Academic Literacy Community of PracticeWebinar #5.ppt

Academic Literacy Community of PracticeWebinar #5: Current and Ongoing Research on Academic Literacy in a Secondary RTI Context Hosted by the Center on Instruction June 10, 2010 Center on Instruction Staff Angela Penfold, Director Ruth Dober, Deputy Director of Communications Andrea Reade, Research Associate Mabel Rivera, Deputy Director (ELL Strand) Debby Miller, Deputy Director (Reading Strand) Christy Murray, Deputy Director (Special Ed Strand) Erika Soucy, Technical Assistance Academic Literacy Webinar SeriesSchedule of Events Today’s Agenda Formal presentation Question and answer session Evaluation Layers of Reading InterventionsFrom Reed Vaughn, 2010 Phonemic Awareness/Phonics Interventions Applies to the smallest percentage of students beyond grade 3 Direct instruction of phonemes and graphemes supplemented with high-frequency sight words and irregular words Provide many practice opportunities that incorporate specific feedback and self-correction strategies (Reed Vaughn, 2010) Structural Analysis Interventions Appropriate for students who have adequate phonological processing and decoding single-syllable words but cannot read multisyllable words quickly and accurately Focus on identifying syllable types, morphemes, syllabic analysis Practice generalizing skills (Reed Vaughn, 2010) Fluency Interventions VERY limited research with high school students Instruction should include: Prosodic features of language Expert modeling of fluent reading Opportunities for students to apply skills to authentic texts through assisted and repeated readings (not to exceed three repetitions) Immediate instructional feedback related to students’ individual goals for rate, accuracy, and expressions (Reed Vaughn, 2010) Narrative Text Comprehension Interventions Appropriate for students who have not acquired an awareness of narrative stories’ structural pattern Instruction should include: Explicit instruction on story grammar, identifying main ideas and themes Collabor