Rewards Overview
MiBLSi State Conference
April 23, 2008
Facilitator: Edwina Borovich
MiBLSi State Trainer
REWARDS Trainer
wenbead@aol.com
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REWARDS
R = Reading
E = Excellence
W = Word
A = Attack and
R = Rate
D = Development
S = Strategies
Anita Archer Mary Gleason
Vicky Vachon
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What is REWARDS?
A research-validated program
To teach intermediate and secondary students
a flexible strategy for decoding long words:



Presence of affixes in about 80% of multisyllabic words
Every decodable chunk must have a vowel grapheme
Close approximation
Actual pronunciation
language
oral/aural language
context
To increase their oral and silent reading fluency.
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Who is it designed for?
Students who:
Are in 4th through 12th grades.
Have mastered skills associated with 1st and 2nd grade.
Have difficulty reading long words. This program is appropriate for
struggling students reading between the 2.5 and 5.0 grade
and/or
Have poor Fluency. This program is appropriate for students who
read grade level materials slowly (60-120 words per minutes)
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After Participating in REWARDS
Students Will…
Decode previously unknown multisyllabic words
containing two to eight word parts
Accurately read more multisyllabic words within sentences
Accurately read more multisyllabic words found in content
texts and class materials
Have an expanded vocabulary
Read narrative and expository text accurately and fluently
Experience increased comprehension as accuracy, fluency
and vocabulary increases
Have more confidence in their reading ability
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Why was REWARDS developed?
READING
is the major predictor of academic success
Yet
many of our intermediate and secondary
students are poor readers, have trouble passing
content-area classes and are not doing well on the
state tests.
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Options for selecting students
Current reading level can be determined using a
group or individually administered standardized
reading test (informal reading inventories, Woodcock,
PIAT, WIAT).
Fluency can be determined by selecting a passage
from a grade-level expository textbook. Have the
student orally reading for a minute. If the student
reads 60-120 correct words, he/she can profit from
REWARDS.
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Differences between REWARDS
Intermediate and Secondary
Intermediate
For Students–Grades 4-6
25 lessons
Word choice, reading and
interest level-Grades 4, 5 & 6
Expanded instruction focusing
on word relatives
More in-depth vocabulary
component
Secondary
Students–Grades 6+
20 lessons
Word choice, reading and
interest level-Grades 6+
Word relatives exercise
optional
Vocabulary exercise optional
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REWARDS (Intermediate)
REWARDS
(Original/Secondary)
REWARDS Plus: Reading
Strategies Applied to Social
Studies Passages
REWARDS Plus: Reading
Strategies Applied to
Science Passages
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Where can this program be used?
General education classes in intermediate grades
(4th, 5th, and 6th)
Special reading classes



Remedial Reading
Special Education
Compensatory Education Programs
Intensive Programs


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Summer School
Interim sessions
Extended day
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Who might teach this program?
General education teacher
Reading teacher
Special education teacher
Remedial or compensatory education teacher
Well trained paraeducator with a small group or
individual
Well trained tutor working with an individual
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Why might you want to use
REWARDS?
Word recognition is a necessary, though not
sufficient, skill to allow comprehension.
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Simulation
As you participate in the following activity, reflect on
the contributions word recognition makes to reading
comprehension.
You will be working with partners. Count off 1-2.
1s will be the Readers and 2s will be the Test
Administrators
Take out your Training Manual – “Ones” the Readers
titled Simulation: Reader. “Twos” turn the page to
Simulation Test Administrator. Ones and twos follow
the directions on your page exactly as written.
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Why might you want to use
REWARDS?



word recognition skills are the most pervasive and
debilitating source of reading challenges
The ability to decode long words is the major
difference between good and poor readers. Poor
decoders, even those who can decode single
syllable words, have a difficult time with
multisyllabic words. (Just & Carpenter, 1987)
Low decoders
 Pronounce fewer affixes and vowel sounds
correctly
 Disregard large portions of letter information
 Two to four times as likely to omit syllable
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Why might you want to use
REWARDS?
Many new words in intermediate and secondary
materials
 From fifth grade on, average students encounter
approximately 10,000 words that they have
never previously encountered in print. (Nagy &
Anderson, 1984)
Most of these new words are longer words having
two or more syllable.
The longer words are often content words that
carry the meaning of the passage.
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Why might you want to use
REWARDS?
Decoding instruction often ends in second
grade.

Unfortunately, the number of multisyllabic
words begins to dramatically increase in third
grade.
Students need a flexible strategy for
pronouncing long words.

No relationship exists between knowledge of
syllabication rules and successful reading.
(Canney & Schreiner, 1997)
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Why might you want to use
REWARDS?
Teaching Helps
Other Research


Fourth and sixth graders having difficulty reading
longer words had significant gains when taught to use
affixes and vowels to pronounce long words.
(Shefelbine, 1990)
Seventh, eighth, and ninth graders who were taught a
decoding strategy for reading long words had fewer
oral reading errors and increased reading
comprehension (Lenz & Hughes, 1990)
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Why might you want to use
REWARDS?
REWARDS Research

Reading deficient fourth and fifth graders who
were taught the REWARDS strategies made
significant gains over students receiving
monosyllabic word instruction. (Archer, Gleason,
Vachon, & Hollenbeck, 2000)

Significant increases in word reading accuracy
and fluency were observed in sixth, seventh,
and eighth graders using REWARDS program.
(Vachon & Gleason, 2000)
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What materials are included in
REWARDS?
Teacher’s Guide

Introduction

25 Lessons/Intermediate 20 Lessons/Secondary
 Preskills (Lessons 1-15 Intermediate & Lessons 112 Secondary)
 Strategy instruction (Lessons 16-25 Intermediate &
Lessons 13-20)

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Generalization to sentence and passage reading
Fluency building
Blackline masters for overheads
Pre, post, and generalization testsAdditional support materials
Fluency Graph
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Materials - Continued
Overhead Transparencies
Blackline Masters included in TG
Pre-made transparencies for purchase
Posters
Student Book
Video – Optional (but helpful)
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Pre-tests and Post-tests
All tests are Blackline Masters
Pretest/Posttest (Word Lists) - words taught in the program

Designed to be given prior to and after completion of the program
Generalization Test (Word Lists) – words not taught but contain
introduced elements

Designed to be given after completion of the program
Pretest/Posttest Reading Fluency (Intermediate)

Designed to measure growth from the beginning of the program to the end.

Children who meet criteria (2.5-5.0/poor or fluency 60-120 in grade level
materials) start at the beginning of program, regardless of Pre/Post test scores.
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Research Based &Validated Techniques
Included in REWARDS
The Decoding Strategy
Overt
Covert
Active Student Participation
Repeated Reading-Fluency
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Overt Strategy
1. Circle the word parts(prefixes) at the beginning of the word.
2. Circle the word parts (suffixes) at the end of the word.
3. Underline the letters representing vowel sounds in the rest of the
word.
4. Say the parts of the word.
5. Say the parts fast.
6. Make it into a real word.
Example:
reconstruction
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Overt Strategy
1. expansion
2. fraction
3. confederate
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Strategies for Reading Long Words
1.
2.
3.
4.
Covert Strategy
Look for prefixes, suffixes, and vowels
Say the parts of the word.
Say the whole word
Make it a real word
reconstruction
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What are the necessary preskills?
1. prefixes
2. suffixes
3. vowel sounds and combinations
4. blending – letters and syllables
5. language
6. vocabulary
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Preskills Lesson Activities
ACTIVITY A: Oral Activity--Blending Word Parts Into Words
ACTIVITY B: Vowel Combinations
ACTIVITY C: Vowel Conversions
ACTIVITY D: Reading Parts of Real Words
ACTIVITY E: Underlining Vowels in Words
ACTIVITY F: Oral Activity:--Correcting Close Approximations
Using Context
ACTIVITY G: Prefixes and Suffixes
ACTIVITY H: Circling Prefixes and Suffixes
ACTIVITY I: Vocabulary
ACTIVITY J: Spelling Dictation
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Vowel Graphemes
Sounds and Names for Vowel Graphemes
Vowel
Letter
Sound
Key Word
Name
Key Word
a
i
o
u
e
a
i
o
u
e
cat
sit
hot
cup
get
a
i
o
u
e
labor
pilot
locate
human
female
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REWARDS (Secondary) - Student
Book Lesson 1
1.
2.
3.
4.
Activity A: Oral Activity - Blending Word Parts Into Words
Activity B: Vowel Combinations
ay (say)
ai (rain)
au (sauce)
Activity C: Vowel Conversions
a
i
Activity D: Reading Parts of Real Words
frain
trast
cay
scrip
fa
*
vi
*
path
tain
happ
vict
tist
ca
*
aud
tri
*
aut
min
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Lesson 1- Vowels
Activity E: Underlining Vowel sounds in Words
1.
2.
3.
4.
5.
waistband
pigtail
waylay
midway
applaud
fraud
vault
launch
blackmail
layman
plaything
pathway
railway
maintain
hairpin
Activity F Oral Activity – Correcting Close
Approximations Using Context
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Prefixes and Suffixes (pp 12-14 in T G)
80% of words have at least 1 prefix/suffix
Review prefix/affix list
Many affixes are not pronounced as you
would expect given the graphemes in the
affix.
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Prefixes and Suffixes (pp. 12-14)

Check the affixes that are not pronounced as you would expect
given the graphemes in the affix.
P12+
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Prefixes and Suffixes
continued
p13 maybe split to p14
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Prefixes and Suffixes
continued
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Lesson 1 - Prefixes and Suffixes
Activity G: Word Parts at the Beginning and
End of Words
discover
dis
dis
mis
mistaken
mis
ab
abdomen
ab
ad
advertise
ad
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Lesson 1 - Prefixes and Suffixes
1.
2.
3.
4.
5.
6.
7.
Activity H: Circling Word Parts
addict
milkmaid
distract
ad-lib
admit
misfit
mislay
misplay
mast
banish
misprint
distill
disband
abstract
damp
disclaim
backspin
distraught
display
digit
mismatch
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Lesson 1 - Vocabulary
Activity I: Focus on Meaning
a. To not claim (line2, Activity H) __________________
b. A person that does not fit into a group
(line 3, Activity H)___________________________________
A word or phrase that was not printed
correctly (Line 6, Activity H)______________________
d. To not match (Line 7 Activity H)_____________________
c.
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Vocabulary
continued
Choice Activity- Word Relatives –Appendix C of
teacher manual (3 Word families and sentences)
Family 1
admit
If you have a ticket, they will admit
you to the theater.
admitted
Jason and Samantha were admitted to the
movie theater.
admission The theater admission was five dollars.
admittance Theater goers show heir tickets to gain
admittance.
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Spelling
Activity J: Spelling Dictation
1.
2.
3.
4.
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Strategy Instruction
I do it – Model
We do it – Guided Practice

We do it

We do it
(gradually fade we do it)
You do it – Check for Understanding
Moving on to Lesson 16 (Intermediate) Lesson 13
(Secondary) we begin adding in strategy instruction.
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Lesson 13 - Strategy Instruction:
Modeling & Guided Practice
Activity D: Strategy Instruction
1. propeller
2. infection
3. befuddle
construction
suddenness
instruction
4. exterminate
commitment
Activity E: Strategy Practice
1. expansion
2. container
3. performance
4. reunion
5. furnish
unspeakable
effective
consultant
fraction
inartistic
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Lesson 23 – Sentence Reading
1.
2.
3.
4.
5.
Activity G: Sentence Reading
The performance was very artistic.
Our new plane propeller is very effective.
The cruel words in the letter were unspeakable
When construction is finished, we can furnish
the house.
Everyone is sick because the infection spread .
Did you make a commitment to finish the work?
6.
7. - 12
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Passage Preparation
Activity H: Passage Preparation
1.
2.
3.
although
justice
Christian
1.
2.
escape
indenture
indentured
3.
4.
5.
racism
inferior
Middle Passage
Part I – Tell
believed
Europeans
language
Part II - Strategy Practice
profitable
colony
colonies
colonists
superior
marketplace
plantation
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Passage Reading

9
21
30
39
49
54
64
74
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Activity I: Passage Reading
“Growth of Slavery
Tidewater planters needed many workers to make their land
profitable. At firs, they tried to make Indians work the land. Or
they brought indentured servants from England. By the late
1600s however, planters were buying large numbers of African
slaves. Although people in other colonies owned some slaves, most
slaves live in the South. (#1)
Why did southern planters turn to African slave labor: The
English saw how slave labor earned profits for the Spanish
colonists. Planters believed that Africans were used to warm
climates. Then, too, it was hard for blacks to escape
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Passage Reading
Accuracy
varied partner and out loud
Comprehension questions
ask as reading passage
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Classroom Application-Passage
Preparation
Tell
________________ ________________
________________ ________________
________________ ________________
Strategy
________________ ________________
________________ ________________
________________ ________________
________________ ________________
________________ ________________
________________ ________________
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Fluency Building-Repeated Readings
Why is reading fluency important?
– Fluency is related to reading comprehension.
(Cunningham & Stanovich, 1998; Fuchs, Fuchs, & Maxwell,
1988; Jenkins, Fuchs, Espin, vanden Broek, & Deno, 2000)
– When students read fluently, decoding requires less attention.
Attention can be given to comprehension.
(Samuels, Schermer, & Reinking, 1992)
– Accurate and fluent readers will read more.
(Cunningham & Stanovich, 1998; Stanovich, 1993)
– Fluent readers complete assignments with more ease.
– Fluent readers perform better on tests involving reading.
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Fluency Building - Repeated Readings
How is reading fluency increased?
Practice Practice Practice Practice
Repeated Reading activities
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Fluency Building-Repeated Readings
Continued
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Correction of Errors
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Posttests
1. Pretest/Postest
2. Generalization test
Administer both
Review results
Determine students who may benefit from
additional practice and in what areas
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REWARDS
Questions?
Evaluation
Thank you!
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