Reading Comprehension Revisited

Foundational Reading Skills

As the science of reading movement continues to evolve, some much-needed attention is being drawn to adolescent literacy and the Language Comprehension side of Scarborough’s Reading Rope.

In our work with special education teachers and students in our 7th – 12th grade building this year, we have uncovered significant foundational skill gaps within this population.  Sadly, I know that these same gaps exist in the general education population, as well.  There are likely many students without IEP’s (individual education plans) that struggle with these same reading skills.

We have made use of the phenomenal UFLI Foundational Skills program to address some of these skill gaps.  Teaching foundational reading skills is a foreign concept to most (if not all) 7th – 12th grade teachers.  By and large, they have been trained to teach content.  In other words, it is often thought that students learn to read in kindergarten through second grade and read to learn in third through twelfth grade.

The science of reading movement has shed light on the fact that we have missed the boat on effectively teaching all students to read in kindergarten through second grade.  Recent NAEP (The Nation’s Report Card) scores boost this argument:  31% of 4th graders performed at or above proficient level; 30% of 8th graders performed at or above proficient level.

Addressing foundational word recognition skills is… and I hesitate to say this (because little to nothing in education is easy)… is “easier” than addressing language comprehension skills.  When I model UFLI lessons for teachers, they are generally excited and ready to jump in with instruction.  It helps tremendously that UFLI provides nearly everything that is needed for this instruction.  Lessons are both systematic and explicit.

The World of Special Education Teachers

As we continue to sift and sort student needs through diagnostic assessments, we are finally (it’s January) wrapping our heads around supporting students who have solid word recognition skills, but weak language comprehension skills.  I’m recognizing that I have been hesitant to jump into this territory because of it’s complexity.  And I live in the world of literacy.

The special education teachers that I coach live in the world of IEP writing, IEP compliance, IEP meetings, specially designed literacy instruction, specially designed math instruction, specially designed adaptive and social emotional behavior instruction, organizing schedules to group students with similar skill needs, bi-weekly progress monitoring, and managing adult para professionals.  Talk about a group of people who deserve some props!

Michael Scott Dwight Schrute GIFfrom Michael Scott GIFs

Comprehension Intervention

This past week, I’ve spent some time looking through resources to advise teachers on addressing reading comprehension interventions.  The Reading League’s Adolescent Literacy spoke within The Compass was an obvious starting point.  It contains a plethora of resources.  As I dug in, which I’ve done several times in the past, I was reminded that providing comprehension interventions is incredibly complex, as I wrote in December of 2023.  (By the way, that post is worth rereading because of the line-up of reading experts who weigh in on the topic!).

It is inaccurate to say that an effective comprehension intervention can be boiled down to just a few steps.  Despite that, I have attempted to condense some of what could go into a comprehension intervention for overly busy teachers tasked with providing specially designed comprehension reading instruction.  This early draft of a comprehension one-pager is overly simplistic for the reality of all that is involved, but could serve as a launching point and/or some critical think-abouts.   It also needs to take a spin through Canva for visual appeal 🙂

Comprehension Intervention One-Pager

1.  Carefully and intentionally choose text sets to build knowledge around a topic  

2.  Provide explicit instruction around 4 things: 

  • Building word and world knowledge:  Before, During, & After Reading
  • Asking and answering questions During Reading
  • Summarizing short sections of text by finding the gist (ideally, in 10 words or less):  During & After Reading
    • Who/What is the text about?
    • Did what? (action/big event)
    • When/Where did it happen?
    • Why or What happened?  (the significance/outcome)
  • Monitoring comprehension while reading
Sources:

1.  The Reading League Compass:  Adolescent Literacy

2.  IES Practice Guide:  Improving Adolescent Literacy:  Effective Classroom and Intervention Practices

2.  IES Practice Guide:  Providing Reading Interventions for Students in Grades 4 – 9

3.  Power-Up Your Students’ Writing – thinkSRSD

4.  Knowledge Matters Campaign

5.  Curriculum Matters

 

Elements of Explicit Instruction
  1. Carefully design lessons to be organized and focused
  2. Begin lessons with a clearly stated goal or objective
  3. Provide instruction around 1 – 2 behavior expectations
  4. Present new material in small steps with student practice after each step
  5. Model each step
  6. Provide ample examples and non-examples
  7. Use clear and concise language
  8. Require frequent responses
  9. Check for student understanding
  10. Provide immediate corrective and affirmative feedback
  11. Deliver the lesson at a brisk pace
  12. Monitor independent work and provide reteaching, as necessary
Sources:

1.  Explicit Instruction:  Archer & Hughes

2.  Kentucky Department of Education:  Explicit Teaching and Modeling

3.  Principles of Instruction – Barak Rosenshine

The System and a Book Study!

Of course, none of what is described above will do much to move the needle on reaching 95% reading proficiency with all students if it is addressed in silos rather than within a robust system.  There are many experts who have worked within, designed, and implemented successful systems.  Four of my favorites are Stephanie Stollar, Sarah Brown, Pati Montgomery, and Angie Hanlin.  All four possess loads of knowledge about robust systems, and selflessly give of their time and knowledge to support others in the name of success for all students.

The Reading League Iowa is proud to host Angie Hanlin for a three-part series, beginning tomorrow night, centered on her co-authored book, It’s Possible.  I cannot wait to learn from this education phenom!!!  There are many ways to become familiar with her work:

 

 

One Comment

  1. Kara Veach

    An awesome, organized summary of some pretty fantastic resources, Megan! Thank you for your work and willingness to share literacy love with others!!

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