Reading Facts
60% of our children are not learning to read well
n
40
% percent of 4th graders
do not
read at basic level
n
Only
5 % learning disabled by their neurobiology
At risk kids: 30
min. of intervention per day @ K level
n
By
the time the child is 8 or 9- it takes at least 2 hours of training for
same benefit (Lyon1999)
n
80%
of children reading below the 15th % in the beginning of grade 1
n
at
or above grade level by the end of first grade with intensive (40-80
hours) of 1-1 instruction (Vellutino
et al, 1996)
n
we
can predict reading difficulties in K and 1 with 92% accuracy (NICHD)
n
average
cost of assessing each child during K or 1 is $10-15 (NICHD)
n
Verbal
intelligence depends on print exposure
n
Words
in print are not words we use in oral conversation
n
Water
down our language orally
Children should be spending time in school consuming
text
Reading Reform:
The New Civil Right
Reading Comprehension
q
Good
comprehension includes the awareness that it is an active process that must
be monitored. (Malone and Mastropieri 1992)
q
Self-monitoring
for comprehension is often a difficult or missing process for the poor
comprehender
q
Working
memory is critical to understanding individual sentences that are longer in
length, have a more complex structure, or that are dense in meaning. (Daneman
and Carpenter
1980)
q
Working
memory is analogous to a chalkboard or story board- which is holding all
the information in place while we are adding, editing, or working with the
information
Reading Fluency
Current research shows that children, at
their instructional level, should be:
·
at least 90% accurate
·
read with sufficient speed
o Grade 1: 40-70 wpm
o Grade 2: 60-90 wpm
o Grade 3: 80-110 wpm
o Grade 4: 95-120 wpm
(Good, Simmons, &
Kame’ennui, 2003; Hasbrouck & Tindal, 1992; Leslie &
Caldwell, 2000; Morris, 1999)
Return to
remediation and tutoring information
