COMMON CORE STATE
STANDARDS:
WHAT THEY MEAN FOR THE
K-12 STRUGGLING READER
Saturday, August 24, 2013
EXECUTIVE FUNCTIONING
STRATEGIES FOR
IMPROVING READING
Aimee Holt,
PhD
Middle
Tennessee
State
University
WHAT ARE THE COMMON CORE
STANDARDS
 The Standards define what all students are expected
to know and be able to do, not how teachers should
teach
 The Standards are
 (1) research and evidence based,
 (2) aligned with college and work expectations,
 (3) rigorous, and
 (4) internationally benchmarked
Grade-by-grade “staircase” of increasing text
complexity
growing ability to discern more from and make
fuller use of text, including:
 making an increasing number of
connections among ideas and between texts,
considering a wider range of textual
evidence, and
becoming more sensitive to inconsistencies,
ambiguities, and poor reasoning in texts.
WHAT IS RTI 2 ?
A systematic and data-based
method for addressing academic
concerns:
identifying
defining &
resolving
Brown-Chidsey & Steege (2010)
• Multi-tiered system of support
for ALL students
• specific
• intense
Brown-Chidsey & Steege (2010)
RTI 2 IS A GENERAL EDUCATION
INITIATIVE….
Components of RTI 2
High-quality instruction
Frequent assessment of academic
skills
Data-based decision making
Brown-Chidsey & Steege (2010)
WHAT IS TIER I?
Scientifically based CORE instruction
Universal screening
students
3X a year for ALL
Decisions about students’ academic
needs are data-driven
WHAT IS TIER II?
Small-group intervention practices
30 min daily
suggested ratios
Grade
Ratio
K-5
1:5
6-12
1:6
WHAT IS TIER III ?
Tier III addresses 3-5% of students who
have received Tier I instruction and Tier II
interventions and continue to show
marked difficulty in acquiring necessary
reading, mathematics, and writing skill(s).
WHAT IS TIER III?
Tier III is NOT Special Education
It is functionally relevant, individualized
small group interventions
40-60 min of instruction in addition to Tier I
Suggested Ratio:
Grade
K-5
6-12
Ratio
1:3
1:6
WHAT IS EXECUTIVE FUNCTIONING?
EXECUTIVE FUNCTIONING PROCESSES
 Planning/Prioritizing
 Working memory
 Inhibition
 Flexibility/Shifting
 Task initiation
 Organizing/Time Management
 Sustaining attention
 Checking/ self monitoring
 Emotional control
Executive
Functioning
Strategies
Homework
Long-Term
Projects
Domain
Specific Effort
Overall
Performance
Effective
Strategy Use
Focused
Effort
Positive
Academic
Self-Concept
Efficient
Performance
Academic
Success
WHAT ARE CORE READING SKILLS?
ACADEMIC INSTRUCTION IN READING
Both NCLB and IDEA require that instruction in
the general education setting cover all 5 areas
of reading identified by the National Reading
Panel
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension Strategies
LINKING THE 5 SKILL AREAS TO 3 SLD
AREAS IN READING
Basic Word Reading (Dyslexia)
Phonemic Awareness
Phonics
Reading Fluency
Fluency
Reading Comprehension
Vocabulary
Text Comprehension
Strategies
LINKING EXECUTIVE FUNCTIONING SKILLS
TO READING
PRINCIPLES OF EFFECTIVE
STRATEGY INSTRUCTION
 Strategy instruction should be directly linked with
the curriculum
 Strategy should be taught in a structured,
systematic way, using scaffolding and modeling
 Time should be provided for practicing and
applying the strategy
 Motivation and self-understanding should be
addressed, to ensure that they generalize their
use of the strategy
 Hard work and effort should be encouraged and
rewarded
 Meltzer (2010)
PHONOLOGICAL AWARENESS
A metacognitive understanding that
words we hear have internal structures
based on sound
Research on PA has shown that it exerts an
independent causal influence on word-level
reading. (Berninger & Wagner, 2008)
Phoneme – smallest unit of speech
The English language has 44-46
phonemes
PHONEMIC AWARENESS HIERARCHY
Alliteration
•identifying initial, final & medial sounds in words
Blending
•blending individual sounds to make a whole word
Segmenting
• breaking a whole word into it’s individual parts
Manipulating
•Deleting: saying the new word created by omitting a syllable or individual sound in a word
•Substituting: changing the initial, final, or medial sound in a word to create a new word
•Reversing: saying the sounds of a word in reverse order to create a new word
Daly, Chafouleas, & Skinner (2005)
PHONICS
Alphabetic principle - Linking
phonological (sound) and orthographic
(symbol) features of language (Joseph, 2006)
Important for learning how to read and spell
National Reading Panel –students with
explicit AP instruction showed benefits
through the 6 th grade
Phonological awareness is a prerequisite skill
 Word Reading Skills
- ( McCormick, 2003 )
Word identification: the instance when a
reader accesses one or more strategies to aid
in reading words (e.g., applying phonic rules or
using analogies)
Decoding – blending sounds in words or
using letters in words to cue the sounds of
others in a word (Joseph, 2006)
Word recognition: the instant recall of words
or reading words by sight; automaticity
SELF-MONITORING STRATEGY FOR
WORD READING
Symbol
Word-Reading Strategy
Did I recognize the word right away?
Did I sound it out?
Did I break it apart?
Did I use other clues in the sentence?
FLUENCY
“ The ability to read a text quickly,
accurately, and with proper expression”
(NRP, 2000 p.3-5)
Most definitions of fluency include an
emphasis on prosody – the ability to read
with correct expression, intonation and
phrasing (Fletcher et al., 2007)
 National Reading Panel -Good reading fluency skills
improved recognition of novel words, expression
during reading, accuracy and comprehension
VOCABULARY & TEXT COMPREHENSION
SKILLS
 Vocabulary knowledge – including
understanding multiple meanings of words;
figurative language etc..
 Identifying stated details
 Sequencing events
 Recognizing cause and effect relationships
 Differentiating facts from opinions
 Recognizing main ideas – getting the gist of the
passage
 Making inferences
 Drawing conclusions
INSTRUCTION USING STRATEGIES FOR
VOCABULARY DEVELOPMENT
Vocabulary instruction does lead to gains in
comprehension, but methods must be
appropriate to the age and ability of the
reader
Vocabulary should be taught both directly and
indirectly
Repetition and multiple exposure to
vocabulary items are important
STRATEGIES FOR
VOCABULARY DEVELOPMENT
Word Maps
 For each of these new
vocabulary words the child
(with the support of the
adult) creates a graphic
organizer for the word. At
the top or center of the
organizer is the vocabulary
word. Branching off of the
word are categories
 Word maps help readers
develop complete
understandings of words.
 This strategy is best used
with children in grades 312.
STRATEGIES FOR SHIFTING WITH
MATH VOCABULARY
Graphic organizers
can be used to help
students when
having to shift
between different
types of math word
problems
TEACH SIGNAL WORDS
Enumeration
Time Order
Comparison/Contrast
Cause-Effect
Problem Solution
to begin with
on (date)
however
because
because
first
not long after
but
since
since
secondly
now
as well as
therefore
therefore
next
as
on the other hand
consequently
consequently
then
before
not only….but also
as a result
as a result
finally
after
either…or
this led to
this led to
most important
when
while
so that
so that
also
although
nevertheless
nevertheless
in fact
unless
accordingly
accordingly
for instance
similarly
if…then
if…then
for example
yet
thus
thus
TEXT COMPREHENSION
STRATEGY INSTRUCTION
• Teaching a combination of reading comprehension
techniques is the most effective
• e.g., strategies that assist with recall, answering questions,
generation questions, and summarizing texts
• Advanced Organizer
• Directive reading guides
• Selective reading guides
• Story frames
• Teach metacognitive strategies
• determine the purpose for reading
• monitor comprehension
• build mental images
COMPREHENSION RESEARCH FINDINGS
TEXT COMPREHENSION INSTRUCTION
• Cognitive Strategies
• Mental Imagery, Active Listening, Cooperative
Learning, Graphic Organizer, etc.
• * insufficient data for meta-analysis
• Recommendations
• Teach multiple strategies.
• Reading guides, & model actions reader can take
• Work with students until they can perform these
strategies alone.
DIRECTLY TEACH TEXT STRUCTURES
 Skillful readers use text structure to construct meaning. Guide
students through a sample text, emphasizing its organization.
 Fiction: Beginning, a middle and an end
 Below are several examples of expository/nonfiction text
structures :
Structure Type
Used To
Description or Explanation
Define or describe a thing or concept
Cause and Effect
Explain why or how something happens
Sequence
Give a timetable of events over a period of time.
Lists
State items – all with the same status/ importance – with bullets or numbers
Compare/Contrast
Show similarities and differences
Problem and Solution(s)
Identify what needs to be changed, improved, or eliminated and suggestions of how to do so
Supported Opinion
Present a theory or opinion and give evidence or reasons for it.
Question and Answer
Pique interest
PLANNING & PRIORITIZING STRATEGIES FOR
READING COMPREHENSION
Use calendars to plan and break down reading
long texts
Have students use active reading strategies
that ask them to look for specific aspects of
the text
Teach the student to use different strategies
for narrative and expository texts
ORGANIZING STRATEGIES FOR READING
COMPREHENSION
Students can use post-it-notes to
summarize chapters of a novel or
sections in expository text
Students can use graphic organizers to
summarize information or take notes
SELF-REGULATION STRATEGIES
Strategy for Narrative
Stories
Strategy for Expository Text
STORE
SQ3R
• S – setting (who what
where when)
• S- survey the chapter
• Q – question yourself
• R – read to answer
questions
• R – reflect summarize what you
have read
• R – review go back &
look over notes
• T – trouble (what is the
trouble or problem)
• O – order of events (what
happens)
• R – resolution (what is done
to solve the problem)
• E – end (how does the story
end)
SHIFT STRATEGIES FOR
READING COMPREHENSION
Have students
predict endings to
a story
Have students
rephrase topic
sentences as
questions and use
context cues
context clues to
understand
ambiguities and to
interpret questions
Vin diagrams help
student
compare and
contrast
constructs
EXAMPLES OF ELABORATION ACTIVITIES
• Ask the student to tie knowledge from
different content areas together
• Have students discuss other related concepts
• Ask student to generate their own examples &
applications of a concept
• Make evaluation – judge, decide, select
• Analyze – categorize, classify, compare,
contrast, discriminate
• Synthesize – put together, develop, create
ADDITIONAL ORGANIZATIONAL
STRATEGIES FOR NOTE TAKING FROM
EXPOSITORY TEXTS
 Skim: Look at






Chapter objectives
Headers/subheaders
Bold/italicized words
Margin notes and side bars
All visuals and cartoons
Summary questions at the end of chapter
 RAP
 Read all parts of each section
 Ask questions (turn heading and subheading into a question
 Paraphrase
 MAP
 Set up two-column notes
 Write the RAP question on the left, and map the answer on the right
CORNELL METHOD NOTE TAKING
Key Terms and Concepts
Running Notes
Reflections, questions,
links to personal
experiences