Responsive Reading Instruction: Flexible Intervention for St

Posted by Nicole/Missouri on 1/18/10

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Responsive Reading Instruction: Flexible Intervention for
Struggling Readers in the Early Grades
Sopris West, 2006 R
Research is available at www.sopriswest.com

BRAND NEW WITH TRAINING CD----WILL SELL FOR $70 (price
includes shipping)

This dynamic, adaptable supplemental reading program
focuses on the practice of phonemic awareness and phonemic
decoding in the context of reading and writing, with less
emphasis on isolated skill practice.

Students receive explicit, systematic instruction in
phonics, phonemic awareness, fluency, and comprehension,
along with daily opportunities to apply skills and
strategies they are learning in text reading and writing.
Student assessments and daily recorded observations help
determine which instructional activities teachers select
for each lesson's five components—fluency building,
assessment, word work, supported reading, and supported
writing.

The DVD offers video modeling of 34 of the activities
described in the book.

Responsive Reading Instruction (RRI) is an observation-
based reading intervention for struggling beginning readers
that provides intensive small-group instruction several
times a week for 40 minutes. Instruction includes:

* Daily instruction and practice designed to support
the development of fluent reading
* Direct and explicit instruction in decoding
* Continuous monitoring of student growth through
frequent assessment
* Large amounts of engaged practice in reading and
writing connected text

Students have individual assessments of reading or key
reading skills at least once a week, with teachers
recording their observations in anecdotal records each day.
The teacher then provides instruction designed specifically
to meet the needs of individual students based on the
results of the assessments. RRI provides guidelines
suggesting the order of instruction in early reading skills
such as letter-sound correspondences, but teachers also
have the flexibility to plan each lesson according the
needs of each student. The lesson cycle that determines how
time is used across each 40-minute lesson has five
components: (a) fluency building; (b) assessment; (c) word
work; (d) supported reading; and (e) supported writing.
Teachers choose activities from a “menu” of options for
each part of the lesson based on the observed needs of
their students. The nature of these activities, as well as
the texts the students read in the lessons, become more
complex over time.

The curriculum is based on a routine of modeling followed
by guided and independent practice, such as games that
engage the students and ensure each child is actively
involved in learning to read. Students spend a large part
of each lesson reading and writing connected text, as they
apply the skills and concepts they have learned, and
receive feedback and support from the teacher.

Students learn to use phonemic decoding, primarily at the
phoneme level, to read and spell unknown words. The primary
word recognition strategy is to look for parts you know,
say the word slowly and blend the sound, then reread the
sentence with the word in it and decide whether it makes
sense. A second strategy taught to decode unknown words is
to use analogy to known words. Students are taught to
segment words and use letter-sound associations in order to
spell unknown words.

Responsive Reading places emphasis on the development of
reading fluency and comprehension. Students practice
repeated reading of familiar text with support and feedback
from the teacher, and engage in oral partner reading of
familiar books. Teachers choose from a large collection of
carefully selected student books to match students’
interests and reading level. The books are leveled for
difficulty, but are not intended to be phonetically
decodable. Before reading a new book, teachers preteach
potentially difficult key words and encourage students to
make predictions to link the book’s subject matter to prior
knowledge and to establish a purpose for reading. During
and after reading, teachers ask questions referring to the
text meaning and ask students to retell or summarize
portions of the text. After the students progress from the
earliest stages of reading, the teacher encourages them to
write text summaries or main idea statements after reading.

PROGRAM SAMPLE:
http://store.cambiumlearning.com/Resources/ProgramOverview/p
df/sw_Overview_RRI_05.pdf

TESTIMONIALS:
http://store.cambiumlearning.com/resource.aspx?
page=Testimonials&site=sw&parentId=019005493