Agenda Interactive Approach to Reading Informal Measures (Intro and Practice Score and Hypothesize)...
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Transcript of Agenda Interactive Approach to Reading Informal Measures (Intro and Practice Score and Hypothesize)...
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Agenda
Interactive Approach to Reading
Informal Measures (Intro and Practice Score and Hypothesize)• DIBELS• Dominie• Word/Language Tests (CTOPP, PPVT, TOSWRF, TOWRE)
Formal/Technical Term Understanding (Ch. 2 McKenna)
Judgment Free Writing (Looking at Language in Report Writing)
Informal Reading Report (Based on the Observational Survey)
Formal Clinic Sample and Test Backgrounds
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Ten Characteristics of Texts•Genre•Text Structure•Content•Themes and Ideas• Language and Literary
Features
•Sentence Complexity•Vocabulary•Words• Illustrations•Book and Print Features
The Continuum of Literacy Learning, Grades K-2 – p. 9 – 11The Continuum of Literacy Learning, Grades K-8 – p. 16 - 17Teaching for Comprehending and Fluency – p. 160
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• Bottom-up processing (decoding)
• Top-down processing
• Interactive approach
Models of Reading
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The cat is in .the grass
The cat is in the lady’ s
. lap
, Oh no the cat is in .the tree
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•Peter led Bridget into the waiting room.•He realized that she was extremely nervous, so he gently suggested that she sit down.•Bridget ignored him and began to pace frantically.•The other patients watched her warily and several also began pacing.•As a scream rang out from the inner office, Peter angrily forced Bridget to sit down.•Bridget moved closer to Peter, who leaned down and tenderly scratched her ears.
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Bottom-up Processing
Reader builds meaning from the smallest units of meaning to
achieve comprehension.Example
letters letter clusters words phrases sentences longer text meaning =
comprehension
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Top-down Processing
Reader generates meaning by employing background knowledge, expectations,
assumptions, and questions, and reads to confirm these expectations.
Example
Pre-reading activities (i.e. activating schema, previewing, and predicting) + background knowledge (cultural,
linguistic, syntactic, and historical) = comprehension
Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.
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Interactive Approach
Reader uses both bottom-up and top-down strategies simultaneously or
alternately to comprehend the text.Example
Reader uses top-down strategies until he/she encounters an unfamiliar word, then employs
decoding skills to achieve comprehension.
Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.
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Knowledge base + bottom-up strategies + top-down strategies =
comprehension
Interactive Approach
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Which model should be adopted?
The reader must be competent in both bottom-up and
top-down processing.
Nunes, T. (1999). Learning to read: An integrated view from research and practice. Dordrecht, The Netherlands: Kluwer.
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Assessment Trade-Offs
Norm-referenced Comparability
Group administered
Informal In depth
information
Individually administered
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Rule of Thumb
The finer the grain size at which we monitor a process, like reading or writing, the greater the likelihood that we will end up teaching and testing bits and pieces rather than global processes like comprehension and composition.
P. David Pearson, UC Berkeley
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Typical Questions
Types of AssessmentsPurpose
Who is at risk?Who needs close monitoring?
Formative
Universal Screening
“First Alert”
What are a student’s strengths? weaknesses?Are other students exhibiting similar profiles?
Formative
Diagnostic“In-depth
View”Who needs extra support?How should groups be formed?Which skills need to be emphasized
Formative
Progress Monitoring
“Growth Charts”
Have we accomplished our goals for a student? a class? a school?a district?What aspects of the literacy program need revision?
Summative
Outcome “Reaching Our Goals”
CORE Pages 8-9
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Effective instruction is the only solution
• Children differ
• Struggling readers differ
• Intervention designs must be based on knowledge of these differences
• Figuring out how to best teach each struggling reader is the essential task
Allington
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Fluency & Comprehension
Phonics Phonemic Awareness
Phonics, Phonemic Awareness, Fluency
Vocabulary and Comprehension
Progress Monitor
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My dad loves to fly a kite. He makes it go high above the trees.
Dominie Reading and Writing Portfolio
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Shifting From Being a Teacher to an Assessor
•Reviewing Tests•Test Protocols•Materials Picture Walk
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The only way to create fewer students with limited reading proficiency is to provide those students with more and better reading instruction than that provided to the other students.”
(Allington, 2009, p.11)
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