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| Back To Module ListModule Main | Introduction | Module Description | Instructional Outcomes | Instructional Proficiencies | Instructional Events | Instructional EvaluationPeeling Back the Layers: Using Reading Assessments to Minimize Reading Difficulties and Promote Comprehension and Fluency (Reading) Author Connie Collins Assistant Professor of Education Department of Education/University of Saint FrancisIntroduction “Much of how we judge learner comprehension is based on responses to questions. Therefore, taking the “mystery” out of question-answer relationships by helping students understand them is a worthy enterprise…As students use various sources for exploring question-answer relationships, they begin to infer, synthesize, make applications, and cultivate sophisticated ways of thinking.” Models of Teaching: Connecting Student Learning with Students Jeanine M. Dell’Olio and Tony Donk
Reading strategies are the models of thinking and analyzing used when making meaning of text. Skills are the ability to apply the understandings of meaning from text to a given genre. Teachers must model the use of comprehension strategies to students as a tool they can internalize and recall when developing specific skills needed for critical reading. Once skills have been developed and internalized by students, they can easily be retrieved from memory for use when developing conceptual, procedural, and/or metacognitive knowledge with students. Teachers must be confident in their own strategy use and in gauging the developmental zone of student learning (Vygotsky’s ZPD) when explicitly guiding them through comprehension practices. This must be done with precision.
Precise instruction can easily be delivered when curriculum planning is centered on probing assessments that measure student performances. Curriculum-Based Measurements (CBM) give teachers a “snap-shot” of given student performance. This formative view can be used to gauge the effectiveness of a given practice of intervention infused in the lesson plan and delivery approach. Collaborative practices and collegial communication can provide teachers with the needed support to further analyze their own methodologies and pedagogy. Those who take this professional approach to perfecting the craft of their profession will have students who benefit from the modeling of “life-long learning” as it influences classroom practices and effectiveness. When these practices are applied to the teaching of reading comprehension, student growth in skill development and use is sure to occur.
Don Graves has said that those of us who teach reading must be readers ourselves.
This means we appreciate and practice effective reading strategies and seek to understand how the genre we are engaged with is influencing our interpretations of the text itself. One of the most effective ways to do this is to include or adapt the five components of the Gradual Release of Responsibility framework of Pearson and Gallagher (1983). This framework mirrors aspects of the Instructional Sequence most often used in effective instruction planning and delivery. Teacher modeling, guided practice, collaborative or group practice, independent practice, and application of strategies in authentic/diverse settings promote comprehension skill development as components of the Gradual Release of Responsibility framework. Knowing when, how, and why a specific strategy is relevant and the appropriate choice for students comes with practice and implementation using the Gradual Release of Responsibility framework.
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The goal of this module is not to promote or favor practices or methodologies related to a specific aspect of comprehension, but to provide layers of appreciation and application universally that classroom teachers can consider as they teach students to peel back the layers of meaning infused around a given text in any content area.
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This module is designed to provide the experience and deeper understanding of how the brain works to influence reading behaviors that prohibit comprehension and development to occur. Through diverse readings, reflection, and collaborative efforts, participants will learn how the information gathered from formal and informal reading assessments can be used to select appropriate strategies and plan lessons that enrich the literacy abilities of the student that will develop into habits of practice for the reluctant reader. The Indiana Department of Education has numerous resources and links to provide support related to instructional implementation and the intent of Response to Intervention services (www.doe.in.gov). An internal Search on the state website will reveal definitions and details on how best to use concepts and understandings of Curriculum-Based Measurements (CBM) to “guide” instructional focus (see quote below).
“Assessment and progress monitoring conducted with fidelity allows educators, reading specialists, and other student service professionals, and family members to work together to meet the educational needs of the student. When considered within a data-based decision making context, assessment and progress monitoring data inform instructional practices and decisions in a way that addresses each student’s needs, strengths, and challenges.”
“Certain distinctive brain structures, particularly in the left hemisphere for most people, are particularly important when it comes to the processing of the phonological, semantic, and syntactic aspects of words.” The Multiple Intelligences of Reading and Writing Thomas Armstrong
While this may be true, it is how the brain “actually processes the experience” of reading and writing that allow us to consider how all multiple intelligences could be used. Some students can read a car magazine with great ease and fully understand the complicated statements and meanings associated with the technical material content. Many of these same students do not read or understand the layers of meaning found within a simple narrative grade level text. The question we need to ask ourselves is not why does this student not apply themselves,but rather what skill can they use to read the narrative that they have already mastered when reading the magazine?
Effective educators believe that the issue of how to read/write or apply skills and strategies must be taught. They seek ways to utilize anecdotal records and assessment tools to enhance student learning abilities. Students do not make the connections and associations necessary to realize that reading skills and strategies can transfer between content and bodies of knowledge. They have not been asked, shown, or allowed time to practice what all good readers and adults already know; we must be aware of our thinking (metacognition) in order to know when it has been compromised. Building off of individual learning styles and multiple intelligences is one way of showing students how to capitalize on the strengths that they have already mastered. Where literacy development (reading and writing development) are very closely associated with contextual and procedural knowledge acquisition, it is important to look at how the brain actually processes these experiencesin order to gain a deeper understanding of how learning is constructed. The use of this knowledge is critical to the instructional planning aspect for students who are reluctant learners or have difficulty developing as readers who comprehend.
“Reading is a physical performance! Emergent writing is often even more physical…using the writing implement quite literally as a “tool” to dig meaning into the surface of the page…Writing is actually a highly kinesthetic way of reading.”
The Multiple Intelligences of Reading and Writing Thomas Armstrong
“When we focus on a few critical threads of learning throughout the year, our teaching becomes more purposeful. Our goal is to build on previous reading experiences and also to help students read a variety of genres and more complex texts with deeper understanding.”
Still Learning to Read Franki Sibberson & Karen Szymusiak
One of the critical threads of learning associates “conversations and writing to clarify thinking.” Many times students read and decode text as a task which must be completed rather than one which should include meaning for them in the process. They simply read the text to complete the assignment. Students often wait for meaning and explanations of deeper analysis based on the text to be provided by the classroom instructor rather than developing themselves as critical thinkers and risk takers in the educational process. Diagnosing reading difficulties and knowing when a student is capable of handling a challenge to develop themselves on a deeper level requires that academic rigor be applied to the instructional process. This also means that students must have the opportunity to socialize their intellect and grow through dialogue and rich conversational understanding and sharing with peers.
Another thread of learning incorporates “reading difficult texts with persistence and stamina.” Not only is this a good standardized test practice strategy, but it also develops the student into a fluent reader who can function with ease in the classroom of high stakes and demands. Rigorous instruction and practices may not be something that students are comfortable with, and they may resist or appear to be less motivated while learning how to adjust to the change in classroom expectation and practice. This thread also includes a third critical thread of learning which “supports thinking with evidence from the text.” This too is a test practice which many students are not comfortable with and may need additional practice. Developing this as a habit of practice for students also places them at the center of the learning experience, and gives them a voice in the process.
"Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants." --John Gardner This module will assist teachers as they “peel back the layers” of meaning most often associated with comprehension to reveal the fruit of learning. Each segment and offering is designed to support different learning styles and modalities by providing options to read, reflect, assess, and relate to the practices and process of reading comprehension that students must learn to appreciate and internalize as habits of practice if they are to be successful in school. Each segment of this module is aligned with elements of Gradual Release of Responsibility framework by Pearson and Gallagher (1983) in a modified version.
Additional information on the infusion and implications of interventions as they connect to curriculum, data, leadership, assessment, and cultural responsibility can be found at http://www.doe.in.gov/indiana-rti/. Instructional Proficiencies Developmental Level:
Upon completion of this module, the student will have a deeper understanding of: Principle #2; IPSB #2
Principle #3; IPSB #1
Principle #4
Principle #5; IPSB #7
Principle #7
Principle #8; IPSB #3
Principle #9; IPSB #8
Indiana State Standards for English/Language Arts will be incorporated through the direct link to state standards #2 (Reading Comprehension), #3 (Literary Response and Analysis) and integrating #5 (Writing Applications) to demonstrate true literacy connections of reading and writing practices.
(See Instructional Evaluation at the end of the Instructional Events section of this module for IPSB # and Principle # specific language and clarity.)
Instructional Events This portion of the module has four parts. It is recommended that each part be completed as defined in each section. Additional readings on the topic presented in each of the four parts will be helpful to the learner. Suggested readings and optional considerations are minimally provided within each part of this module component. The provisions are not intended to be comprehensive by design. This module component requires that you complete at least two “discussion threads” as the Instructional Event. Additional resources are provided and should be “visited” prior to completing the response to the thread questions posed in this Instructional Event. You should include specific information and conceptual ideas found in the text you select to read in support of the thread topic when responding. Additional readings you find on your own may also assist in responding to the thread statements provided in this task. The suggestions are not to be considered inclusive. The goal of this instructional event is to develop a deeper understanding of assessment use and purposes.
Formative assessment helps teachers plan for effective instruction and delivery of curriculum. Douglas Fisher and Nancy Frey, in their book entitled, Checking for Understanding: Formative Assessment Techniques for Your Classroom, remind practitioners that assessment does not have to be associated with negative connotations.
“…in classrooms where assessment and testing are used to check for understanding, teachers are clear about the purpose (of testing)…students come to expect that their teachers will regularly ask them about what they know so far…”
This module component requires that you design a lesson plan. This lesson plan should directly meet the instructional needs of a fictitious student which you create as part of this instructional event. The goal of this lesson is to develop habits of practice in students that will allow them to become progressive learners. Consider specifics which you have found difficult to address or seem to be frequent when developing your fictitious student scenario to use as the foundational premise of your lesson design. Suggested resources are provided in this section of the module but are not to be considered inclusive. The goal of this instructional event is to provide practice and opportunity to use the diagnostic results of reading assessments/informal-formal tools to influence classroom instruction.
You may wish to Google for additional ideas and considerations of lesson design found at the What Works Clearinghouse site and the Florida Center for Reading Research.
This module component requires that you complete a journaling Instructional Event. To do so, you must reflect in a journal to guided prompts. Web sites and additional reading sources you may use as a resource will be most beneficial to your response. You will want to collect and include such sources and sites in support of your reflections. The goal of these guided prompts is to help you analyze instructional practices and methods you utilize in the classroom based on prior knowledge and learning on the topic of reading difficulties for students.
In addition to the reading articles and resources found within the Instructional Event #3 link above, you may wish to explore the options provided at http://www.doe.in.gov/indiana-rti/
This module component requires that you create a usable classroom product as an Instructional Event. This product should be designed for students to promote them as learners, or designed for parents to support classroom instructional practices. This product should be based on strategies and skills that will assist students while engaged in independent practice of reading skills and strategies such as fluency or comprehension development. In this Instructional Event you will be placing theory into practice and the product you choose to create should reflect knowledge, understanding, and application of methods you have discovered to assist those students who are not productive learners in the area of reading and literacy development. The goal of this instructional event is to produce a finished product that could be used in the classroom and/or with parents in support of the student as a learner. Instructional Sequence components should be clearly defined if the product you choose to create is linked to lesson plan/curriculum delivery. Simply mark aspects of explicit, guided, or independent practices within your product. Consider the Gradual Release of Responsibility framework/components to guide the choices you make in your product design and creation.
This module contains some additional assignment options for you to examine. 21st Century Skills are a strong component of projected student success, School Improvement planning process, and reform practices for the future in K-12 settings. If you Google the term, 21st Century Skills, you will find specific instructional implications, standards, technology alignment, lesson plans, and measures to consider as motivators and tools of curriculum delivery. The research and interest in this field can be summarized best by those who author on the topic of technological influences in the classroom, as“…the WWW[used] in a learner-centered , authentic, problem-based, and collaborative environment can lead to the development of complex thinking skills” (Bradshaw, Bishop, Gens, Miller & Rogers, 2002, pg. 280).
 *For more information on 21st Century Skills and classroom implications, contact ccollins@sf.edu and ask for details regarding current and recent research at the University of Saint Francis on this topic. The following criteria will be used to determine the effectiveness of this module when developing a deeper understanding of how best to utilize reading behaviors to enhance classroom student habits of practice. Specifics on how Principles, IPSB, and Indiana State Standards will be evaluated for each performance level are listed after the criteria for how they will be applied is stated. Above Average
Completion of all Instructional Events in a professional manner is evident, and all work is organized and typed using current APA edition format. Instructional Event work includes information and resources above the required amount listed in each event section. The effort and work ethic of an above average student who has completed this module will be demonstrated by the written understanding and application of the Principles, IPSB, and Indiana State Standards as described in detail below. The details of the finished products demonstrate evidence of the following:
Principle #2; IPSB #2; Principle #3; IPSB #1; listing of Indiana State Standards as they apply to the work generated throughout this module.
Teacher/Educational leader understanding of how students learn and develop through the suggestions of instruction and learning opportunities which support intellectual, social, differences of diverse learners, and personal development.
Principle #4; Principle #5; IPSB #7; Principle #7; listing of Indiana State Standards as they apply to the work generated throughout this module.
Teacher/Educational leader understands and appreciates creative learning environments, social interactions, active engagement, critical thinking, problem solving, and self-motivation and performance skills. The teacher/educational leader utilizes this information to plan instruction that supports learning goals and the classroom community.
Principle #8; IPSB #3; Principle #9; IPSB #8; listing of Indiana State Standards as they apply to the work generated throughout this module.
Teacher/Educational leader uses reflective practices to guide instructional planning that benefit the student as a learner to ensure continual intellectual and social development through choices and actions.
Average
Completion of all Instructional Events is evident and includes some information and resources above the required amount. The effort and work ethic of an average student who has completed this module is evident as demonstrated by their understanding and application of the Principles, IPSB, and Indiana State Standards as described in detail below. The details of the finished products demonstrate some evidence or knowledge of the following:
Principle #2; IPSB #2; Principle #3; IPSB #1; listing of Indiana State Standards as they apply to the work generated throughout this module.
Teacher/Educational leader understanding of how students learn and develop through the suggestions of instruction and learning opportunities which support intellectual, social, differences of diverse learners, and personal development.
Principle #4; Principle #5; IPSB #7; Principle #7; listing of Indiana State Standards as they apply to the work generated throughout this module.
Teacher/Educational leader understands and appreciates creative learning environments, social interactions, active engagement, critical thinking, problem solving, and self-motivation and performance skills. The teacher/educational leader utilizes this information to plan instruction that supports learning goals and the classroom community.
Principle #8; IPSB #3; Principle #9; IPSB #8; listing of Indiana State Standards as they apply to the work generated throughout this module.
Teacher/Educational leader uses reflective practices to guide instructional planning that benefit the student as a learner to ensure continual intellectual and social development through choices and actions.
Below Average
Not all components of the Instructional Events where completed. The effort and work ethic of a below average student who has completed this module will demonstrate a minimal understanding and application of the Principles, IPSB, and Indiana State Standards as described in detail below. The components that were completed within the Instructional Events contain little or no evidence of knowledge based on the following:
Principle #2; IPSB #2; Principle #3; IPSB #1; listing of Indiana State Standards as they apply to the work generated throughout this module.
Teacher/Educational leader understanding of how students learn and develop through the suggestions of instruction and learning opportunities which support intellectual, social, differences of diverse learners, and personal development.
Principle #4; Principle #5; IPSB #7; Principle #7; listing of Indiana State Standards as they apply to the work generated throughout this module.
Teacher/Educational leader understands and appreciates creative learning environments, social interactions, active engagement, critical thinking, problem solving, and self-motivation and performance skills. The teacher/educational leader utilizes this information to plan instruction that supports learning goals and the classroom community.
Principle #8; IPSB #3; Principle #9; IPSB #8; listing of Indiana State Standards as they apply to the work generated throughout this module.
Teacher/Educational leader uses reflective practices to guide instructional planning that benefit the student as a learner to ensure continual intellectual and social development through choices and actions. |
