Title: TWA
- Description: Think Before Reading, Think While Reading, Think After Reading (TWA) is an instructional technique used to improve reading comprehension through self-regulation before, during, and after reading.
- Skill(s) Addressed: Text structures, organization, comprehension
- Supporting Research: Teaching lower achieving students when and how to use reading strategies, as well as teaching these students to attribute reading achievement to effort and strategy use, leads to independent and successful strategy use.
- Methods/Guidelines for Implementation: Make students think about every reading at three separate point thus developing a comprehension routine.
- Links to Resources: http://nycdoeit.airws.org/pdf/TWA.pdf
- Reference: Mason, L. H. (2004). Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96(2), 283–296.
Title: Interactive Vocabulary Instruction on Computer
- Description: Using computers to show pictures and videos of new words.
- Skill(s) Addressed: Text structures, comprehension
- Supporting Research: Research show that students learned and remembered vocabulary words interactively compares to with a peer or adult.
- Methods/Guidelines for Implementation: Technology fluency can be taught with this activity.
- Links to Resources: https://www.vocabulary.com/
- Reference: Xin, J. F., & Rieth, H. (2001). Video-assisted vocabulary instruction for elementary school students with learning disabilities. Information Technology in Childhood Education Annual,12, 87–103.
Title: Systematic Interventions
- Description: This is a purchased program with a researched curriculum designed for students.
- Skill(s) Addressed: Text structures, comprehension
- Supporting Research: In considering the needs of struggling readers, Feldman (2004) suggests selecting ‘a research-based, validated curriculum for struggling readers.
- Methods/Guidelines for Implementation: This sort of program would be a last resort but it does have research backing its effectiveness.
- Links to Resources: http://www.wrightslaw.com/nltr/09/nl.1201.htm
- Reference: Wanzek, J., Wexler, J., Vaughn, S. et al. Read Writ (2010) 23: 889. doi:10.1007/s11145-009-9179-5
Title: Structured Teaching
- Description: This tactic solicits the teacher to emphasize the importance of targeted teaching that is structured, explicit and systematic.
- Skill(s) Addressed: Text structures, comprehension
- Supporting Research: “The NRP report (2000) repeatedly refers to the effectiveness of systematic approaches, particularly in the teaching of phonology. Singleton (2009) emphasises the need for ‘instruction that is systematic and intensive’ (p8). Singleton goes on to define systematic teaching more closely as, ‘structured, cumulative and sequential’”
- Methods/Guidelines for Implementation: Creating a visual schedule for intervention in my class as well as structured times and a routine all will help me practice structured teaching.
- Links to Resources: http://teacch.com/educational-approaches/structured-teaching-teacch-staff
- Reference: Wanzek, J., Wexler, J., Vaughn, S. et al. Read Writ (2010) 23: 889. doi:10.1007/s11145-009-9179-5
- Singleton, C. (2009). Intervention for Dyslexia. A review of published evidence on the impact of specialist dyslexia teaching. Downloaded from http://www.thedyslexia-spldtrust.org.uk/medial/downloads/articles/13- intervention_for_dyslxia_research_report.pdf
NEWSELA
- Description: Developmentally appropriate articles for students at all time helping them learn fluency in a perfectly challenging way.
- Skill(s) Addressed: Fluency, automaticity, voice
- Supporting Research: Research says that reading teachers can be flexible with text levels and assign books of different reading levels to readers in order to accelerate growth in below-level readers.
- Methods/Guidelines for Implementation: Purchasing a leveled reading program in the classroom or making your own with the lexile numbers will allow students to always be reading at perfect difficulty.
- Links to Resources: https://newsela.com/
- Reference: Glasswell, K., & Ford, M. P. (2010). Teaching Flexibly With Leveled Texts: More Power for Your Reading Block. Reading Teacher, 64(1), 57-60. doi:10.1598/RT.64.1.7