Digest

This podcast features literacy coach Katlyn Goodrow discussing reading interventions for upper elementary students struggling with decoding, fluency, and comprehension. She explains the importance of accurate assessment using tools like NWEA MAP and Acadian's battery to identify specific needs. Goodrow details various intervention models, including pull-out and push-in strategies, and highlights effective programs like UFLY for decoding and Rewards for multisyllabic words. The discussion also covers knowledge-based units, the Before, During, and After Reading framework, and the flexibility required to accelerate student progress. Practical classroom strategies for teachers and insights from Goodrow's book, "Reading Beyond the Basics," are also shared, emphasizing research-informed routines and fostering a love for reading.

Outlines

00:00:00

Identifying and Addressing Reading Challenges in Upper Elementary

Reading struggles in upper elementary grades, encompassing decoding, fluency, or comprehension, require precise identification of root causes for effective intervention. Katlyn Goodrow, a literacy coach, works with 3rd-5th graders below grade level, utilizing assessments like NWEA MAP and Acadian's battery to pinpoint specific needs through fluency, accuracy, and cloze tests. Interventions are scheduled based on teacher input and delivered through pull-out or push-in models, adapted to student needs and classroom dynamics.

00:09:05

Strategies for Decoding, Fluency, and Comprehension

For decoding issues, programs like UFLY are used, while the Rewards program aids in breaking down multisyllabic words. The UFLY program proves effective for older students due to its straightforward approach. For fluency and comprehension challenges, knowledge-based units are employed, with strategies like "paragraph shrinking" and a Before, During, and After Reading framework to enhance understanding. This framework includes setting reading purposes, using routines like "getting the gist," and generating questions post-reading.

00:24:13

Designing Interventions and Supporting Student Progress

Knowledge-based units are created using resources like ReadWorks, focusing on building background knowledge and vocabulary. A case study illustrates a fourth grader's successful intervention journey, progressing through various programs to meet grade-level standards. Flexibility and acceleration in instruction are key, allowing students to advance as they demonstrate readiness. Teachers can support struggling readers through active listening, note-taking, and intentional student grouping for targeted activities. Katlyn Goodrow's book, "Reading Beyond the Basics," offers research-informed routines for grades 2-6, promoting engaging instruction and the joy of reading.

Keywords

Q&A

• How do reading specialists identify the specific needs of older students who are reading below grade level?

  Specialists use assessments like NWEA MAP and Acadian's battery, which include fluency checks, accuracy assessments, and cloze tests, to pinpoint whether the struggle lies in decoding, fluency, or comprehension.

• What strategies are effective for older students struggling with multisyllabic words?

  Programs like Anita Archer's Rewards focus on teaching students to break down longer words, decode them, and reassemble them, leveraging pattern recognition to improve word-level reading.

• How can teachers support students with decoding and fluency needs within a regular classroom setting?

  Teachers can listen to students read, take notes, and use intentional grouping strategies like paired reading or small group instruction with techniques like choral reading or close reading.

• What is the "Before, During, and After Reading" framework, and how does it help comprehension?

  This framework involves setting a reading purpose before reading, using strategies like "getting the gist" during reading, and generating questions after reading to deepen understanding and engagement with the text.

• How can intervention programs be adapted for older students who may be resistant to materials designed for younger grades?

  By using plain, research-based materials and being honest about the learning process, focusing on the progress made, and highlighting the success achieved, students can be motivated and receptive to intervention.

Show Notes