s→/a→/t/)
© 2007 Mondo Publishing. Used by permission.
Authors: J.H. Allor and C. Minden-Cupp
Thursday, August 1, 13
Phonemic Awareness:
Sample Kindergarten Scope & Sequence
A Closer Look at... (objectives/scaffolding/systematic)
6a. Blending Phonemes: orally blend 2-4 phonemes
into a word (teacher: /s→/a→/t/; student: sat) with no
beginning blends
6b. 2-4 phonemes with beginning blends (teacher: /
f→/r→/o→/g/; student: frog)
6c. 3-5 phonemes (teacher: /s→/t/a→/m→/p/; student:
stamp)
7a. Segmenting Phonemes: orally segment words
with 2-4 phonemes (no initial blends) into individual
phonemes (teacher: sat; student: /s→/a→/t/)
7b. 2-4 phonemes, with initial blends (teacher: frog;
student: /f→/r→/o→/g/)
7c. 3-5 phonemes (teacher: stamp; student: /s→/t/a→/
m→/p/)
© 2007 Mondo Publishing. Used by permission.
Authors: J.H. Allor and C. Minden-Cupp
Thursday, August 1, 13
Objectives:
Phonological Awareness
Sample Kindergarten Scope &
Sequence
4. Initial Sound Isolation: say the first sound of words
5. Blending Onset-Rime: orally blend an onset and a
rime into a word (teacher: /s→/ /at/; students: sat)
© 2007 Mondo Publishing. Used by permission.
Authors: J.H. Allor and C. Minden-Cupp
Thursday, August 1, 13
First Sound Game
Obj: Say first sound of a spoken word
Thursday, August 1, 13
PA Instruction
Obj: Orally blend phonemes into words
Format:
1. Teacher says a word slowly switching from
sound to sound without pausing while
holding up one finger for each sound.
2. Pause briefly.
3. Teacher says, “What word.”
4. Students say the word at a normal rate
Early Interventions in Reading
(Mathes & Torgesen)
Thursday, August 1, 13
PA Instruction
Obj: Orally blend phonemes into words
Early Interventions in Reading
(Mathes & Torgesen)
Thursday, August 1, 13
PA Instruction
Obj: Orally blend phonemes into words
Mondo Bookshop Phonics (Allor
& Minden-Cupp)
Thursday, August 1, 13
PA Instruction: What Word?
Obj: Orally blend phonemes into words
Mondo Bookshop Phonics (Allor
& Minden-Cupp)
Thursday, August 1, 13
PA Instruction: Say it Slowly
Obj: orally segment words into phonemes
Mondo Bookshop Phonics (Allor
& Minden-Cupp)
Thursday, August 1, 13
PA Instruction: Push and Say
• Variation of Stretch
and Blend
• Uses Elkonin Boxes
and set of chips
Thursday, August 1, 13
• Child moves one
chip for each sound
into (or out of) the
box
Sound Boxes without Print
Obj: Orally segment words into phonemes
Responsive Reading (Denton)
Thursday, August 1, 13
True or False?
Phonological awareness exercises should
NEVER include letters or print.
ANSWER:
FALSE
Thursday, August 1, 13
Sound Boxes with Print
Obj: Orally segment words into phonemes
Responsive Reading (Denton)
Thursday, August 1, 13
Stretching Words with Slinky
Obj: Orally segment words into phonemes
Responsive Reading (Denton)
Thursday, August 1, 13
Phonological Awareness:
Teaching Techniques and Strategies
✦
focus on key skills
❖
✦
teach in isolation (without print) before
connecting to print...maybe
❖
✦
✦
exactly which skills are essential is unknown, but
blending and segmenting are found in many
intervention studies
“older” (by at least mid-first grade age, unless
very low IQ/ID) I recommend including the
print
model; do not explain
use words that are familiar to students
Thursday, August 1, 13
Handout
Phonological Awareness: Scaffolding
✦
select words carefully
✦
sequence difficulty carefully
✦
STRETCH and CONNECT
✦
link to meaning
Handout
Thursday, August 1, 13
Stop and Go Game
Obj: orally blend phonemes into words
Early Interventions in Reading Level K
(Allor & Mathes)
Thursday, August 1, 13
Stop and Go Game
Obj: orally segment words into phonemes
Early Interventions in Reading Level K
(Allor & Mathes)
Thursday, August 1, 13
Results on PA for kindergarten
5 of the 6 students achieved benchmark (spring PSF benchmark)
# of Sessions before
Benchmark achieved
Stephen: 45
Aaron: 26
Isaiah: not achieved
Allor, J.H., Gansle, K.A.,
& Denny, R.K. (2006).
Thursday, August 1, 13
Results on PA for kindergarten
5 of the 6 students achieved benchmark (spring PSF benchmark)
# of Sessions before
Benchmark achieved
Zachary: 23
Lauren: 23
Jessie: 16
Allor, J.H., Gansle, K.A.,
& Denny, R.K. (2006).
Thursday, August 1, 13
PA (and Word Recognition): Resources
✦
Vaughn, S. & Linan-Thompson, S. (2004).
Research-based methods of reading
instruction. Alexandria,VA: Association for
Supervision and Curriculum Development.
✦
O'Connor, R. E. (2007). Teaching word
recognition: Effective strategies for students
with learning difficulties. New York: Guilford
Press.
Handout
Thursday, August 1, 13
Phonological Awareness Continuum
Phonemic Awareness
Focus on the
top two steps,
but not
manipulation
may not be
prerequisite to
top two steps
Thursday, August 1, 13
A little practice with
phonemes...
✦
Thursday, August 1, 13
Activity: #8 on page 4; write the number of
phonemes in each words
Activity: How many phonemes?
1. go
2. ate
3. mind
4. egg
5. ice
6. rush
7. fat
8. shop
Thursday, August 1, 13
/g/ /ō/
/ā/ /t/
/m/ /ī/ /n/ /d/
/ĕ/ /g/
/ī/ /s/
/r/ /ŭ/ /sh/
/f/ /ă/ /t/
/sh/ /ŏ/ /p/
1. bread
2. each
3. see
4. bright
5. sash
/b/ /r/ / ĕ/ /d/
/ē/ /ch/
/s/ /ē/
/b/ /r/ /ī/ /t/
7. bone
/s/ /ă/ /sh/
/n/ /oo/
/b/ /ō/ /n/
8. played
/p/ /l/ /ā/ /d/
6. new
Activity: Which words are more difficult
to blend and segment?
1. go
2. ate
3. mind
4. egg
5. ice
6. rush
7. fat
8. shop
Thursday, August 1, 13
/g/ /ō/
/ā/ /t/
/m/ /ī/ /n/ /d/
/ĕ/ /g/
/ī/ /s/
/r/ /ŭ/ /sh/
/f/ /ă/ /t/
/sh/ /ŏ/ /p/
1. bread
2. each
3. see
4. bright
5. sash
/b/ /r/ / ĕ/ /d/
/ē/ /ch/
/s/ /ē/
/b/ /r/ /ī/ /t/
7. bone
/s/ /ă/ /sh/
/n/ /oo/
/b/ /ō/ /n/
8. played
/p/ /l/ /ā/ /d/
6. new
Which is easier for Phonological
Awareness activities?
— Eight or ten?
— Eight or ten?
— Man or tan?
— Man or tan?
— Eight or nine?
— Eight or nine?
— Cat or mice?
— Cat or mice?
138
Thursday, August 1, 13
Bringing it all together with Read
Alouds… especially in Pre-K/K
✦
How would you use a book to develop each area?
❖
Alphabetic knowledge (letter recognition/letter
sounds)
❖
Phonological/phoneme awareness
•
Select words you might practice blending and
segmenting
•
Divide words into onset and rime
•
Divide words into individual phonemes
Handout
Thursday, August 1, 13
Thursday, August 1, 13
✦
Select words you might
practice blending and
segmenting
✦
Divide words into
onset and rime
✦
Divide words into
individual phonemes
✦
Rank them from
easiest to most difficult
STOP AND REFLECT
Questions:
__________________________________
__________________________________
__________________________________
__________________________________
Main Ideas:
__________________________________
__________________________________
__________________________________
__________________________________
How does this apply to your students?
__________________________________
__________________________________
__________________________________
__________________________________
Thursday, August 1, 13
Close Look at ContentSpecific Techniques
✦
Oral Language and Vocabulary
❖
listening comprehension
❖
oral expression
✦
Phonological Awareness
✦
Phonics/Word Recognition
✦
Fluency
✦
Reading Comprehension/
Written Expression
Thursday, August 1, 13
Handout
Another Activity…
… to get you thinking about the relationship
between speech and print
Thursday, August 1, 13
Analyzing the Names of Letters
Write out the sounds within each of the letter names. The first
two are done for you.
A /ā/
D
G
J
M
P
S
V
Y
Thursday, August 1, 13
B
E
H
K
N
Q
T
W
Z
/b/ /ē/
C
F
I
L
O
R
U
X
How did you do?
A
D
G
J
M
P
S
V
X
Thursday, August 1, 13
/ā/
/d/ /ē/
/j/ /ē/
/j/ /ā/
/e/ /m/
/p/ /ē/
/e/ /s/
/v/ /ē/
/e/ /k/ /s/
B /b/ /ē/
C /s/ /ē/
E /ē/
F /e/ /f/
H /ā/ /ch/
I / ī/
K /k/ ā/
L /e/ /l/
N /e/ /n/
O /ō/
Q /k/ /y/ /ōō/
R /r/
T /t/ /ē/
U /y/ /o/
W /d/ /u/ /b/ /l/ /y/ /ōō/
Y /w/ / ī/
Z /z/ /ē/
Analyzing the Names of Letters:
What did you learn?
✦
How does knowing the names of the letters
influence learning the sounds?
✦
Which letter sounds do you think children will
find easiest to learn?
Thursday, August 1, 13
More background
knowledge...
✦
Activity: #4-7 on page 4
Answers
✦
#4 a. boot does not have the same vowel sound
as cook
✦
#5 d. all of the above
✦
#6 b. a syllable is a unit of speech organized
around a vowel sound
✦
#7 (next slide)
Thursday, August 1, 13
Syllable Types
✦Closed
(CVC) (pic-nic)
✦Open
(CV) (ve-to)
✦Silent
e (VCe) (de-bate)
✦Vowel
team (re-frain)
✦R-controlled
(en-ter)
✦Consonant-le
✦Other
Thursday, August 1, 13
(bot-tle)
(a-bove)
True or False?
Students must be able to orally segment and blend
the phonemes in syllables with at least 4-5 phonemes
before they can benefit from instruction in lettersound correspondence.
ANSWER:
FALSE
(Teach letter-sound correspondence as soon as students
can isolate a phoneme from a word.)
Thursday, August 1, 13
The ability to segment a spoken word
into its phonemes is most directly
related to:
a. the ability to sound out words
b. the ability to spell words
c. the ability to recognize sight words instantly
d. the ability to comprehend text
ANSWER: Also: The ability to blend a spoken word
when given its phonemes is most
b.
directly related to sounding out words.
Thursday, August 1, 13
Phonics and Word Recognition:
Definitions
✦
✦
Phonics or Alphabetic Principle
❖
system by which symbols represent sounds in
an alphabetic writing system (how speech maps
to print)
❖
in other words, it is the relationship between
orthographic and phonological processing
Word Recognition
❖
Thursday, August 1, 13
broadly defined, phonics includes word
recognition
Handout
More Definitions
✦
✦
high frequency words
❖
words that appear frequently
❖
may be regular (decodable) or irregular
(does not fit common patterns for lettersound correspondence)
sight words
❖
usually means high frequency words
❖
also means words recognized
immediately, by “sight”
•
Thursday, August 1, 13
with this definition, ALL words should
become sight words
Handout
Phonics/Word Recognition: Objectives
✦
prerequisite skills
❖
✦
letter(s)-sound correspondence
❖
✦
phonemic awareness (at least a little) and letter recognition
includes common sounds for single letters and letter patterns
word analysis
❖
pronouncing words made up of taught patterns
✦
irregular “sight” words
✦
structural analysis (reading words with suffixes)
✦
syllable types
✦
flexible, strategic decoding of unknown words
Handout
Thursday, August 1, 13
Phonics/Word Recognition:
Sequencing and Assessing Skills
✦
skills overlap in a logical progression according to
general principles (no one exact sequence)
✦
easier skills before more difficult skills
✦
more useful skills before less useful skills
✦
confusing letters and sounds separated
✦
cumulative review is extremely important
Handout
Thursday, August 1, 13
Phonics/Word Recognition:
Sample Kindergarten Scope & Sequence
8. Letter Naming: in a random order, fluently
say the names of printed letters
9. Letter-Sounds: fluently say the sounds for
taught letters/patterns
10. Word Analysis: pronounce short vowel
words in which each letter represents its most
common sound and has been taught, and digraphs,
taught long-vowel patterns, and taught r-controlled
patterns (may not complete in K)
11. High-Frequency Words: fluently
pronounce taught sight words
12. Application: read sentences made up of
taught sight words and word patterns; apply a
flexible strategy to determine unknown words
Thursday, August 1, 13
Phonics/Word Recognition:
Sample 1st Grade Scope & Sequence
4. Letter-Sounds: fluently say the
sound(s) a common sound for the
featured letter or letter pattern
5a. Word Analysis: pronounce
short vowel words in which each
letter represents its most common
sound, including VC/CVC/CVCC
patterns and beginning with
continuous sounds (ex: am, mat, mast)
5b. CVC/CVCC patterns (ex: cat, best)
5c. CCVC pattern (ex: stop)
5d. CCVCC pattern (ex: stamp)
5e. pronounce words made up of
taught letter patterns
Thursday, August 1, 13
Phonics/Word Recognition:
Sample 1st Grade Scope & Sequence
6. High Frequency Words:
fluently pronounce taught sight
words
7a. Structural Analysis:
pronounce words formed by
combining words made up of
taught patterns and -s
7b. -s, -ed, and -ing (excluding
CVCe words)
7c. CVCe words with -s, -ed, and
-ing
7d. common contractions
7e. -er and -est
7f. y-derivative words formed by
changing the y to i and adding -es
and -ed
7g. pronounce y-derivative words
formed by changing the y to i
and adding -er and -est
Thursday, August 1, 13
Phonics/Word Recognition:
Sample 1st Grade Scope & Sequence
8a. Syllable Types: pronounce
multisyllabic words made up of the
following patterns and syllable
types: cvc-cvc (rabbit)
8b. cvc-cle (candle)
8c.open syllable pattern (cv, be; cvcvc, begin)
8d. cvc-vc (cabin) and cvc-cvc
8e. Consonant Y (as in baby, candy)
8f. cv-cvc or cvc-vc
8g. syllable types cumulative review
Thursday, August 1, 13
Phonics/Word Recognition:
Sample 1st Grade Scope & Sequence
9. Cumulative Review: pronounce
words made up of taught patterns and
syllable types
10. Strategic and Fluent Reading:
during oral reading, when a word is
unknown, apply a flexible strategy for
determining the pronunciation of unknown
words;orally read an ending first-grade
level passage with appropriate prosody at a
rate of at least 60 words per minute by the
end of first grade
11. Strategic Reading: apply a flexible
strategy for determining the pronunciation
of unknown multisyllabic words
Thursday, August 1, 13
New Sound
Obj: say most common sound for featured letter
Early Interventions in Reading
(Mathes & Torgesen)
Thursday, August 1, 13
New Sound
Obj: say most common sound for featured letter and review most
common sounds of previously taught letters
Mondo Bookshop Phonics
(Allor & Minden-Cupp)
Thursday, August 1, 13
Obj: pronounce short vowel words in which
each letter represents its most common sound
Early Interventions in Reading
(Mathes & Torgesen)
Thursday, August 1, 13
Sound and Say Words
Obj: pronounce short vowel words in which each letter represents its
most common sound and words made up of taught letter patterns
Mondo Bookshop Phonics
(Allor & Minden-Cupp)
Thursday, August 1, 13
Read the Part/Word
Obj: read words made up of taught letter sounds
Early Interventions in Reading
(Mathes & Torgesen)
Thursday, August 1, 13
Obj: apply a flexible strategy for determining the
pronunciation of unknown words
Early Interventions in Reading
(Mathes & Torgesen)
Thursday, August 1, 13
Build Sentences
Obj: put words together to make phrases or sentences
(cumulative review of taught sounds and words)
Mondo Bookshop Phonics
(Allor & Minden-Cupp)
Thursday, August 1, 13
Assessing Phonics:
Word Attack from Woodcock Johnson-III
tiff
nan
rox
zoop
lish
dright
Thursday, August 1, 13
jox
feap
gusp
snirk
yosh
tayed
grawl
loast
sluke
thrept
wheeg
mibgus
splaunch
quantric
lindify
saist
Word Attack Tests
(such as Woodcock Johnson-III)
✦
Measure of phonics ability (nonsense words)
❖
tif
nan
rox
zoop
lish
dright
✦
NOT dependent on context
✦
Strongest difference between good readers and poor readers
✦
Having students read Dr. Seuss is another way to assess
students on these skills
✦
Did you ever have the feeling there’s a zamp in the lamp or a
nink in the sink or a woset in the closet?
✦
Sometimes I am quite certain there’s a jertain in the curtain.
Handout
Thursday, August 1, 13
True or False?
If a student is having difficulty reading
nonsense words they probably need
instruction in letter-sound correspondences
and/or blending phonemes.
ANSWER:
TRUE
Thursday, August 1, 13
Phonics/Word Recognition: Teaching
Techniques and Strategies
✦
vary according to stage of development
❖
see Ehri’s phases of word learning
✦
synthetic phonics (sound by sound) is critical
✦
reading by analogy can be useful when combined
with synthetic phonics
✦
invented/developmental spelling and dictated
spelling
✦
with practice, words become “sight words”
❖
Thursday, August 1, 13
fully specified orthographic representations
Handout
Phonics/Word Recognition:
Teaching Techniques and Strategies
✦
teach how skills are related to one another
✦
scaffold using a variety of techniques
✦
❖
sequence
❖
mnemonic clues
❖
“stretch and connect” to model/scaffold blending
❖
materials (key word cards, Elkonin boxes, chart with flexible
strategy steps)
apply skills quickly
❖
teach a few letter sounds and then read and spell words made of
those letter sounds
❖
read words in phrases and simple text
Thursday, August 1, 13
Handout
© 2007 Mondo Pulishing. Used
by permission.
Authors: J.H. Allor and
Minden-Cupp
Thursday, August 1, 13
C.
Handout
© 2007 Mondo Pulishing. Used
by permission.
Authors: J.H. Allor and
Minden-Cupp
Thursday, August 1, 13
C.
Handout
A struggling first grade reader stops on a word he does
not know. Research on teaching struggling readers in
first grade indicated that the best strategy to teach the
student to use to read unknown words is to…
Look at the first letter in the unknown word and think
about what would make sense.
b. Read on, then go back and use the context to try to
determine the unknown word.
c. Sound out the word, then check it in context to be
sure it makes sense.
d. Look at the picture and think about what would make
sense.
e. All of the above
awe haze could furl half
c.
always good for a laugh
a.
Thursday, August 1, 13
Example simple
decoding strategy
© 2007 Mondo Pulishing. Used
by permission.
Authors: J.H. Allor and
Minden-Cupp
Thursday, August 1, 13
C.
Handout
Example more
complex decoding
strategy
© 2007 Mondo Pulishing. Used
by permission.
Authors: J.H. Allor and
Minden-Cupp
Thursday, August 1, 13
C.
Handout
Phonics/Word Recognition: Teaching Techniques and
Strategies for Students with Disabilities
✦
fundamentally, techniques and strategies are the same
✦
recognize short term memory problems
❖
✦
monitor carefully and teach only most important skills
❖
✦
/sss/aaa/t/, at -- common error
know what to teach, when, and to whom
keep language and activities consistent to reduce amount of
language processing
❖
use of “formats”
❖
use of repetitive games and activities – use same game, substituting
Handout
harder words/items (ex. BINGO)
Thursday, August 1, 13
Phonics/Word Recognition: Teaching Techniques and
Strategies for Students with Disabilities
✦
✦
✦
✦
need to be taught when to use skills
❖
how skills relate to one another
❖
need to be shown that blending orally (PA) is what you are doing when
you blend from print
teaching every step explicitly, even when to drop out a step
❖
need to be taught when not to use skills
❖
example: students with ID who have a difficult time simply saying a
known word (rather than saying sounds first)
use as many resources as possible for focused practice on
target skills
O’Connor (2007) is an excellent resource!
Thursday, August 1, 13
Handout
True or False
It is better to focus a decoding lesson on
one routine, such as word sorting, than to
include several routines or activities in one
lesson.
ANSWER:
FALSE
Why?
to make instruction more engaging
judicious review
Thursday, August 1, 13
STOP AND REFLECT
Questions:
__________________________________
__________________________________
__________________________________
__________________________________
Main Ideas:
__________________________________
__________________________________
__________________________________
__________________________________
How does this apply to your students?
__________________________________
__________________________________
__________________________________
__________________________________
Thursday, August 1, 13
Close Look at ContentSpecific Techniques
✦
Oral Language and Vocabulary
❖
listening comprehension
❖
oral expression
✦
Phonological Awareness
✦
Phonics/Word Recognition
✦
Fluency
✦
Reading Comprehension/
Written Expression
Thursday, August 1, 13
Handout
Fluency Instruction:
Definition and Objectives
✦
effortlessly identifying words with accuracy,
speed, and prosody
✦
read a passage at designated grade level with
prosody at a rate of ___ words per minute
✦
currently, research studies have not supported
pushing students to read faster than 130 wpm,
though many students read much faster
✦
goal is effortless reading with expression so
comprehension is optimal
Thursday, August 1, 13
Handout
Fluency: The Concept of Automaticity
Automatic—a skill performed without
conscious attention.
Automaticity—capacity for
performance without conscious
attention.
Handout
Thursday, August 1, 13
Fluency: Automaticity is Necessary…
For the fluent
performance of any
complex behavior, such as
playing an instrument,
playing a game,
participating in a sport,
driving a car, or typing.
Thursday, August 1, 13
Activity: List reasons why fluent reading is
important.
Handout
Thursday, August 1, 13
Activity:
List reasons why fluent reading is important.
✦
indicator of overall reading ability
✦
enables deeper processing of meaning
✦
motivating (can read faster, tend to read
more, and continue to get better in reading)
❖
✦
Thursday, August 1, 13
important for vocabulary development
and overall learning
ease in learning (can learn more in same
amount of time)
Cascading Consequences:
Self-perpetuating cycle!
Lack of fluency
Labored, inefficient reading
Lack of motivation
Lack of practice
Smaller vocabulary
Limited knowledge of academic words
Declining comprehension
Thursday, August 1, 13
Fluency: Sequencing and Assessing Skills
✦
use DIBELS ORF benchmarks
✦
do not push past 130 wpm
✦
DIBELS assesses in text at a goal level
✦
may also want to assess in text at current level of
performance
✦
scores include wpm, accuracy, and observations
of prosody
✦
practice should be on current level of
performance
Thursday, August 1, 13
Handout
When to assess and how often?
✦
screening 3 times per year for everyone
❖
✦
“check up”
more frequent measurement for students
below benchmark
❖
monthly, twice per month, or weekly
❖
depending on time
Handout
Thursday, August 1, 13
Assessing Fluency:
Determining the Cause
✦
Proportion of words recognized “by sight”
✦
Variations in processing speed of known
words
✦
Speed of recognition of “novel” words
✦
Use of context to speed word
identification
✦
Speed of identification of word meanings
Handout
Thursday, August 1, 13
If Children Are Below Benchmark…
Additional diagnostic assessment is needed to
determine:
A.phonological processing ability
B.letter name accuracy and speed
C.non-word reading (phonic word attack)
D.real words out of context
E.listening comprehension
F.vocabulary impacts fluency
Thursday, August 1, 13
Handout
Fluency is …
✦thermometer
Thursday, August 1, 13
of overall reading health
Why is fluency a thermometer of
overall reading health?
✦
highly related to student’s ability to
comprehend
✦
linked to word analysis, vocabulary, and
comprehension
✦
fluent readers are more likely to be fluent
writers
Handout
Thursday, August 1, 13
Fluency:
Instructional Techniques and Strategies
✦
Selecting Text is CRITICAL
❖
between 90-95% accuracy
❖
90% accuracy (no more than 1 out of every 10 words is incorrect)
❖
95% accuracy (no more than 1 out of every 20 words is incorrect)
✦
oral reading with feedback is most effective
✦
may include work on subskills
✦
include goal setting and graphing
✦
Frequent, brief, distributed practice
✦
rereading
✦
peer tutoring
Thursday, August 1, 13
Handout
Advantages of Charting Progress
✦
Motivating
✦
Small gains are visible.
✦
Steady growth over time is visible.
✦
Student is competing against him/herself only.
✦
Teacher can tell if improvement is occurring and
can change something if it is not.
✦
A clear benchmark is in sight.
Handout
Thursday, August 1, 13
The Goal is Meaning
Automaticity is NEVER an end
in and of itself!
§Speed is not the goal: pleasurable,
engaged reading for meaning is the
goal.
§Fluency is ONE prerequisite for
comprehension; language processing,
background knowledge, strategies are
necessary as well.
Handout
Thursday, August 1, 13
Fluency: Scaffolding
✦
During instruction, practice words before
reading connected text.
✦
Preview the content of the reading by
talking about the main ideas.
✦
Read parts to the student that are too
difficult.
✦
Ask student to scan text and read it to
himself before reading aloud.
Handout
Thursday, August 1, 13
STOP AND REFLECT
Questions:
__________________________________
__________________________________
__________________________________
__________________________________
Main Ideas:
__________________________________
__________________________________
__________________________________
__________________________________
How does this apply to your students?
__________________________________
__________________________________
__________________________________
__________________________________
Thursday, August 1, 13
Close Look at ContentSpecific Techniques
✦
Oral Language and Vocabulary
❖
listening comprehension
❖
oral expression
✦
Phonological Awareness
✦
Phonics/Word Recognition
✦
Fluency
✦
Reading Comprehension/
Written Expression
Thursday, August 1, 13
Handout
Comprehension: Definition and Objectives
✦
reading or reading comprehension:
“process used to associate meaning with printed symbols in
order to understand ideas conveyed by the writer” (Collins &
Cheek, 1999)
✦
✦
involves
❖
Remembering information from text
❖
Reasoning about text
❖
Connecting information in text to information already known
❖
Analyzing and Synthesizing information
❖
Inferring authors intended message
Objectives include retelling, answering literal and inferential
Handout
questions, completing story maps, etc.
Thursday, August 1, 13
The Simple View of Reading
★A formula introduced by Gough and Tunmer in 1986
Reading
Language
(LC) = Comprehension
Decoding (D) x
Comprehension
(RC)
D x LC = RC
✴ The formula was demonstrated to work by
Hoover & Gough’s study, published in 1990.
✴ The essence has been replicated many times since.
Note: Scores for D & LC are between 0 and 1
Thursday, August 1, 13
Note: Scores for D & LC are between 0 and 1
Handout
So…Reading Comprehension is…
✦the
process of constructing meaning by
coordinating a number of complex processes,
which include
❖fluent
❖an
word reading,
understanding of oral language,
❖world
knowledge,
❖motivation,
❖efficient
cognitive processing.
Handout
Thursday, August 1, 13
Which of the following is an example of
comprehension strategy instruction?
a. Mr. Gonzales asks his third grade students to read a
story from the reading series and answer the questions
at the end of the story.
b. Mr. Gonzales has his students complete a worksheet in
which they must find the main idea of paragraphs.
c. Mr. Gonzales teaches his students a method for
determining the main idea of a paragraph and guides
them in practice of this method until they can do it
independently.
d. a and b
ANSWER:
c
Thursday, August 1, 13
Which of the following is an example of
comprehension strategy instruction?
a. Mr. Gonzales asks his third grade students to read a
story from the reading series and answer the questions
at the end of the story.
b. Mr. Gonzales has his students complete a worksheet in
which they must find the main idea of paragraphs.
c. Mr. Gonzales teaches his students a method for
determining the main idea of a paragraph and guides
them in practice of this method until they can do it
independently.
d. a and b
ANSWER:
c
Thursday, August 1, 13
Comprehension: Research on
Selecting Skills and Assessing
✦
strategies generally tested with fourth graders or
higher
❖
summarization, self-questioning, story
structure/story maps, graphic and semantic
organizers, and comprehension monitoring
✦
assumption is strategy instruction is not useful
until skilled decoding is in place, though this
assumption is largely untested
✦
assessment of comprehension is very complex
and challenging
Thursday, August 1, 13
Handout
Before Reading Strategies
✦Activating
background knowledge
(K-W-L) Chart
✦Investigating
✦Setting
text structure
a purpose for reading
✦Predicting
text content
✦Reviewing
and clarifying vocabulary
Handout
Thursday, August 1, 13
During Reading Strategies
✦ Establishing
the purpose for each part of the reading
✦ Self-monitoring
✦ Visualizing
✦ Summarizing
✦ Confirming/rejecting
✦ Identifying
predictions
and clarifying key ideas (think about what’s read)
✦ Questioning
self
Handout
Thursday, August 1, 13
After Reading Strategies
✦ Assess
if the purpose for reading was met
✦ Paraphrase
✦ Identify
✦ Make
important information
the main idea and details
comparisons
✦ Connect
✦ Draw
conclusions
✦ Summarize
✦ Analyze
(Students make judgments and form opinions
using explicit information from the reading)
Handout
Thursday, August 1, 13
The Teacher’s Role in
Fostering Comprehension
✦MODEL, MODEL, MODEL
✦Think
aloud
✦DON’T
just stick to the literal; actively engage
children’s higher-order thinking processes
✦Look
at your curriculum objectives
Handout
Thursday, August 1, 13
Thursday, August 1, 13
Thursday, August 1, 13
STOP AND REFLECT
Questions:
__________________________________
__________________________________
__________________________________
__________________________________
Main Ideas:
__________________________________
__________________________________
__________________________________
__________________________________
How does this apply to your students?
__________________________________
__________________________________
__________________________________
__________________________________
Thursday, August 1, 13
Overview of the Day
✦
Theory with a capital T
✦
Disabilities that Impact Reading
✦
Overview of Instructional Techniques
✦
Close Look at Content-Specific Techniques
(teaching the big ideas of reading)
✦
Close Look at General Instructional
Techniques: Putting it all Together
Handout
Thursday, August 1, 13
A Close Look at General
Instructional Strategies:
Putting it all Together
✦
Increasing Intensity
✦
Differentiation
✦
Grouping
Handout
Thursday, August 1, 13
Key Factors in Increasing Intensity
✦ Intense
❖repeated
practice across the day and across days
✦ Appropriate
❖practice
of key skills at appropriate difficulty level
(high degrees of accuracy)
✦ Motivating
❖Set
goals to increase self-determination and
Handout
Thursday, August 1, 13
Intensity: Judicious Review
✦
adequate
✦
distributed
✦
cumulative
✦
varied
❖
Kame’enui, et al. (2003)
Handout
Thursday, August 1, 13
Teacher’s Role
and monitor intense, appropriate,
motivating, and meaningful practice
✦Plan
✦Practice
during instruction is implemented by
teacher
✦Practice
outside instruction
❖Independent
❖Families
❖Peers
❖Paraprofessionals
Thursday, August 1, 13
Handout
Increasing Intensity During Lessons
✦Maintain
a fast-pace
✦Use
incentives to manage behavior and increase time
on task
✦Tailor
lessons to individual students/groups
❖Spend
less time on clearly mastered skills and
more time on challenging skills
❖ Ex.
Some of our students were doing great on lettersound correspondences, but still struggling with
phonemic awareness. Therefore, we reduced time spent
on letter-sound correspondences, just reviewing briefly
in each lesson or skipping that activity on some daysHandout
Thursday, August 1, 13
Use Technology Wisely
✦Remember
key factors
✦Letter Factory Video
✦Websites
❖ Usually
need support
❖ Quality varies
✦Etc.
Thursday, August 1, 13
Utilize existing resources
✦Use
activities and materials from curriculum
other than your primary curriculum
✦Remember
Key Factors
Handout
Thursday, August 1, 13
Word Level Strategies
✦High-Frequency Word
❖Irregular
❖Regular
Practice
(ex. was)
(ex. can, did, had – Fry Word List)
❖Practice
small sets of words in a variety of ways
(example activities to follow)
❖Cumulative
❖Apply
taught skills
Handout
Thursday, August 1, 13
Activities for Word Level
✦Puzzles
✦Card
❖ Old
Games
Maid
❖ Concentration
❖ Go Fish
Thursday, August 1, 13
Sentence Level
✦Practice
words in sentences in a variety of
ways
❖Arrange
words to create sentences (video
on next slide)
❖Read
❖Fill
sentences and match to pictures
in the blank sentences
Handout
Thursday, August 1, 13
Video
§Jacob
§IQ 44
§Williams’ Syndrome
rd year in our intervention
Video
from
3
§
§At that point, he was in early to mid first-grade level
th year began to unitize words
During
4
§
§By the end of the study was reading approximately
30 words per minute
Thursday, August 1, 13
Increasing Intensity at the Text Level
✦ Intensity
✦ Motivating
✦ Independent
✦ Incentive
✦ Families, peers,
✦ Tracking
progress
✦ Connect
to ORF goals
paraprofessionals
✦ Selecting
appropriate text
✦ Instructional
accuracy
Level = 90-95%
✦
http://www.lexile.com/findabook/
✦
http://www.readinga-z.com/
programs
✦ Meaningful
Handout
Thursday, August 1, 13
Increasing Intensity at the Text Level:
Application Lessons
✦Prepare
students for text with “application” lessons
that teach them to transfer skills learned during
instruction in primary curriculum to specific texts
✦Application
Lessons are key activities from core
curriculum using exact words in books students are
being taught to read
✦Lessons
use exact wording of strategies from
curriculum
Handout
Thursday, August 1, 13
Thursday, August 1, 13
And back to word level…
§Identify words to practice from text
§Error analysis chart
Word in Text
Student said…
sat
sit
slip
--
sport
spot
§Arrows (post-it flags)
Handout
Thursday, August 1, 13
EXAMPLE of Judicious Review
✦adequate
✦distributed
✦cumulative
✦varied
• importance of active student
responses and high success rate
© 2007 Mondo Pulishing. Used by
permission.
Authors: J.H. Allor and C. Minden-Cupp
Handout
Thursday, August 1, 13
Instructional Arrangements:
Research-Based Practices
✦
small vs. whole groups
✦
peer tutoring
✦
independent practice
✦
paraprofessionals and volunteers
✦
3-Tiered Model: Revisited
Handout
Thursday, August 1, 13
Small Groups vs. Whole
✦
✦
Whole/Large Groups
❖
time efficient
❖
preparation for future instruction or preview first
Small Groups
❖
easier to differentiate instruction
❖
likelihood of active engagement and on-task behavior increases
❖
easier to monitor students and provide immediate feedback
✦
Reality: instruction must be differentiated in all groups;
the larger the group the more difficult this becomes
✦
Goal for all groups: active engagement on target
objectives... instructional sweet spot
•
Thursday, August 1, 13
Mercer & Mercer, 2001
Handout
Guidelines for Large Group Instruction
✦keep
instruction short
✦use questions, including choral or group
responses (response cards, unison responses)
✦encourage active participation
✦maintain a lively pace
✦clear behavioral expectations
✦use participation buddies (pair, share) or peer
tutoring
✦use signals to avoid surprise call-ons
✦
Thursday, August 1, 13
Mercer & Mercer, 2001
Guidelines for Small Group Instruction
✦everything
on previous slide
✦make groups as homogeneous as possible
✦maintain flexible groupings
✦locate so teacher can scan entire classroom
✦ Mercer
Thursday, August 1, 13
& Mercer, 2001
Providing extra practice…
✦
brief preview or practice prior to group
✦
brief review or practice after group
✦
“pocket children” (O’Connor, et al., 2005 &
O’Connor, 2007)
✦
family involvement
✦
cross-age peer tutoring
✦
paraprofessionals and volunteers
✦
computer (be careful!)
Thursday, August 1, 13
Handout
Peer Tutoring
✦
increased opportunities to respond
✦
differentiation is facilitated
✦
strong research support for structured
programs
❖
clear procedures and rules taught to
tutors and tutees
❖
reciprocal roles
❖
pairing scheme
❖
active teacher monitoring and feedback
Thursday, August 1, 13
Handout
Peer Tutoring Resources
✦
Classwide Peer Tutoring (Greenwood and others)
✦
Peer-Assisted Literacy Strategies for K (Mathes, ClancyMenchetti, & Torgesen)
✦
Peer-Assisted Literacy Strategies for 1st Grade (Mathes,
Torgesen, Allen, & Allor)
❖
✦
www.sopriswest.com
Peer-Assisted Learning Strategies (Fuchs and others)
❖
www.kc.vanderbilt.edu/pals
Handout
Thursday, August 1, 13
Paraprofessionals and Volunteers
✦
procedures should be simple and repetitive,
following clear routines
✦
training is needed
✦
Allor, J.H., Gansle, K.A., & Denny, R.K. (2006)
✦
Allor & McCathren, 2004
✦
Vadasy, et al., 2000
✦
Baker, et al., 2000
✦
Resources: www.sopriswest.com
Handout
Thursday, August 1, 13
More on Differentiating Instruction
provide scaffolding during group work
✦
❖
example: most students write spelling words; scaffold for some
students by providing them with letter cards
differentiate expectations during group work
✦
❖
varying difficulty of objectives (same skill, different levels of ability)
❖
example: include words for PA blending and segmenting practice
of varying difficulty (sun, stamp)
❖
example: if spelling with letter tiles, give more advanced students a
few extra tiles and challenge them to make a few more words
while other students are working
Handout
Thursday, August 1, 13
Our Biggest Enemy: Time
Use time wisely,
because every minute counts
This means
✦
carefully choosing instructional materials based on
what research suggests is most effective.
✦
reducing down time.
✦
arranging instruction that increases each individual
child’s time actively engaged in reading and reading
related activities that are in their “sweet spot”.
Handout
Thursday, August 1, 13
STOP AND REFLECT
Questions:
__________________________________
__________________________________
__________________________________
__________________________________
Main Ideas:
__________________________________
__________________________________
__________________________________
__________________________________
How does this apply to your students?
__________________________________
__________________________________
__________________________________
__________________________________
Thursday, August 1, 13
For More Information
Dr. Jill H. Allor
Department of Teaching and Learning
School of Education and Human Development
Southern Methodist University
www.smu.edu
Handout
Thursday, August 1, 13