Evidence-Based Reading Instruction

 As you read, consider the LRT functions:  coaching, assessment interpretation and use, and school leadership.  What ideas from the text can you use to support these three functions?

Intro:

 Tamara: The introduction briefly describes the origin of the National Reading Panel  Report and the overview of the findings in the research.

Phonemic Awareness:

 Tamara:           

• Phonemic awareness can be taught and learned.
• Phonemic awareness taught with letters was more effective than phonemic awareness taught without letters.
• Teaching one or two phonemic awareness skills was more eddective than teaching three or more skills
•  Phonemic awareness teaching sessions of about 30 minutes for a total of 5 to 18 hours were most effective.
•  Computers were effective in teaching phonemic awareness.
•  Phonemic awareness was most effective with pre-K and K children and children at risk.
   

Supporting phonemic awareness development in the classroom

 The articles on phonemic awareness have implications for RtI.  If a student at any age is struggling as a reader, backtesting is recommended to determine if phonemic awareness is in place or is a factor in the student's reading difficulties.  These articles reinforced the importance of this basic reading element to the reading process as a whole.  The article entitled "Supporting phonemic awareness development in the classroom" by Hallie Kay Yopp and Ruth Helen Yopp offers many multi-sensory activities that could be used as interventions in an RtI structure to help fill in the missing pieces for a struggling reader.  Jan Z.

Phonics:

Reading Fluency:

Vocabulary Development:

Comprehension Strategies:

Putting It All Together:

Appendix A: