GayIvey

High-Quality Literacy Interventions: 

High-Quality Literacy Interventions Gay Ivey, Ph.D. James Madison University

What is the key to improving reading?: 

What is the key to improving reading? Working with phonics and phonemic awareness Vocabulary instruction Comprehension strategies Fluency practice All of the above None of the above

Prerequisites to Intervention:: 

Prerequisites to Intervention: Substantial opportunities to read in readable, interesting books. Explanations/modeling of effective reading skills and strategies

Analyzing point of view: First Person: 

Analyzing point of view: First Person

Finding reading materials that fit students:: 

Finding reading materials that fit students:

Explaining Questioning to Keep Yourself Reading: 

Explaining Questioning to Keep Yourself Reading

Slide10: 

Teacher (to class): I’m going to think aloud as I read to show you how I try to understand the information I read in science books. I’ll let you know when I’m confused, what I do to clear up my confusion, how I predict what the author might say, what pictures turn up in my mind as I read

Slide11: 

Teacher (reading): In the middle of the Ténéré desert, whose name means “nothing,” are crocs of all sizes. Among them is Supercroc—one of the biggest types of croc ever to have lived on earth. Teacher (to class): I’m already confused. I’ve never heard of crocodiles living in the desert. I thought they lived in water. I’ll have to keep reading to see if there are crocodiles that live in deserts or if I just misunderstood.

Slide12: 

Teacher (reading): Once crocs swam here in deep rivers and lakes that cut across a forested plain, but now they are just bones that lie scattered in the sand of this sub-Saharan desert of Niger. Teacher (to class): Now I get it. This used to be water, and over time it became a desert. I predict that the crocodile bones are fossils. I’m going to keep reading to find out. See G.G. Duffy, Explaining Reading, 2002, The Guilford Press.

High-Quality Literacy Interventions…: 

High-Quality Literacy Interventions… Center on the teacher as the main source of instruction and decision-making. Reflect a comprehensive approach to reading and writing. Involve reading and writing that is engaging. Are driven by useful and relevant assessments Include significant opportunities for actual reading and writing.

About the teacher….: 

About the teacher…. Teaching versus assigning In-the-moment instruction

Teacher as expert reader:: 

Teacher as expert reader:

Explaining how visual images help you comprehend…: 

Explaining how visual images help you comprehend… Olive Barstow was dead. She’d been hit by a car on Monroe Street while riding her bicycle. Weeks ago. That was about all Martha knew. A sad image of Olive rose in Martha’s mind: a quiet, unremarkable girl, a loner with averted eyes, clinging to the lockers when walking down the hallways at school. The image that flashed next was imagined and worse: Olive flying through the air, after impact, like a bird, then scraping along the pavement and lying in a heap at the curbside, never to move again (p. 3). What image(s) did you see? Which words helped you? In the second paragraph, did phrases like “averted eyes” and “clinging to the lockers” affect how you saw Olive? In the third paragraph, were you influenced by words and phrases like “flying through the air,” “like a bird,” “scraping,” and “lying in a heap”? Did these help create the movie in your mind? Good readers know that the author uses words and phrases to help communicate specific images.

About a comprehensive approach…: 

About a comprehensive approach… Phonemic awareness  reading improvement Phonics  reading improvement Vocabulary  reading improvement Fluency instruction  reading improvement Comprehension strategies  reading improvement

Furthermore…: 

Furthermore… Phonemic awareness  Phonics  Vocabulary  Comprehension  Fluency  Reading improvement

About engagement…: 

About engagement… Materials for reading must be both READABLE And INTERESTING

An example of readability without purpose/engagement/interest:: 

An example of readability without purpose/engagement/interest:

Better….: 

Better….

About good assessments: 

About good assessments Some candidates for reading intervention…

Serena: 

Serena Strong automatic word recognition through upper middle school levels Vocabulary presents a challenge. Liked teacher read aloud of Forged by Fire q Found and read books on the Titanic after seeing the movie

Judd: 

Judd Strength in word identification Not a strategic, thoughtful reader Likes teacher read alouds Hates to read on his own

Kay: 

Kay In “honors” language art class Likes teacher read alouds Does not read voluntarily Strength in comprehension Finger-points when reading at all levels Self-corrected and repeated many words Struggled with reading words beginning at the second grade level

About time devoted to actual reading…: 

About time devoted to actual reading… Contextual reading is linked to developing vocabulary Time spent reading is linked to reading comprehension Time spent reading is linked to reading fluency Students report that just reading is their most-preferred activity in language arts class. Students who participate in classroom reading programs are more likely to read outside of school. Voluntary reading outside of school is closely tied to reading competence.