READING STRATEGIES THAT WORK A Report to the Carnegie Corporation READING NEXT A Vision for Action and Research in Middle and High School Literacy © 2004.

READING STRATEGIES THAT WORK

A Report to the Carnegie Corporation

READING NEXTA Vision for Action and Research in

Middle and High School Literacy© 2004

FIVE ESSENTIAL COMPONENTSFIVE ESSENTIAL COMPONENTS

Phonemic AwarenessPhonemic AwarenessPhonicsPhonicsFluencyFluencyVocabularyVocabularyComprehensionComprehension

National Reading PanelNational Reading Panel

PHONEMIC AWARENESSPHONEMIC AWARENESS

The ability to hear, identify, and manipulate The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken individual sounds (phonemes) in spoken words.words.

It is important because it improves the It is important because it improves the student’s reading, reading comprehension, student’s reading, reading comprehension, and helps students learn to spell.and helps students learn to spell.

PHONETICSPHONETICS

The relationship between the letters, The relationship between the letters, (graphemes) of written language, and the (graphemes) of written language, and the individual sounds (phonemes) of spoken individual sounds (phonemes) of spoken language.language.

It is important because it leads to an It is important because it leads to an understanding of the alphabetic principle—the understanding of the alphabetic principle—the predictable relationship between written letters predictable relationship between written letters and spoken sounds.and spoken sounds.

FLUENCYFLUENCY

The ability to read a text accurately, The ability to read a text accurately, quickly, and with expression.quickly, and with expression.

It is important because it frees a student to It is important because it frees a student to understand what they read.understand what they read.

VOCABULARYVOCABULARY

The words we must know to communicate The words we must know to communicate effectively.effectively.

It is important because beginning readers It is important because beginning readers use their oral vocabulary to make sense of use their oral vocabulary to make sense of the words.the words.

It is important because readers must know It is important because readers must know what most of the words mean before they what most of the words mean before they can understand what they are reading.can understand what they are reading.

COMPREHENSIONCOMPREHENSION

The active process of constructing The active process of constructing meaning from the text.meaning from the text.

It is important because it is the reason for It is important because it is the reason for reading.reading.

CLASSROOM INTRUCTION THAT WORKS

Marzano, Pickering, & Pollack

CLASSROOM INTRUCTION THAT WORKS

1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice5. Nonlinguistic Representation6. Learning Groups7. Setting Objectives and Providing Feedback8. Generating and Testing Hypothesis9. Cues, Question, and Advance Organizers

Identifying Similarities and Differences

Highly effective ways include: Comparing/Contrasting—between things or ideas Classifying—grouping things into categories based

on characteristics Creating Metaphors—comparing topics that are

different, but have the same patterns or characteristics

Creating Analogies—relationships between pairs of concepts

Summarizing and Note Taking

Requires students to: Condense information Synthesize material Prioritize data Restate information Organize concepts, topics, and details

A complex process

Reinforcing Effort and Providing Recognition

Rewards can be powerful motivators if they are contingent on attaining a stated goal or standard, and if they are symbolic.

People generally attribute success on any task to 1 of 4 causes:

o Abilityo Other peopleo Lucko Effort—improves achievement, a motivating tool

Nonlinguistic Representation

We store knowledge in 2 ways: linguistically (with words) and nonlinguistically (with images)

Research indicates that:o we should use a variety of activities to help

students represent knowledgeo Nonlinguistic representations are more effective if

they elaborate on student knowledge

Learning Groups

Cooperative Learning has a strong research base to support its use.

Research indicates that students who work in groups consistently outperform students who don’t.

Setting Objectives and Providing Feedback

Gives students direction and helps them think about their own learning

Narrows the students’ focus Feedback explains what students are doing

correctly and incorrectly Students can give feedback to each other

Generating and Testing Hypothesis

Students are applying knowledge Research shows that asking students to

explain their hypotheses and conclusions enhances their learning

Cues, Question, and Advance Organizers

Activating prior knowledge Research shows that cues and questions

should focus on what is important, not on what is unusual.

Focus on “higher level” question to focus on deeper learning

READING NEXT Instructional Elements

1. Direct explicit comprehension instruction2. Effective instructional principles embedded in

content3. Motivated and self directed learning4. Text-based collaborative learning5. Strategic tutoring6. Diverse texts7. Intensive writing8. A technology component9. On-going formative assessment

READING NEXT Infrastructional Elements

10. Extended time for literacy11. Professional development12. Ongoing summative assessment of

students and programs13. Teacher teams14. Leadership15. A comprehensive and coordinated

literacy program

What is the OPTIMAL MIX?

Professional Development Ongoing formative assessment of

students Ongoing summative assessment

of students and programs

SAY SOMETHINGSAY SOMETHING

Final Thought

“If you are not effective, it is irrelevant how efficient you are.”

-Janet Allen