Sneak Peek: PLL Practitioner Guide

PART 1: THEORETICAL MODELS

● IDA Knowledge & Practice Standards

● Reading Brain

● Simple View of Reading

● Reading Rope

● Ehri’s Phases of Word Reading Development

● Oral Language Systems & Classroom Connections

PART 2: WORD RECOGNITION

● Inclusive Practices for Word Recognition

● Phoneme charts

● Phonemic Awareness Progression chart

● Phonological Awareness & Phonics Progression chart

● Phonic Decoding bookmark

● Fluency Progression chart

PART 3: LANGUAGE COMPREHENSION

● Inclusive Practices for Comprehension

● Mental Model chart

● Practice Profile: Vocabulary

● Vocabulary Effective Practices chart

● Word Conscious Classroom chart

● Background Knowledge chart

● Vocabulary Routine charts

● Semantic Maps

● Sentence Frame graphic organizer

● Text Structure charts

● Text Structure graphic organizers

PART 4: SYSTEMS & FRAMEWORKS

● Structured Literacy: Do’s & Don’t

● Bridges Transition Model

● Multi-Tiered Systems of Support Framework

● Response to Intervention Guidelines

PART 5: ASSESSMENT

● Diagnostic, Prescriptive Approach to Assessment and Instruction

● Quick Guide for Reading Assessment

Knowledge and Practice Standards for Teachers of Reading

Summary Table

Does Not Include Knowledge and Practice Examples Standard I: Foundations of Literacy Acquisition

1.1 Understand the (5) language processing requirements of proficient reading and writing: phonological, orthographic, semantic, syntactic, discourse.

1.2 Understand that learning to read, for most people, requires explicit instruction.

1.3 Understand the reciprocal relationships among phonemic awareness, decoding, word recognition, spelling, and vocabulary knowledge.

1.4 Identify and explain aspects of cognition and behavior that affect reading and writing development.

1.5 Identify (and explain how) environmental, cultural, and social factors contribute to literacy development.

1.6 Explain major research findings regarding the contribution of linguistic and cognitive factors to the prediction of literacy outcomes.

1.7 Understand the most common intrinsic differences between good and poor readers (i.e., linguistic, cognitive, and neurobiological).

1.8 Know phases in the typical developmental progression of oral language, phoneme awareness, decoding skills, printed word recognition, spelling, reading fluency, reading comprehension, and written expression.

1.9 Understand the changing relationships among the major components of literacy development in accounting for reading achievement.

Standard 2: Knowledge of Diverse Reading Profiles, Including Dyslexia

2.1 Recognize the tenets of the (2003) IDA definition of dyslexia, or any accepted revisions thereof.

2.2 Know fundamental provisions of federal and state laws that pertain to learning disabilities, including dyslexia and other reading and language disability subtypes.

2.3 Identify the distinguishing characteristics of dyslexia.

2.4 Understand how reading disabilities vary in presentation and degree.

2.5 Understand how and why symptoms of reading difficulty are likely to change over time in response to development and instruction.

Standard 3: Assessment

3.1 Understand the differences among and purposes for screening, progress-monitoring, diagnostic, and outcome assessments.

3.2 Understand basic principles of test construction and formats (e.g., reliability, validity, criterion, normed).

3.3 Interpret basic statistics commonly utilized in formal and informal assessment.

3.4 Know and utilize in practice well-validated screening tests designed to identify students at risk for reading difficulties.

3.5 Understand/apply the principles of progress-monitoring and reporting with Curriculum-Based Measures (CBMs), including graphing techniques.

3.6 Know and utilize in practice informal diagnostic surveys of phonological and phoneme awareness, decoding skills, oral reading fluency, comprehension, spelling, and writing.

3.7 Know how to read and interpret the most common diagnostic tests used by psychologists, speech -language professionals, and educational evaluators.

3.8 Integrate, summarize, and communicate (orally and in writing) the meaning of educational assessment data for sharing with students, parents, and other teachers.

Phonemic Awareness Skill Progression

Language Comprehension

INCLUSIVE PRACTICES

Vocabulary

● Providealanguagerichenvironmentthatincludesopportunitiesforboth teacherandstudenttalk

● Explicitlydrawconnectionstocognateswhenapplicable

● Introducevisualsupportsfordomainspecificvocabulary

● Previewandreview(frequentrepetitionandpractice)

● Providepointofcontactteachinginthemoment

Comprehension

● Previewthetexttodeterminewhatacademicvocabularyandbackground knowledgeisrequired

● Studentsmayhavedifficultyactivatingpriorknowledge

● Buildknowledgeofacademicvocabulary

● Anticipateconceptsandtopicsdifferentorunfamiliartostudents

● Buildconnectionsbetweenwhatlearnersalreadyknowandwhatisnecessaryfor furtherunderstanding

To learn more about supporting culturally and linguistically diverse learners, reference the teal boxes throughout the course. Listen as experts such as Julie Washington, Ph.D. and Elsa Cárdenas-Hagan, Ph.D share key considerations to support students.

Multiple Meaning Map

Word:

Structured Literacy Do’s & Don’ts Do Don’t

Foundational Skills & Decoding

Systematicandexplicitinstructionin foundationalskillsalignedtoa research-basedscopeandsequence.

Studentsareexplicitlytaught decodingskillstoreadunfamiliar words.

Oralreadingwithteacheroccurs duringthelessontomonitor progressandinformthenextlesson.

Teachersprovideimmediate correctivefeedbackduringdecoding practice.

Teachersprovidestudentswith structuredroutinesforstudent practiceinphonemicawarenessand phonics(example:hearit,sayit,read it,spellit).

Studentsapplydecodingskills throughtheuseofdecodabletexts. Thedecodabletextsarealignedto theprogram’sscopeandsequence ofphonicsandhigh-frequency wordsinstructionwithopportunities forstudentstoapplynewlylearned phonicspatterns,aswellasbuild fluencyskills.

Thereisanimplicitorunsystematic approachtophonics.Instruction lacksasystematic,cumulativescope andsequenceofinstruction.

Studentsaretaughttouse three-cueing:Meaning,syntax,visual information(MSV)toreadunfamiliar wordsasopposedtodecodingfirst.

Majorityofreadingoccurs independentlyorwithapartner.

Teacherscorrectthestudentsby providingthecorrectword.

Theroutinesprovidedbytheteacher varydailyorthereisalackof structuredroutinesforstudent practiceinphonemicawarenessand phonics.

Studentsuseleveledreadersfor independentreading.Theleveled readersdonotaligntotheprogram’s scopeandsequenceofphonicsand high-frequencywordsinstruction andareusedtomakemeaningas opposedtoapplyingnewlylearned phonicspatterns.

Quick Guide For Reading Assessment

When assessing emerging readers, this progression should be utilized from the bottom of the progression up, with new assessment measures added and analyzed as they become developmentally appropriate. When assessing older students in third grade or beyond, the analysis should start at the top of the progression with reading comprehension and fluency measures, then down through the foundational sub-skills as needed.

Consider need for language comprehension assessment

Continue evidence-based instruction

ASSESS COMPREHENSION SKILLS

STRONG

Focus instruction on vocabulary & text comprehension skills

ASSESS FLUENCY SKILLS

Oral Reading Fluency + Measures of Expression (accuracy, automaticity + expression)

STRONG

Focus instruction on fluency skills emphasizing expression & phrasing

ASSESS WORD RECOGNITION SKILLS

Oral Reading Fluency (automaticity)

STRONG

Focus instruction on fluency skills in both word & text levels

ASSESS DECODING & PHONICS SKILLS

Letter-Sound Fluency, Nonsense Word Fluency, Oral Reading Fluency (accuracy) & Phonics Inventory

STRONG

Focus instruction on decoding & phonics skills

ASSESS PHONEMIC AWARENESS SKILLS

Phoneme Segmentation Fluency & Phonological Awareness Inventory

Focus instruction on phonemic awareness skills

STRONG