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Teach-It is important to realize that phonics does not take care of the reading gap and that PA is more often the root of why students do not develop sight words efficiently.

Research based is a loose term and anyone can say it. We have strong research that supports how we learn to read efficiently.

Instruction-It is extremely important to have direct and explicit instruction in PA and phonics in order to prevent and remediate reading difficulties.

Assessment- Are we using assessments that give us the information we need to determine the weakness or strengths of students? FAST is a measure to flag students but does not direct teachers on determining why the student is not proficient.

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Teach: *The importance of teaching phonics and phonemic awareness early (in study 1998) can prevent reading difficulties.
*Research based does not mean the program is effective.
Instruction: *We need to understand how and why the systems work/do not work, instead of continually loading with strategies.
*Phonics itself is not enough.
*Words words need to be added to vocabulary/sight word at a fast pace.
Assessment:

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Teach-
pg. 24 Phonics plays an important role in reading but by itself is insufficient to close the gap.
What we teach is based on good intentions but good intentions are not sufficient.

Instruction-
pg. 23 Ample research shows by making changes in our instructional approaches we can prevent many reading difficulties as well as accelerate the growth of most students with reading reading difficulties.
pg. 25 Early, explicit and systematic instruction in phonics along with direct instruction in PA can prevent and remediate reading difficulties.
pg. 35 Need an approach that allows words to be added to sight vocabularies quickly and reliably.
pg. 37 For skilled readers context is not even required to recognize words and neither semantics nor syntax are critical for word development.
pg. 40 The 3 Cueing system may actually be counterproductive for weak and at-risk readers.
pg. 42 Phonics itself will not adequately address word-level reading difficulties
Assessment-
Do we need to use a standard assessment to show growth?

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Teach
(pg 26) anyone can develop a program and call it research based. Thinking about "researched based" programs that make very small gains will never close the gap.
Word recognition (not word identification).
Instruction
(pg 41) Reading is nto a matter of skilled guessing. Poor readers need to become proficient in the code of printed English and build a large sight vocabulary.
Assessment

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Teach-

Instruction-

Assessment-

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Teach:  Problems with the term "research based" (pg. 26)

Word identification vs recognition

"Reading is not a matter of skilled guessing." (three cueing systems model)
Poor readers need to become proficient in the code of printed English.

Instruction:

Assessment:

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Teach - We need to provide teachers with the knowledge of why they are teaching students using a specific strategy rather than referring them to "research-based programs".

Instruction - Using a one track system of instruction has not been proven to be beneficial for teaching struggling readers. The use of teaching struggling readers to use their strategies more efficiently is not beneficial. We need to teach them based on the way we know the brain responds to reading because that is how skilled readers are processing text.

Assessment - Being mindful of the assessments you choose to gather information about students. Are we assessing students and gaining data to find out where our instruction should go? Or are we assessing just to see progress?

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Teach: Students struggling with letter-sound association will likely be struggling with phonology, not visual memory.

Instruction: Instruction and intervention should include phonemic awareness skills. Even when we diagnose a problem as decoding and fluency, phonemic awareness needs to be examined and included in instruction. We need to look carefully at the programs and interventions our teachers are implementing to ensure this component of reading is not forgotten.

Assessment: We need to dig more deeply into phonemic awareness, and more often. We also need to make sure our phonemic awareness assessments assess the more advanced phonemic awareness skills.

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Teach-interesting numbers on how many new words students know by the end of 3rd grade and are not exposed to those words more than one to four times

most students will learn to read regardless of our instruction but if we are more aware of the struggling readers, they will also learn to read by not using ineffective strategies

Instruction-changing instruction will help, we can't just say it gets to most students

issues with research based, just because it's research based doesn't mean it's effective

Assessment- Why are educators spending so much time "researching" which programs work best and ignoring research that already exists?

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Teach- at risk struggling readers need to be taught with methods that allow them to add sight words to their vocab quickly and reliably

Instruction-

Assessment-

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Teach- We need to look more closely at the BIG 3 (whole word, phonics and whole language) in reading instruction . Although phonics is the most research supported, it does not teach each student to read.

Instruction- Again, the three approaches need to be closely investigated. Why do parts of each work and which students would benefit from these parts? How does this relate to the struggling reader types?

Assessment- How do assessments line up with all of this? Do assessments point teachers in directions in which they shouldn't be pointed? Assessments that we, as a team, encourage others to use - do these address and get to the needs of students and what they need for instruction?

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About what we teach?

What knowledge, skill, and processes in the focus area need to be a part of daily/yearly curriculum?

About Instruction?
About how we teach?

What recommendations are made or can be directly inferred about the design of instruction or presentation of content?

About Assessment?
About assessing student learning?

Are there suggestions about how to diagnose students’ knowledge, skill, or transfer of knowledge/skill?