The role of the reading specialist has traditionally been perceived as broader in some scope than that of just a remedial teacher. Ideally, the reading specialist becomes a resource upon which all classroom teachers can rely. Some recent evidence (IRA, 1976) seems to support the assumption that this ideal is, at least to some degree, a reality at the elementary level

Cassidy, Jack

Hornberger, Timothy R

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Reading Horizons: A Journal of Literacy andLanguage ArtsVolume 19Issue 4 July 1979 Article 117-1-1979A Foot in the Door: The Annotated ChecklistTimothy R. HornbergerReading Consultant, New Castle, DelawareJack CassidyMillersville State College, PennsylvaniaFollow this and additional works at: https://scholarworks.wmich.edu/reading_horizonsPart of the Education CommonsThis Article is brought to you for free and open access by the SpecialEducation and Literacy Studies at ScholarWorks at WMU. It has beenaccepted for inclusion in Reading Horizons: A Journal of Literacy andLanguage Arts by an authorized editor of ScholarWorks at WMU. For moreinformation, please contact maira.bundza@wmich.edu.Recommended CitationHornberger, T. R., & Cassidy, J. (1979). A Foot in the Door: The Annotated Checklist. Reading Horizons: A Journal of Literacy andLanguage Arts, 19 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol19/iss4/11A FOOT IN THE DOOR: THE ANNOTATED CHECKLIST Timothy R. Hornberger READING CONSULTANT, NEW CASTLE, DELAWARE Jack Cassidy MILLERSVILLE STATE COLLEGE, PENNYSLVANIA The rok of the reading specialist has traditionally been perceived as broader in some scope than that of just a remedial teacher. Ideally, the reading speciaiist becomes a resource upon which all classlUum teachers can rely. Some recent evidence (IRA, 1976) seems to support the assumption that this ideal is, at least to some degree, a reality at the elementary kvel. Unfortunately, the reading specialist at the secondary level is often unable to function in this resource role. Although authorities in secondary reading generally advocate this resource role (Robinson, 1975; Karlin, 1972), the reading specialist in many secondary schools remains cloistered in a room, teaching small groups of children five or six periods a day. This situation is particularly unfortunate in the middle school. The middle school student has particular developmental problems in addition to problems associated with the transition from elementary to secondary school (Fillmer. 1975). Undoubtedly these problems have an effect on reading achievement. In addition, the middle school itself has a number of organizational problems. There is little agreement as to what kind of program the middle school should have. Should it be like the high school? Should it be like the elementary school? Should it be a combination of both? Should it be a distinct program of its mvn? Besides difference of opinion a bout a program, there is little agreement as to the grades that should be housed in a middle school. Some schools comprise grades 5 through 8; some grades 6 through 8; some grades 7 and 8; and some grades 7 through 9. Many of these schools, of course, are merely junior highs with changed names (Duffy, 1975). Reading programs in middle schools also represent a broad spectrum of these organizational patterns and problems. For example, in some middle schools housing grades 5 through 8, one can find a traditional dementary basal program in the fifth and sixth grades and an absence of any formal reading instruction at the seventh and eighth grade levels, In other middk schools, children with reading problems are the only ones to receive reading instruction, and this is all handled by the reading specialist. These differing organizational problems even in the same school coupled with the developmental problems of adokscent youngsters combine to make the rok of the middle school reading specialist a particularly difficult one. rh-315 Ev<:>n if th<:> middl<:> school specialist is assigned a resourc(' role, func-tioning in this mann<:>r is often difficult, Classroom teachers and content area teachers often k<:>l threatened by any outside "exp<:>rt" working in their classrooms. In some cases, involvem('nt of th<:> reading specialist can be facilitated if administrators schedule th<:> r<:>ading specialist to work in various classrooms (Cassidy, 1973). More often than not, however, ad-ministrators are r<:>luctant to utilize this kind of sch<:>duling. Thus, it is left to th<:> reading specialists to devise their own m<:>ans of facilitating entry into th<:> classroom. Annotated Checklist One way is to distribut<:> an annotat<:>d checklist to all teach<:>rs describing s<:>rvic<:>s that the r<:>ading specialist can perform. Classroom teachers then check the services in which th<:>y are interested and return the form to the reading specialist. In addition to serving as an excellent entree into teach<:>rs' classrooms, annotat<:>d ch<:>cklists s<:>rv<:> other purposes. Certainly, the checklist educates t<:>ach<:>rs about r<:>ading in a non-threat<:>ning way. Oft<:>n, t<:>ach<:>rs ar(' r<:'luctant to ask questions about reading, fearful that they will sound uninform('d or ignorant. Th('r('for<:>, each item in the checklist is clearly <:>xplain<:>d in the annotated s<:>ction of th<:> checklist. Also, all the items in the checklist are practical in nature. Teachers can read the checklist and discov<:>r ways to utilize the wide vari('ty of reading activiti('s in th<:>ir classrooms. Finally, activities on the checklist are designed to benefit all childr<:>n, not just those students who usually receiv<:> extra help 111 r<:>ading. Figure 1 is a copy of th<:> checklist, and Figure 2 provides a list of ref<:>r<:>nces to aid th<:> reading specialist in providing these servic<:>s. Some of the items on the checklist and bibliography refer to specific tests, but these can easily be replaced with oth<:>rs appropriate for a given situation. FIGURE 1 ANNOTATED CHECKLIST Name Room Number __________________________________ __ Date PLEASE CHECK THE AREA(S) WHERE YOU WOULD LIKE ASSISTANCE FROM THE READING SPECIALIST 1. Word Recognition Test a. Individual test. b. tak<:>s about 15-20 minutes to administ<:>r to each child. c. r<:>sults will indicate specifi'c skills that need to be taught (<:> .g., blends, short vowels, etc.). --.2. Phonics Inventory a. Group or individual test. b. takes about 30 minutes to ad-mInIster. c. r<:>sults will give you an in-depth analysis of sp<:>cific skills that need to be taught. 316-rh _3. Word Opposites Test a. Group test. b. takes about 20 minutes to ad-minister. c. rcsults will tell you wherc to begin instruction In a general way; measures comprehellsioll; will tell you student's in structionallevel. _4. Spelling Inventory a. Group test. b. takes about 20-30 minutes to ad-minister. c. results will tell you each child's spelling instructional level. _5. Cloze a. Group or individual test. b. takes about 30 minutes to ad-mInIster. c. results will give you a reading level in a particular content area (e.g., social studies, science). _6. Standardized Diagnostic Reading Test a. Group test. b. takes about two hours to administer; should be given in two days. c. results are diagnostic in these areas; auditory vocabulary, phonetic analysis and two levels of comprehension, literal and inferential. _7. Mastery a. Group test. b. takes about 30 minutes to adminis-ter. c. results will tell you if student is ready for the next basal reader in a series. CURRICULUM _1. Newspaper a. Group lesson. b. local newspapers delivered to your classroom complete with stock lesson plans and activity cards. c. good for teaching science, social studies, etc. via newspaper. d. good for low students; lots of cutting and pasting activities. -----.2 . Ma t erials a. High/Interest/Easy vocabulary materials. b. Phonics mate-rials. c. Comprehension materials. d. Other. _3. Directed Reading Thinking Actlvt"tl'es (D.R. T.A. ) a. Small group in classroom. b. purpose of D.R.T.A. is to provide motivation for critical thinking during reading. _4. Enrichment Lessons a. Group lesson. b. games and activities designed to reinforce vocabulary, comprehension and word study. _5, Recreational Reading a, Group lesson. b. Reading for enjoyment and en-tertainment. c. will help organize a program; show ways to evaluate and check progress. _6. Surviwl Reading a. Group lesson. b. Reading beyond the classroom for "survival" purposes. c. teachcs students how to read maps, menus, shop wisely, etc. rh-317 _7. T. V. Reading a. Group lesson. b. practical ways to teach reading through television. GENERAL _1. Readability a. Means of ascertaining the reading level of your content area materials. ~. Skills Management System a. Wisconsin, Fountain Valley, etc. b. skills taught in a systematic way. c. skills can be incorporated into any basal series. _3. Other Please list other ways the reading specialist can assist you. A. B. C. FIGURE 2 SOME REFERENCES FOR THE ANNOTATED CHECKLIST TESTING 1. Word Recognition Botel, Morton, Botel Reading Inventory. Word Recognition Test (Rev. Forms A & B) Chicago: Follett Publishing Company, 1970. 2. Phonics Inventory Miller, Wilma. Reading Diagnosis Kit. New York: Center for the Applied Research in Education, 1974. 3. Word Opposites-Comprehension A. Botel. Morton. Botel Reading Inventory Word Opposites Test (Rev. Forms A & B) Chicago: Follett Publishing Company, 1970. 4. Spelling Inventory Botel, Morton. Revised Guz"de to the Botel Reading Inventory. Chicago: Follett Publishing Co., 1970. 5. Cloze A. Bortnicks, Robert & Lopardo, Genevieve S. "An Instructional Application of the Cloze Procedure," Classroom Strategies for Secondary Reading, edited by W. John Harker, Newark: International Reading Association, 1977. 6. Standardized Tests' Stanford Diagnostic Test. Harcourt-Brace Jovanovich, Inc. Test Department, 757 Third Avenue, New York, NY 10017, 1976. Bjorn Karlsen, Richard Madden, Eric F. Gardner. Mavrogenes, Nancy A. Winkley, Carol K. Hanson, Earl, Vacca, Richard T. "Concise Guide to Standardized Secondary College Reading Tests" in Classroom Strategies for Secondary Reading. Edited by W. John Harker, IRA, 1977. 318-rh CURRICULUM 1. Newspaper Cheyney, Arnold B. Teaching Readmg Sktl/.<, Fhrough the Newspaper. Newark, Delawalt>: IRA, 1971. Wilson, Robert M. and Barnes, Marcia M. Using Newspapers to Teach Reading Skills) American Newspaper Publishers Association, P.O. Box 17407, Dulles I nternational Airport, Washington, DC 20041, 1975. 2. Materials (High/Interest/Easy Vocabulary) Spache, George D. Good Readingfor Poor Readers. Champaign, IL: Garrard Publishing, 1974. 3. Directed Reading Thinking Activity (D.R.T.A.) Stauffer, Russell G. Directing the Reading- Thinking Process. New York: Harpn & Row Publishers. 1964. 4. Enrichment Lessons Forte, Imogene. Frank, Marjorie, Mackenzie. Kids' Stuff, Reading and Language Experiences Intermediatejr. High. Nashville, TN: Incentive Publications. 5. Recreational Reading Alexander, J. Estil and Filler, Ronald C. Attitudes and Reading. Newark, DE: International Reading Association, 1976. 6. Survival Reading Functional Reading: A Resource Guz"de for Teachers. Volumes 1 and 2, 1975-76. A Publication of the Division of Instruction, Maryland State Department of Education, P.O. Box 8717, Baltimore/Washington International Airport, Baltimore, MD 21240. Cassidy, Jack. "Survival Reading" Teacher) September, 1977, pp. 62-64. 7. T. V. Reading Becker, George J. Television and the Classroom Reading Program) I.R.A. Service Bulletin, 1973. GENERAL 1. Readability Fry, Edward. "Fry's Readability Graph: Clarification, Validity Extension to Level 17 ,"Journal of Reading) December. 1977, pp. 242-252. 2. Skills Management The Wzsconsin Design for Reading Skill Development) Minneapolis, MN: Interpretive Scoring Systems, 1973. In the schools in which this checklist has been used an individual conference is scheduled between the reading teacher and the classroom teacher after the checklist has been returned. The purpose of this con-ference is to answer questions and to arrange a time for the reading specialist to begin. Results from using this checklist have been encouraging. Of the 50 checklists distributed to teachers in two middle schools, 35 were returned. rh-319 Most of the teachers requested assistance in testing and enrichment lessons. Many of these teachers had been unresponsive to previous overtures from the reading specialist. In addition, items on the checklist have served as a base for in-service sessions with classroom teachns. The Beginning Certainly, using the annotated checklist is only the first step in the reading specialist's road to functioning as a resource person. Careful follow-through work with all teachers returning the checklist is a definite necessity. However, the checklist does represent a beginning. Perhaps if effective follow-up work is initiated, the middle school reading specialist can become a meaningful component of the entire school's reading program. REFERENCES Cassidy, Jack. "Project C.A.R.E. (Content Area Reading Enrichment)" journal of Reading) 18 (December, 1973): 192-194. Duffy, Gerald G. "Current Themes and Problems in Middle School Reading." In Reading in the Middle School) edited by Gerald G. Duffy, pp. 2-6. Newark, DE: International Reading Association, 1975. Fillmer, H. Thompson. "The Middle School Student and the Reading Program." InReading in the Middle School) edited by Gerald G. Duffy, pp. 16-31. Newark, DE: International Reading Association, 1975. Karlin, Robert. Teaching Reading in High School. (2nd edition). Indianapolis, IN: Bobbs-Merrill, Inc., 1972. Right to Read '76. Vol. 3, No.2 (December, 1976). Newark, DE: Intn-national Reading Association. Robinson, H. Alan. Teaching Reading and Study Strategies: The Content Areas. Boston, MA: Allyn and Bacon, 1975. 

A Foot in the Door: The Annotated Checklist

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A Foot in the Door: The Annotated Checklist

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