Independent Reading Elaine Gale, Hunter College & Susan Easterbrooks, Georgia State University.
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Transcript of Independent Reading Elaine Gale, Hunter College & Susan Easterbrooks, Georgia State University.
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Independent Reading
Elaine Gale, Hunter College & Susan Easterbrooks, Georgia State University
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News Flash
Independent Reading =
Higher Reading Scores
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The more you read, the better you get at it;
the better you get at it, the more you like it;
and the more you like it, the more you do it.
And the more you read, the more you know;
and the more you know, the smarter you grow.
Why Read?
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DEAR FVR USSRSSRDIRT
What is Independent Reading?
Drop Everything And ReadDaily Interrupted Reading TimeFree Voluntary ReadingSustained Silent ReadingUninterrupted Sustained Silent Reading
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Why Independent Reading?
93%of SSR students did as well or better on tests of reading
than students having no SSR time.
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IR Research: General
Education
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Who Has the Highest Reading Skill Scores?
International Association for the Evaluation of Educational Achievement report:
children who were read to by their teachers
children who read the most pages for pleasure daily
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Duration of Treatment and Outcomes of SSR Studies
Duration Positive No Difference
Negative
Less than 7 months
7 13 3
7 months - 1 year
9 11 0
Greater than 1 year
8 2 0
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Reading and LearningMiddle School Children
How many words can one read a year?
1 million words
How many words can one learn a year without direct vocabulary instruction?1 thousand words
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IR Research: DHH
Education
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Model Silent Sustained Reading
• Time to read books of their own choice• Discard books• Time to find other books• Broad reading goals• Self reading record• Observe, comment and enjoy reading stories
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8 Important Factors
• Access• Appeal• Conducive environment• Encouragement• Staff Training• Non-Accountability• Follow-up Activities• Distributed Time to Read
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What Does Daily Reading Mean for DHH Students?
Learn to write and spell better
Gain English language skills
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Independent Reading Program, How to Set Up?
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The How To Do List
• Assessing Needs
• Choosing Appropriate, Leveled Materials
• Finding Time and Space
• Encouraging Self-monitoring
• Assessing Outcomes
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Assessing Needs
• Independent Reading Level
• Informal Reading Inventory (IRI)
– Graded word list– Graded passages– Summaries and
analyses
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Independent Reading Level
The author sat in his chair and stared at the clock. The pendulum swung back and forth as the time passed by. He was desperate to think of new ideas for his story, but his mind was a blank. This had never happened to him before, as stories had always flowed easily from his mind, usually so fast that he did not have the time to write them down before they disappeared from consciousness and new ideas took their place. But now he was stuck for inspiration, and his book deadline was approaching with a speed that truly frightened him.
1 unknown word in 100
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Graded Word ListsList C 5414 Sight Analysis(Grade 4)
1. Thunder _______ _______2. Friendship _______
_______3. Crickets _______ _______4. Yesterday _______
_______...17. Medicine _______ _______18. Ashamed _______ _______19. Saddle _______ _______20. Anxious _______ _______
Number Correct ______________
Total _______Scoring Guide for Graded Word ListsIndependent Instructional Frustration 20 19 18 17 16 15 14 13 or less
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Graded Passages
Flight Older airplanes were moved
through the air by the use of propellers. Now, most planes are driven by large jet engines. Some fly faster than sound. The first thing you may notice about a plane is the wings that stick out on either side of its long body. Today jet planes land and take off from major airports every few seconds. People can travel around the word in only a few hours. It often takes travelers longer to retrieve their luggage than to fly to their destination. Planes have been much improved since the Wright brothers first flew in 1903.
• What is this passage about? (airplanes; the development of planes through the years)
• What kind of engines do most airplanes have today? (jet engines)
• How were older planes moved through the air? (propellers)
• In what year did the Wright Brothers fly? (1903)
• How do you think the Wright Brothers felt after the first flight? Why? (any logical response)
• Do you think jet airplanes have changed our lives for the better? Why? (any logical response)
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Summaries and Analyses
Grade Word Recognition Comprehension
Isolation
(word Lists)
Context
(Passages)
Oral Reading (Form A)
PP Sight Analysis Total Level Miscues Level Questions Missed
Level
P
1
2
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Choosing Appropriate, Leveled Materials
• Accelerated Readers
• Leveled Readers
• Developmental Reader
systems from different publishing companies
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Accelerated Readers
http://www.renlearn.com/ar/
• 1) Student reads book• 2) Student takes a quiz• 3) You get information
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http://www.pinnellandfountasleveledbooks.com
Leveled Readers
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http://www.onestopenglish.com/readers/index.htm
http://www.cup.cam.ac.uk/elt/readers/
http://www.sundancepub.com/
http://www.wrightgroup.com
Reader Systems
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Click video
The following URL links to a full quality version video clip: selectbook
Selectbook video
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Not all students in the same grade read at the same level
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Click Video
The following URL links to a full quality version video clip: reading level
Reading level video
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Finding Time & Space
• 10-20 minutes a day
• Quiet informal setting can go a long way
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Building Classroom Library
• Borrow from the school library• Involve parent/teacher association• Deaf Community• Local Service Organizations • Book Fair• Used Bookstores• Exchange Books• Budget Priorities
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Encouraging Self-Monitoring
• Self-Evaluation Questions
• Self-Evaluation of Reading Form
• Self-Monitoring Checklist
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Self-Evaluation Questions
• How do you feel you are doing in reading/writing
• What are your strengths in reading/writing?
• What do you enjoy the most about reading/writing
• What do you feel you need to do to improve your reading/writing?
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Self-Evaluation Form
I feel that I thoroughly understood this book
I feel that I don’t understood this book
Why I marked this scale as I did _______________________________________________________________________________________________________
Name ___________________ Date________
Book Read _________________________________
Mark the scale below:
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Self-Monitoring ChecklistTHINKING ABOUT MY READING
BEFORE READING, DID I* preview the text* predict
DURING READING, DID I* stop and think* change predictions
AFTER READING, DID I* think back about my predictions?* summarize in my head?
To improve my reading, I need to: _________________________________________________________________________
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Assessing Outcomes
• Retelling conference with teacher
• Read section to friend• Book talk• Writing• Art project• Drama• Your idea• Nothing…just enjoy!
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Student Book Response Choices
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Click Video
Booktalk video
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How Many Times Do You Need To Meet a Word Before You Comprehend It?
12
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IR Materials
• Preschool• Elementary• Middle and High School• Older Struggling Reader
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Preschool Materials
Pop-up
Predictable
Wordless
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More Preschool Materials
http://clerccenter.gallaudet.edu/Literacy/srp/setup.html
Shared Reading Project
ASL/English Books
LEA Language Experience Activity
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Elementary Materials
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
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Elementary: News
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Elementary: Other
Maps
Music
Poetry
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Middle and High School Materials
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Older Struggling Readers Materials
Posters
Bumper Stickers
Postcards
NewspapersMagazines
Advertisements
Wide range of
opportunities to read
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Older Struggling Readers: Intervention
Based on Need
Cooperative Learning Groups
Read Aloud Strategic Reading
Discussion and Collaborative Talk
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Close Captioning As Reading
Material?
What do you think?
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Click Video
Trelease video
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Accessible Books
Books on Video
Big Books
Books on Disk
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Pre-Service Teacher Assignment
• You will choose a literacy skill that you have identified your student needs to practice.
• Develop a independent reading assessment rubric related to this objective and fill it out on the student.
• Identify books for student to read independently that will enhance this skill.
• Provide independent reading times over the period of one month with materials that focus on the student’s identified need.
• At the end of the month, fill out the assessment rubric to identify if progress has been made on the objective.
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Electronic Resources
http://clerccenter.gallaudet.edu/Literacy/programs/IR.html
http://www.trelease-on-reading.com/rah_chpt5_p1.html
http://www.kyoto-su.ac.jp/information/er/index.html
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Paper Resources
Schleper, D. R. SSR? DEAR? USSR? Or DIRT? No Matter What You Call It, Independent Reading Is for Everyone. Odyssey, (Fall 2002), 26-28.
Krashen, S. D. (2004). The Power of Reading: Insights from the research. Portsmouth, NH: Heinemann.
Pilgreen, J. L. (2000). The SSR Handbook: How to organize and manage a sustained silent reading program. Portsmouth, NH: Heinemann.
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Extra!
Independent Reading =
Higher Reading Scores