Friday, September 22, 2023

High-Interest Low-Level Reading Passages: A Research-Based Approach for Older Struggling Readers w/ Free and Halloween Resources

Introduction

For older struggling readers, the ability to read proficiently can significantly impact academic success and self-esteem. Research in educational psychology suggests that utilizing high-interest low-level (HILL) reading passages can be a strategic approach to address the challenges faced by these learners (Brozo et al., 2007). HILL passages are texts with engaging content written at a readability level suitable for struggling readers, providing a powerful method to marry student interest with learning need, thus aligning with the fundamental principles of the science of reading.

The Science of Reading: An Insightful Perspective

The science of reading represents an evidence-based framework focusing on how individuals learn to read, encompassing phonemic awareness, phonics, vocabulary development, reading fluency, and comprehension (National Reading Panel, 2000). This robust approach offers insights into developing instructional strategies that can address the diverse needs of learners, especially older struggling readers.

The Rationale for High-Interest Low-Level Passages

1. Motivation and Engagement

Lack of motivation is a significant barrier to reading for older struggling readers (Guthrie et al., 2013). HILL passages aim to rekindle interest and curiosity, aligning content with students' preferences and experiences, and thus, fostering intrinsic motivation and sustained engagement in reading tasks. Students engage when reading about influencers, the latest trends, superheroes, mystery and other high interest topics.

Link to this Resource

They also love feeling like they belong - reading what others are reading - like novels adapted to High Interest Low Level fluency and comprehension passages. Here is an example for one such resource centered on Mary Shelley's Frankenstein.

2. Building Confidence and Competence

Accessible content allows students to experience success, enhancing their self-efficacy and promoting a positive reading self-concept (Bandura, 1997). This success cycle can bolster the willingness to engage with more challenging texts over time.

3. Reinforcing Comprehension and Vocabulary

HILL passages, with their engaging and relatable content, provide a context for students to acquire new vocabulary and improve comprehension, paving the way for a smoother transition to complex texts (Cunningham & Stanovich, 1998).

Strategies for Integrating HILL Passages

1. Selection of Appropriate Texts

Identifying texts that resonate with students’ interests and are at an appropriate readability level is crucial (Ivey & Broaddus, 2001). These should offer cognitive engagement while avoiding frustration due to complexity.

2. Multimodal Learning Integration

Blending HILL passages with multimodal resources such as visuals and interactive media can enrich the learning experience and cater to diverse learning preferences (Mayer, 2001).

3. Regular Assessment and Feedback

Continuous assessment and constructive feedback are vital for adjusting instructional strategies to meet individual learning needs and facilitate progressive development in reading proficiency (Black & Wiliam, 1998).

4. Fostering a Supportive Learning Environment

Creating a classroom atmosphere that values diversity, inclusivity, and mutual respect is fundamental. This supportive ambiance encourages risk-taking, cooperation, and mutual learning (Cohen et al., 2004).

Empirical Evidence Supporting HILL Passages

Studies emphasize the efficacy of high-interest texts in mitigating reading difficulties. A study by Guthrie and Humenick (2004) highlighted that engaging texts significantly improved reading comprehension and overall motivation among struggling readers. Similarly, research by Hidi and Harackiewicz (2000) supported the correlation between interest and academic achievement, reinforcing the potential of HILL passages in enhancing learning outcomes.

Benefits and Potential Outcomes

Improved Reading Proficiency Frequent interaction with accessible texts facilitates improvement in essential reading components, creating proficient and fluent readers (Krashen, 2004).
Enhanced Learning Experience HILL passages can transform reading from a burdensome task to an enriching and enjoyable activity, promoting a lifelong passion for reading and learning.
Boosted Academic Performance Enhanced reading skills and increased motivation translate into improved academic achievement across disciplines and contribute to a more positive learning experience (Schiefele et al., 2012).

Conclusion: A Pedagogical Paradigm Shift

Incorporating high-interest low-level reading passages is paramount in constructing an inclusive, learner-centered environment, addressing the multifaceted needs of older struggling readers. This approach, underpinned by the science of reading, fosters academic growth, cognitive development, and a positive learning disposition.

Get this resources at: High Interest Low Level Vampires.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.

Brozo, W. G., Shiel, G., & Topping, K. (2007). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent & Adult Literacy, 51(4), 304-315.

Cohen, E. G., Lotan, R. A., Scarloss, B. A., & Arellano, A. R. (2004). Complex instruction: Equity in cooperative learning classrooms. Theory into Practice, 43(1), 56-65.

Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(1-2), 8-15.

Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase motivation and achievement. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 329-354). Brookes.

Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (2013). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.

Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179.

Ivey, G., & Broaddus, K. (2001). "Just plain reading": A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377.

Krashen, S. (2004). The power of reading: Insights from the research. Libraries Unlimited.

Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.

Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463.

Wednesday, September 20, 2023

Guided Fluency Practice, Reading Comprehension and the Science of Reading

The concept of guided, scaffolded instruction is rooted in educational psychology, specifically drawing from Vygotsky's Zone of Proximal Development. The idea is to support students in accomplishing tasks that are just beyond their current abilities, thus enabling them to develop new skills.

Here's how it works in a classroom setting: Assessment - Controlled Practice -Feedback and Review Assessment and Adaptation

Assessing students' reading skills to identify their strengths and weaknesses is an imperative first step that allows you to tailor the level of support required. One assessment San Diego Quick Assessment works well to get an estimate of a child’s Frustrational Reading Level, Instructional Reading Level, and Independent Reading Level by grade levels from kindergarten through eleventh-grade. The assessment was devised by Margaret La Pray and Ramon Ross and published in the Journal of Reading in 1969. In their 1969 article, “The Graded Word List: Quick Gauge of Reading Ability,” La Pray and Ross explain, “The graded word list has has two uses: 1) to determine a reading level, 2) to detect errors in word analysis.

Assessments for phonemic awareness include Core Phonics Assessment. This is a great test to determine students' basic phonics skills . The PAST is another favorite and is a bit more comprehension than the Core Phonics Assessment. Universal screening should be done three times per year. DIBELS is a great assessment for this. DIBELS is the University of Oregon's free assessment tool. DIBELS now goes up to 8th grade. DIBELS is a go to! Pair it with a great comprehension exercise and you have the data you need to diagnose and teach.

For intervention, the Test of Word Reading Efficiency is excellent and for comprehension the Degrees of Reading Power is effective.

Modeling and Guided Practice

Modeling is imperative to fluency instruction. When using these timed reading passages - model reading every other passage prior to letting students read out on their own. Read the passages aloud while emphasizing correct pronunciation, pacing, and intonation.

If you are one on one - do a second read where students read along with you.

Give students a chance to read independently, but the material is carefully chosen to be at a "just-right" level—not too easy but not too hard.

After independent practice, constructive provide feedback based on performance. This could include identifying areas of improvement like better pacing, clearer pronunciation, or more effective use of pauses and intonation. Always be encouraging!

Finally, ongoing assessments should be conducted to determine if students have reached the desired level of fluency. Based on these assessments, the instructional approach can be adapted as necessary.

Fluency Practice Lessons:

Bundle 4: High Low Reading Comprehension & Fluency Standards Aligned

Of Mice and Men ADAPTED NOVEL+ Comprehension, Fluency, and ENTIRE NOVEL UNIT

The Odyssey An Adapted Novel w/ Unit: Struggling Readers w Reading Comprehension

Macbeth An Adapted Novel with Unit For Struggling Readers & SpEd

A Christmas Carol

Huck Finn ENTIRE NOVEL in High Low Passages Reading Comprehension & Fluency CCSS

Alice's Adventures in Wonderland Hi-Lo Reading Comprehension & Fluency Passages

FRANKENSTEIN Reading Comprehension and Fluency | High Interest Low Level

Growing Bundle Hi-Lo CLASSIC LIT Reading Comprehension and Fluency Passages

The Giver NOVEL in High Low Reading Comprehension Fluency Passages

The Imperative of Fluency, Phonics, and the Science of Reading for Older Struggling Readers

Educators have long grappled with the challenge of aiding struggling readers, particularly

those beyond the primary grades. In many discussions about literacy instruction, the terms "fluency," "phonics," and "science of reading" frequently surface. But how do these concepts interconnect, especially when dealing with older struggling readers? The scientific research supports the idea that these elements are not merely primary-grade phenomena, but essential facets of effective reading instruction at all ages.

The Science of Reading: What Is It?

The "Science of Reading" is a term coined to encapsulate the extensive body of research spanning decades on how humans learn to read. This research informs us that reading is not a natural process, unlike language acquisition, but a learned skill that requires explicit instruction (Seidenberg, 2017). According to the National Reading Panel's landmark report, "Teaching Children to Read," the five pillars of reading instruction are phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Institute of Child Health and Human Development [NICHD], 2000). Although these pillars are usually highlighted in the context of early literacy, they are equally pertinent for older struggling readers.

SoR BUNDLE Multi-Syllable Word Units Phonics + The Odyssey+12 Week Lesson Plan

Science of Reading Phonics ALL STORE ACCESS - Growing Bundle Older Students

Phonics Instruction for Older Readers

Phonics is often considered a basic skill taught in early elementary years; however, older students can also benefit from revisiting phonics. Research suggests phonics study can be crucial for older struggling readers - as they frequently lack a firm grasp of the alphabetic principle and demonstrate deficits in word recognition (Torgesen et al., 2001). This impedes both their fluency and comprehension.

Explicit phonics instruction can serve as an effective intervention for such students (Archer &

Hughes, 2011). Studies indicate that it can be beneficial to integrate synthetic phonics, where learners sound out individual letters and blend them together, and analytic phonics, where the emphasis is on recognizing patterns in words (Ehri, 2004). Teachers can employ age-appropriate materials and integrate this instruction into subjects requiring reading, thereby contextualizing the relevance of phonics for older students.

Fluency: Beyond Speed

Fluency is often misunderstood as reading quickly, but it involves more. It includes accurate word recognition, appropriate pacing, and expressive intonation. Fluency is a critical component of skilled reading because it frees cognitive resources for comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001).

Struggling older readers who lack fluency often engage in laborious decoding, which hampers their ability to understand text. Research supports the use of repeated reading strategies, where students read the same passage multiple times until they reach a satisfactory level of fluency, as an effective way to improve fluency and comprehension (Therrien, 2004).

The Symbiotic Relationship between Fluency, Phonics, and Reading Comprehension

There is a synergistic relationship between fluency, phonics, and comprehension. A student's phonics skills directly affect their fluency, which, in turn, impacts comprehension (NICHD, 2000). For older students, this symbiosis is even more critical because the texts they encounter in middle and high school are complex and demand higher levels of fluency and comprehension.

Instructional Approaches for Older Struggling Readers

Research suggests that multi-tiered systems of support, such as Response to Intervention (RTI), can be effective for older struggling readers (Vaughn & Fletcher, 2012). These systems usually comprise universal screening and multiple tiers of increasingly intensive instruction, tailored to the students' needs. A balanced literacy program that incorporates explicit instruction in phonics, opportunities for fluency development, and strategies for comprehension can yield substantial gains in reading performance for older readers.

Conclusion

While fluency, phonics, and the science of reading are often associated with early literacy, their role is no less crucial for older struggling readers. The body of research in this area argues for their sustained inclusion in literacy programs aimed at older students. Given that reading is a skill required across subjects and throughout life, educators should approach teaching reading as a long-term commitment that adapts according to the evolving needs of the students, regardless of age.

Intervention: Multi-Syllable Word Unit for Older Students VC/CV - Fluency Plus

Multi-Syllable Word TASK CARDS for Older Students VC/CV

Intervention: Multi-Syllable Word Unit for Older Students V/CV - Fluency Plus

Multi-Syllable Word TASK CARDS for Older Students V/CV

Multi-Syllable Word TASK CARDS for Older Students VC/V

Intervention: Multi-Syllable Word Unit for Older Students VC/V - Fluency Plus

Intervention VCe Compound Words

References

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.
Ehri, L. C. (2004). Teaching phonemic awareness and phonics. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 153-186). Paul H. Brookes.
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). U.S. Government Printing Office.
Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can’t, and what can be done about it. Basic Books.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252-261.
Torgesen, J. K., Rashotte, C. A., & Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 333-355). York Press.
Vaughn, S., & Fletcher, J. M. (2012). Response to intervention with secondary school students with reading difficulties. Journal of Learning Disabilities, 45(3), 244-256.

Saturday, September 16, 2023

The initial moments of a class session can be instrumental in setting the tone for effective

learning and student engagement. Strategies like bellringers, warm-ups, and morning work activities are invaluable tools for maximizing instructional time and facilitating a conducive learning environment. Here's how they help

Priming for Learning

Bellringers or warm-up activities essentially serve as cognitive primers, preparing students for the day's lesson. According to a study by David R. Arendale (2019), transitional activities like bellringers can increase retention and understanding of the material. When students engage in a quick activity related to the upcoming lesson, it primes the brain to receive new information, thus enabling better absorption of subsequent content.

Classroom Management

One of the key challenges teachers face is classroom management, especially at the beginning of a class session when students are settling in. Using a bellringer or morning work can help manage this transitional phase efficiently. It provides a structured start, reducing off-task behavior. This is backed by the classroom management theories of Kounin (1970), who emphasized the importance of smoothness and momentum in classroom activities. An organized start reduces idle time and minimizes opportunities for disruption, leading to a more focused and manageable classroom.

Formative Assessment

Bellringers and warm-ups often serve as low-stakes formative assessments that can provide immediate insight into students' prior knowledge and readiness for the day’s lesson. According to Black & William (1998), formative assessments are instrumental in identifying gaps in understanding, allowing teachers to adjust instruction accordingly. A quick review of the warm-up responses can offer invaluable clues on students' grasp of the material, informing the need for review or acceleration.

Student Engagement

Getting students interested and involved in the learning process is critical for effective instruction. Warm-up activities serve as an "advance organizer," as termed by Ausubel (1960) in his research on meaningful learning. These activities provide a relevant context and purpose for the day’s lesson, increasing intrinsic motivation. When students are interested, they are more likely to engage with the material, participate in discussions, and perform better academically.

Skill Reinforcement

Last but not least, bellringers offer a practical platform for practicing and reinforcing essential skills. Whether it is a quick math problem, a grammar exercise, or a vocabulary quiz, these activities can serve as deliberate practice, which Ericsson et al. (1993) have found to be crucial for skill mastery. Over time, these quick, repetitive tasks can lead to significant improvement in academic skills.

Bellringers, warm-ups, and morning work are not merely activities to fill time or

keep students busy as class begins. When thoughtfully designed and implemented, they can significantly enhance the learning environment by priming students for new information, aiding in classroom management, serving as formative assessments, increasing student engagement, and reinforcing essential skills. Thus, educators would do well to integrate these effective strategies into their daily instructional routine.