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One's background knowledge about a text can aide in more efficiently comprehending complex text. Page 24

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The most important single factor influencing learning is what the learner already knows.  Ascertain this and teach him /her accordingly. page 24 - Seems obvious but if a student has academic holes in their learning they will struggle with reading.

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"The design of these programs should follow the National Reading Panel's recommendation that systematic phonics instruction, "a planned, sequential introduction of a set of phonics elements along with teaching and practice of these elements" is necessary for reading acquisition. p. 38

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Vocabulary knowledge is a strong predictor of reading comprehension. (Baumann et al., 2003)

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Vocabulary knowledge is a strong predictor of reading comprehension. (Baumann et al., 2003)

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Overlearning is what builds automaticity, as the student continues to rehearse known skills in order to make them increasingly efficient while requiring a diminishing amount of effort and attention. Page 40

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Types of phonics instruction-Analytic (phonograms (-ace) to make new words

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Types of phonics instruction-Analytic (phonograms (-ace) to make new words

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Synthetic - part to whole approach

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Repeated readings- challenges are figuring out when it's memorized text and boredom. "Build authentic purposes into the reading."

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Repeated readings- challenges are figuring out when it's memorized text and boredom. "Build authentic purposes into the reading."

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Importantly, teachers need to model regularly for students. It's an apprenticeship approach, slowly building habits that students will begin to deploy automatically. Page 57

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Importantly, teachers need to model regularly for students. It's an apprenticeship approach, slowly building habits that students will begin to deploy automatically. Page 57

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Reading Emphasizes the "what and how" of comprehension skills too often

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Reading Emphasizes the "what and how" of comprehension skills too often

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Once students have been taught the declarative and procedural knowledge of comprehension strategies, our work must shift to growing their conditional knowledge capacity. (page 27)

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Students need repeated exposure in order to enrich their schema...sould not be limited to definitional meaning. p.53 Kelly Powers

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Students need repeated exposure in order to enrich their schema...sould not be limited to definitional meaning. p.53 Kelly Powers

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"Previewing a reading and choosing the "hard" words is particularly ineffective, as in practice, selection is intuitive and therefore unreliable in scope." (pg. 47)

Once I read this, it seems "obvious." And yet, if I'm honest, I have definitely chosen lesson words with this very reasoning before... :(

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You can't be a walking dictionary for your students: you must equip them with the skills they need to solve words on their own 

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You can't be a walking dictionary for your students: you must equip them with the skills they need to solve words on their own 

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P 50
I also appreciated the Direct and Intentional Vocabulary Instruction section.

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Knowledge that lies dormant and used by readers will not elevate their understanding of the text.

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The strands of skilled reading--Language Comprehension and Word Recognition are intertwined...

-Knowledge must be organized
-Knowledge must be conditionalized
-Knowledge must be transferred

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How can we build background knowledge for our students to support their reading success?

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I've always felt that vocabulary is a must. My class writes down words and phrases that we want to discuss and question. Then we talk about them.

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I've always felt that vocabulary is a must. My class writes down words and phrases that we want to discuss and question. Then we talk about them.

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Vocabulary is an essential reading comprehension skill, but one that is diminished when instruction isn't aligned to best practices. Page 55 Kelly

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Vocabulary is an essential reading comprehension skill, but one that is diminished when instruction isn't aligned to best practices. Page 55 Kelly

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Oral language must be perceived and manipulated in order to understand how it is used in print.

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Oral language must be perceived and manipulated in order to understand how it is used in print.

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Without careful attention to the development of the sounds and symbols of the language, development of the unconstrained skills of reading comprehension are inhibited and result in learners who fail to make expected gains. -Page 30. My takeaway: early literacy skills are essential!

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Without careful attention to the development of the sounds and symbols of the language, development of the unconstrained skills of reading comprehension are inhibited and result in learners who fail to make expected gains. -Page 30. My takeaway: early literacy skills are essential!

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Prosidy emerges in second or third grade. page 41 KellyPowers

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Prosidy emerges in second or third grade. page 41 KellyPowers

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Prosidy scale 2.8 page 42....like that.

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A third principle of robust vocabulary instruction is responding directly when confusions are in evidence.... Good reminder to respond explicitly to vocab confusion!

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A third principle of robust vocabulary instruction is responding directly when confusions are in evidence.... Good reminder to respond explicitly to vocab confusion!

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Fluency practice on things like RAZ Kids, FlipGrid, or ReadNaturally online program. 

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Fluency practice on things like RAZ Kids, FlipGrid, or ReadNaturally online program. 

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What about those students that are already fluent?

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Promote reasoning by having discussions. Collaborative reasoning discussions. Book talks! Reading groups! Literacy circles! :)

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Explicit teaching of vocabulary acquisition strategies

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Explicit teaching of vocabulary acquisition strategies