The Teaching Improvement Project

Course Content
Module 1 Reading an Introduction – The Big Picture.
‘Reading has the power to change lives. It plays an essential role in learning, securing a job and being an active and engaged member of society. Reading provides us with information, knowledge, and makes us aware of people and places beyond our immediate circles. Learning foundational reading skills supports wellbeing and can translate to a love of reading and literature. As so much of our world rapidly changes around us, learning to read remains one of the most essential outcomes of schooling’. (Education Queensland, 2023. Reading Position Statement.) What Will You Learn? In this module you will explore how reading has been taught in the past and what research and evidence has informed current recommended teaching models. You will explore the complexities of learning to read. Why learning to read is difficult and the impact that low levels of literacy have on society. What the Big 6 or 5 Pillars (National Reading Panel) How the brain learns to read (Stanilas DeHaene) Ehri’s Stages of Reading Development and understand the process of Orthographic Mapping and the Alphabetic Principle. Self Teaching (David Share) Key Reading Frameworks – The Simple View of Reading (Gough and Tumner), Scarborough’s Reading Rope (Hollis Scarborough), and The Four Part Processing Model (Seidenberg and McClelland) The key components of Structured Literacy and how this differs from previous approaches to teaching reading. At the conclusion of this unit of work we will dive deep into the teaching of reading through the lens of the Simple View of Reading’.
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Reading
The State Of Reading Today
The Science of Reading (SoR)
The Big 6 or 5 Pillars of Reading
How the brain learns to read
Ehri’s Stages of Reading Development and understand the process of Orthographic Mapping and the Alphabetic Principle.
Key Reading Frameworks (Simple View of Reading & Scarborough’s Reading Rope)
The Key Components of Structured Literacy
Module 2 – The Foundational Skills: Phonological Awareness, Phonemic Awareness & Phonics
In this module you will learn about the foundational word recognition skills of Scarborough’s Reading Rope and why their acquisition to a level of automaticity is essential to becoming a skilled reader. You will learn about the phonological and orthographical processing systems, how they develop and how they should be taught and assessed.
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Phonological Awareness and Phonemic Awareness
Research – Why phonemic awareness is a critical component of instruction.
Phonological and Phonemic Awareness Skills
The importance of clear and precise phoneme articulation
Lesson Planning and Structure
How Does Phonics Fit In?
The English Orthography, Australian English, Standard Australian English (SAE0.
The Alphabetic Principle, The Alphabetic Code, & Alphabetic Code Charts
4 types of phonics instruction – synthetic, analogy, embedded, analytic
Structured Synthetic Phonics – Teaching the word level reading through a systematic, explicit code-based instruction
Sight Word Lexicons, High Frequency Words and How to teach them!
The relationship of reading, spelling and writing
The characteristics of high-quality instructional materials
Decodable Texts and when to move on from decodables
How to assess, screen and use student data to inform teaching
Glossary of Terms
Module 3 – Reading Fluency
In this module you will explore the often overlooked but vital role that fluency plays in the development of a skilled reader.
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The Essential Components of Reading Fluency
Evidence based fluency instruction and strategies to support fluency acquisition
Assessing, Screening and Monitoring Fluency
Reading disfluency and struggling readers
Other Resources, Research and Further Professional Learning
Module 4 – Oral Language & Vocabulary
In this module you will learn how vocabulary develops, and how evidenced based vocabulary instruction can support language comprehension.
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How oral language development is the foundation of vocabulary development
Vocabulary Instruction: Why is it so important
Evidence Based Vocabulary Instruction – direct, explicit, effective
How to screen, monitor and assess oral language and vocabulary
How do we bet support our struggling readers – Vocabulary Instruction
Module 5 – Comprehension: The Skilled Reader
In this module you will explore the complex nature of the comprehension strand of Scarborough’s Reading Rope and build your understanding of the essential components required for skilled reading development.
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Meaning Creation, Mental models and Schemas
Layered Model of Effective Comprehension Instruction
Language Comprehension versus Reading Comprehension
The subskills of Language Comprehension
Process versus Product
What causes poor comprehension
Strategy Instruction Within Content Learning
Cognitive Overload and Instructional Considerations
Assessment and monitoring of Language and Reading Comprehension
Module 6 – Putting It Altogether: When Reading Science Meets Practice
In this module you will learn how a structured literacy approach to the teaching of reading can fit into a literacy block and how it can be supported across all Key Learning Areas (KLA’s). You will learn how and when different forms of assessment and screeners can be used to inform, monitor and measure student success.
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The reading and writing connection
Classroom routines
Lower and Upper Literacy Block examples
Multitiered Tiered Intervention/ Instruction
Identifying student needs and reading deficits
Monitoring Student Development and Measuring Success
How to Teach Reading
About Lesson

What commercial assessments are available for fluency?  

DIBELS 8th Edition: Australasian Version Materials | DIBELS®

MultiLit – Wheldall Assessment of Reading Lists https://multilit.com/programs/warl/

MultiLit – Wheldall Assessment of Reading Passages https://multilit.com/programs/warp/

Acadience Reading K-6 (formerly DIBELS Next) https://acadiencelearning.org/acadience-reading/k-grade6/

What professional learning is available for learning more about fluency?

Dr Jennifer Buckingham: Fluency: The misunderstood middle child in the ‘Big 5’ of reading instruction  Five from Five (2020)   https://youtu.be/pR917xoy2Y0

konza_fluencypdf.pdf

https://www.youtube.com/watch?feature=youtu.be&v=pR917xoy2Y0&fbclid=IwAR1fO 7E_tCZSFPKAkCdH5YP4m4sHu6UBLQ8w61HQa5Sm5aEgI0LQ-SbDBNY&app=desktop

READING FLUENCY: ESSENTIAL FOR READING COMPREHENSION presented by Jan Hasbrouck, Ph.D.

https://youtu.be/nlqAirsv3bQ

PODCAST   Melissa & Lori Loves Literacy https://youtu.be/3HBElBysMUA

Fluency Instruction and Assessment with Jan Hasbrouck

How to Effectively Use Oral Reading Fluency in Screening & Progress Monitoring    https://youtu.be/kLPXYNeQ2ow

Dr Timothy Rasinski

Timothy Rasinski, Ph.D. – Blog

Timothy Rasinski, Ph.D. – Resources

Reading Science Academy

Dr David Kilpatrick: Advances in Understanding Word-Level Reading Problems[1]Implications https://youtu.be/XysKoytD0hk

Dr Kastner/Eighmy – Building a Large Sight Word Vocabulary: It’s Not Magic[1]It’s Informed Instruction https://www.youtube.com/watch?v=4XwgT6n2-Jg

Dr David Kilpatrick – How we remember words. https://www.youtube.com/watch?v=54J5llogLuc

Dr David Kilpatrick – Understanding the Role of Phonemic Proficiency in Boosting Reading Skills in Struggling Readers https://www.youtube.com/watch?v=OpnIIn5JuiE

Dr David Kilpatrick – Understanding Reading Development and Difficulties

Reading Rockets – Fluency

https://youtu.be/eVjDsNcPU2E  Linda Farrell

Developing Fluency | Reading Rockets   https://youtu.be/5XkbCn5npq0  (Word Web)

Fluent Reading | Reading Rockets

Fluency: Introduction | Reading Rockets

Mastering ‘Silent e’ and Becoming More Fluent with Michael, Third Grader | Reading Rockets

Reading Multisyllable Words with Xavier, Third Grader | Reading Rockets

Reading Multisyllable Words with Xavier, Third Grader | Reading Rockets

Reading 101 for Parents: Fluency | Reading Rockets

Target the Problem: Fluency | Reading Rockets

Paired Reading | Reading Rockets          https://youtu.be/qV15vc3jT0Y

For Students Who Are Not Yet Fluent, Silent Reading Is Not the Best Use of Classroom Time | Reading Rockets

Fluency Resources

Word count text converter

https://www.interventioncentral.org/teacher-resources/oral-reading-fluency-passages-generator?fbclid=IwAR3fiXz3ltJnzAgP9w39Bi0JJa59zBzpCN-xCEY0UmPf96gO5u2qu1t4JS4

More Information for teachers

SA-DECS-Fluency-doc.pdf

IRA07Tim_Rasinski_2.pdf

How to Build Fluency & Comprehension at the Passage Level — Ascend Smarter Intervention

For Anagrams: Go to www.wordsmith.org/anagram. Select the “advanced” setting, then select “Print candidate words only”. See also www.wordles.com (words in words) and www.scrabble.com.

Research & Books

The Mega Book of Fluency by Tim Rasinki

What Is Fluency? Why Is Fluency Important? :: Read Naturally, Inc.

Climbing The Reading and Writing Ladder by Nancy Young & Jan Hasbrouck

Sample Fluency Texts

Readworks texts (non-fiction often more difficult than fiction due to content vocab) Yr 1 Decodable Texts: http://www.freereading.net/wiki/Decodable_passages.html Yr 2: https://openedx.tneducation.net/asset[1]v1:TDOE+fs101+2020YL+type@asset+block@Grade_2_Fluency_Packet.pdf Yr1-6 https://wcpss.instructure.com/files/2555143/download?download_frd=

Fluency Tables WPM targets

Hasbrouk: https://www.readingrockets.org/article/fluency-norms-chart-2017-update

Fluency Rubric including prosody

http://www.timrasinski.com/presentations/multidimensional_fluency_rubric_4_fact ors.pdf

‘At level’ Text Selection Emergent readers should be assessed on decodable text with previously taught code. The previously taught code knowledge determines whether the text is ‘at level’ or not. The texts should be aligned to the phonics program. Readers with initial and extended code knowledge can be assessed with any at-level text. This is a guide to classroom-based fluency assessment. It is intended to assist teachers to include fast, efficient and useful assessment in everyday reading lessons. Quick one-minute fluency assessing can take place during regular lessons

Fluency Norm Chart Fluency Norms Chart (2017 Update) | Reading Rockets  ORF

Understanding and Assessing Fluency | Reading Rockets

Building the Reading Brain | Zaner-Bloser

English Language Learners 

(PDF) Reading Fluency and Comprehension in English Language Learners

https://www.aworldoflanguagelearners.com/reading-fluency/#:~:text=Reading%20Fluency%20for%20ELLs%201%20Listen%

Supporting Multilingual Learners in Reading Fluency – Language Magazine

 

More on Fluency

Reading Rockets – Fluency       https://youtu.be/eVjDsNcPU2E      Linda Farrell

Developing Fluency | Reading Rockets   https://youtu.be/5XkbCn5npq0  (Word Web)

Fluent Reading | Reading Rockets

Fluency: Introduction | Reading Rockets

Mastering ‘Silent e’ and Becoming More Fluent with Michael, Third Grader | Reading Rockets

Reading Multisyllable Words with Xavier, Third Grader | Reading Rockets

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