Welcome to Evidence-Based Reading Practices. This module is designed to help middle and high school teachers intervene with struggling readers in their regular education classrooms. This module will take you approximately three hours to complete. During that time, you will learn what to do when students are missing the necessary foundational skills to become skilled readers.
View professional learning module.https://digitalcommons.gardner-webb.edu/improve/1036/thumbnail.jp

Evans, Brittany

Hart, Beverly

Surratt, MaShonda

English

Digital Commons @ Gardner-Webb University

Gardner-Webb University Digital Commons @ Gardner-Webb University Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE) College of Education 2022 Evidence-Based Reading Interventions for Middle and High School Teachers Brittany Evans Gardner-Webb University, bevans0401@gmail.com Beverly Hart Gardner-Webb University, beverlyhart718@gmail.com MaShonda Surratt Gardner-Webb University, mashonda.surratt@gmail.com Follow this and additional works at: https://digitalcommons.gardner-webb.edu/improve  Part of the Curriculum and Instruction Commons, and the Teacher Education and Professional Development Commons Recommended Citation Evans, Brittany; Hart, Beverly; and Surratt, MaShonda, "Evidence-Based Reading Interventions for Middle and High School Teachers" (2022). Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE). 36. https://digitalcommons.gardner-webb.edu/improve/36 This Book is brought to you for free and open access by the College of Education at Digital Commons @ Gardner-Webb University. It has been accepted for inclusion in Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE) by an authorized administrator of Digital Commons @ Gardner-Webb University. For more information, please contact digitalcommons@gardner-webb.edu. About this Professional Learning ModuleTeam Members: Brittany Evans, Beverly Hart, MaShonda SurratPLM Title: Evidence-Based Reading Interventions for Middle and High School TeachersPLM Hours: May take 3 hoursPLM Link https://sorplm22.wixsite.com/reading-interventionDescription: The purpose of this professional learning module is to provide middle and highschool teachers with the tools they need to intervene with students who are struggling to read.Throughout the module, leaders will learn about the research behind teaching foundationalreading skills, how to assess for skills deficits, and how to intervene at the phonologicalawareness, phonics, and fluency levels. This module can be used individually for professionaldevelopment. It should take approximately three hours to complete. Once the training iscompleted, an assessment will be given. Upon successful completion of the assessment, acertificate will be provided via e-mail. On the material for further study page, there are additionalresources for each principle.Subjects: science of reading, reading instruction, reading interventions, foundational readingskills, phonemic awareness, phonological awareness, phonics, fluency, struggling readers,middle school, high schoolTerms of Use:The learning cycle featured in this project is based on the STAR Legacy Cycle developed by theIRIS Center (2013;http://iris.peabody.vanderbilt.edu/) and based on the work of Dr. JohnBranford and colleagues (National Research Council, 2000).About the AuthorsBrittany Evans holds a Bachelor of Science in Elementary Education from East CarolinaUniversity (2011). She holds a Master of School Administration from East Carolina University(2019). Brittany is a doctoral candidate at Gardner-Webb University. She is interested inresearching Science of Reading implementation at school and higher-education levels.Brittany has been an educator since 2011 and holds licenses in the areas of ElementaryEducation (K-6), Reading, Curriculum Instructional Specialist, and School Administrator-Principal. She was named Teacher of the Year for G. R. Whitfield School in 2016 and wasnominated for Pitt County Schools Teacher of the Year the same year.Brittany served as an Instructional Coach in a rural K-8 school in Pitt County, NorthCarolina, for three years before moving to the role of Assistant Principal within the same county.Brittany is licensed in North Carolina and is an adjunct instructor at Gardner-WebbUniversity, where she teaches pre-service teachers and candidates in the university’s TeacherAssistant to Teacher program.Contact Information: bevans0401@gmail.comBeverly Hart is an educator with 23 years of experience. During that time, she spent tenyears serving as an Instructional Coach and Literacy Specialist. In 2020, she returned to theclassroom as a teacher to reduce class size and offset the impact of the Covid-19 pandemic. Sheis currently a doctoral candidate at Gardner-Webb University. She is interested in research andearly literacy development.Beverly earned her Bachelor of Arts in Elementary Education from Lenoir-RhyneUniversity in 1998. She obtained a Master of Arts in Reading Education from Appalachian StateUniversity in 2007. She has held a National Board Certification in Early Elementary Educationsince 2005. She is endorsed as an Academic and Intellectually Gifted teacher and is a certifiedKeys to Literacy Coach. She served as a lead mentor for twelve years.Beverly enjoys curriculum development and contracted with the National GeographicSociety to develop social studies curricula around the Inquiry Design Model and the NationalGeographic Framework. She is involved with several professional organizations, including theAssociation for Supervision and Curriculum Development, The International LiteracyAssociation and the Professional Learning Association.Contact Information: beverlyhart718@gmail.comMaShonda Surratt holds a Bachelor of Science in Elementary Education fromLimestone College (2005). She holds a Master of School Administration from Gardner-WebbUniversity (2017). MaShonda is a doctoral candidate at Gardner-Webb University. She isinterested in researching and providing professional development for teachers based on theScience of Reading.MaShonda has been an educator since 1999 and holds licenses in the areas of ElementaryEducation (K-6), Reading, and School Administrator- Principal. She was presented with anAgape Award for Graham Elementary in 2019. In 2018, she was recognized as a DistinguishedEducator for Cleveland County Schools.MaShonda served as a Title I Interventionist and Coordinator in a rural Pre-K through 4school in Cleveland County, North Carolina, for three years before moving to the role ofAssistant Principal within the same county.MaShonda is licensed in North Carolina and is an assistant principal at ElizabethElementary a Pre-K through 5th-grade school.Contact Information: mashonda.surratt@gmail.comReferencesBooks:Kilpatrick, D. A. (2015)  Essentials of assessing, preventing, and overcoming reading difficulties.Wiley.Moats, L. C. (2020). Speech to print: Language essentials for teachers (3rd ed.). Paul H.Brookes Publishing Co.Journals and Other Sources:Hougen, M. (2014). Evidence-based reading instruction for adolescents, grades 6-12 (DocumentNo. IC-13). Retrieved from University of Florida, Collaboration for Effective Educator,Development, Accountability, and Reform Center website:HTTP://ceedar.education.ufl.edu/tools/innovation-configurations/.U. S. Department of Education, Institute of Education Sciences, National Center for EducationStatistics, National Assessment of Educational Progress (NAEP). (2019). The nation'sreport card: 2019 reading state snapshot report: Nation: Grade 8: Public schools.Retrieved August 20, 2022, fromhttps://nces.ed.gov/nationsreportcard/subject/publications/stt2019/pdf/2020014NP8.pdf.Graphics:Arizona Department of Education. (n.d.). 5 Pillars of Early Literacy. Retrieved October 27,2022, fromhttps://www.azed.gov/sites/default/files/2017/11/5%20pillars%20infographic%20Poster.pdf?id=5a1c969e3217e10144257f54#:~:text=The%20National%20Reading%20Panel%20identified,Fluency%2C%20Vocabulary%2C%20and%20Comprehension.Bottari, B. (2020). What are phonological awareness and phonemic awareness? Foundations inLiteracy. Retrieved October 31, 2022, fromhttps://heggerty.org/blog/phonological-awareness-and-phonemic-awareness/#:~:text=A%20phoneme%20is%20the%20smallest,phonemes%20in%20a%20spoken%20word.Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities:Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook forresearch in early literacy (pp. 97–110). New York, NY: Guilford Press.Wix. (n.d.). Free Wix images and illustrations.Videos:ESC Region 13. (2020a, April 7). What is a cloze read and how does it help your students?.https://www.youtube.com/watch?v=DssEAponAd8. ESC Region 13. (2022b, April 7). What is partner read and how does it improve readingfluency?. https://www.youtube.com/watch?v=bMpG4uKYL4M.Reading Rockets. (2019, August 19). Linda Farrell: Learning multisyllabic words with silent "e"and vowel teams. https://youtu.be/q8n4dkiHrSU.Reading Rockets. (2019, September 3). The simple view of reading.http://www.youtube.com/watch?v=BhpHr3SC7hk.Regional Educational Laboratory (REL) Southeast. (2016a, September 14). Video 36: Choralreading. https://www.youtube.com/watch?v=rQFlnAukEFs.Regional Educational Laboratory (REL) Southeast. (2016b, September 14). Video 37: Echoreading. https://www.youtube.com/watch?v=4gRXca5G-Ow.Understood. (2019, December 20). What is phonological awareness.https://youtu.be/K0G6teawxls.Zaner-Bloser. (2020, October 15). The science of reading basics, part 3: Scarborough's readingrope. https://youtu.be/JR7GbAHntQ4.Resources Used to Develop the Site:National Research Council. (2000). How people learn: Brain, mind, experience and school(expanded edition). Committee on Developments in the Science of Learning. J.D.Bransford, A.L., Brown, A., & R. R. Cocking (Eds.), Washington, DC: NationalAcademy Press.The IRIS Center for Training Enhancements. (2005). How people learn: Presenting the learningtheory and inquiry cycle on which the IRIS Modules are built. IRIS Center.http://iris.peabody.vanderbilt.edu/module/hpl/

Evidence-Based Reading Interventions for Middle and High School Teachers

https://digitalcommons.gardner-webb.edu/cgi/viewcontent.cgi?article=1036&context=improve

Evidence-Based Reading Interventions for Middle and High School Teachers

Abstract

Similar works

Full text

Available Versions

Digital Commons @ Gardner-Webb University