Please enable JavaScript.
Coggle requires JavaScript to display documents.
RTI (Part 3): Reading Instruction, All of my information was obtained from…
RTI (Part 3): Reading Instruction
Some factors affecting reading success include:
Exposure to early literacy activities
Quality of childcare and preschool programs
English-language proficiency
Parents’ income
Quality of reading instruction
Reading fluency refers to an ability to read text with accuracy, speed, and intonation.
High-quality instruction refers to the utilization of both research-validated instructional practices and core reading programs. Implementing high-quality instruction allows teachers to rule out inadequate instruction as a reason for poor reading performance.
Research Shows:
RTI is a systematic way to provide timely and effective support to struggling students.
(National Joint Committee on Learning Disabilities, 2005)
Implementing research-validated, instructional reading approaches reduces the number of students who need special education services.
(Foorman, 2003)
Phonemic awareness refers to the ability to listen, identify, and manipulate phonemes—the smallest units of sounds that are combined to create words.
Grouping
Differentiated instruction is more effective when teachers use flexible grouping practices.
In addition to whole-group instruction, teachers can use a combination of:
Small groups (both of same ability and of mixed ability)
Paired instruction
Independent work
One-on-one instruction (if needed and possible)
Comprehensive core reading programs:
Organize the scope and sequence of lessons in which specific skills are taught so that teachers don’t have to make it up as they go
Create consistency across classrooms, grade levels, schools, and districts
Provide research-validated materials and strategies for meeting diverse students’ needs
Build curricula and instructional practices that support students’ initial learning as well as the transfer of knowledge and skills to other contexts
Reflect state standards, which identify benchmarks and target instruction at each grade level
Research Shows:
Reading outcomes for students with disabilities improved when teachers used small-group instruction rather than whole-class instruction. (Elbaum, Vaughn, Hughes, Watson, & Moody, 1999)
Reading fluency and comprehension outcomes improved when teachers implemented paired instruction in the classroom, regardless of students’ disabilities or achievement levels. (Fuchs & Fuchs, 2005)
The term phonics instruction refers to teaching students about the relationship between sounds and written letters (known as the alphabetic principle) so that the students learn how to decode and read words.
Differentiated Instruction
Rather than expect students to adjust to the curriculum, teachers should adjust the curriculum to fit the diverse learning needs of their students
Student's assessment data allow teachers to quickly recognize problematic areas and to adjust the instructional approach to resolve them. When using differentiated instruction, teachers also analyze errors, give corrective feedback, and select examples related to students’ backgrounds or experiences to illustrate concepts.
Vocabulary refers to a knowledge of words and what they mean. Students learn vocabulary through a variety of contexts such as talking, interacting, and playing with others; listening to stories; watching television; and attending school.
Reading comprehension is the ability to understand written text, and it ultimately occurs when students translate written text into spoken text.
Providing reading instruction across: phonemic awareness, reading comprehension, phonics instruction, vocabulary, and reading fluency is equally effective for students who are English Language Learners (ELL).
All of my information was obtained from: The IRIS Center. (2006). RTI (part 3): Reading instruction. Retrieved from
https://iris.peabody.vanderbilt.edu/module/rti03-reading/