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Original Simple View of Reading Research

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Original Simple View of Reading Research

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To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that there must be three types of reading disability, resulting from an inability to decode, an inability to comprehend, or both. It is argued that the first is dyslexia, the second hyperlexia, and the third common, or garden variety, reading disability.

Bakker, D. J. (1972). Temporal order in disturbed reading. Rotterdam, The Netherlands: University Press.
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Benton, A. L. , & Pearl, D. (Eds.). (1978). Dyslexia: An appraisal of current knowledge. New York: Oxford.
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Gough, P. B. (1984). Word recognition. In P. D. Pearson (Ed.), Handbook of reading research. New York: Longman.
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Rubin, A. (1980). A theoretical taxonomy of the differences between oral and written language. In R. Spiro , B. Bruce , & W. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Erlbaum.
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Vellutino, F. R. (1979). Dyslexia: Theory and research. Cambridge, MA: MIT Press.
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Decoding, Reading, and Reading Disability - Philip B. Gough, William E. Tunmer, 1986

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To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that there must be three types of reading disability, resulting from an inability to decode, an inability to comprehend, or both.

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PDF February 2023 Connection Network Presentation_ Seeing the Big Picture by Putting the Pieces Together (1)

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MCPER develops booklets, lesson plans, videos, handouts, and other practical materials that align with the latest high-quality research findings. These resources help educators, parents, policymakers, and others translate research into practice and improve outcomes for students. Some of our resources are available in Spanish, and more will be added in the future.

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The Meadows Center Resources - Learn More & Explore Now

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Explore the variety of resources here at MCPER, sorted by topics, audience and grade levels, just for you. Learn more and visit us today.

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In Spring 2023, the Kindergarten Assessment Support (KAS) Initiative will partner with the Texas Education Agency (TEA) and interested Educational Service Centers (ESCs) to create modules focused on Data-Driven Instruction (DDI) Best Practices based on the two Commissioner-approved Kindergarten Literacy Screeners, TX-KEA by the Children's Learning Institute (CLI) and mCLASS Texas by Amplify. The goal of these modules is to:

Create awareness of assessment requirements and tool selection/adoption

Support implementation of assessments with fidelity

Support use of data to drive instruction

Support data submission

These modules will remain available to Local Education Agencies (LEAs) via the Data-Driven Instruction Best Practices webpage on tea.texas.gov and the kasgrant.net website. The KAS team will partner with ESC specialists from across Texas to create the DDI Best Practices modules. The goal of these modules is to create a library of resources that align to the KAS grant goals and that will continue to be available for access once the grant ends.

For more information about this project, please visit the Project and Services page.

TX-KEA Toolkit for ESC Specialists

The KAS Initiative has partnered with the Children's Learning Institute's (CLI) Education Advisement (EA) Team to launch the TX-KEA Toolkit for ESC Specialists. This online toolkit has been curated to meet the needs of ECE specialists (an early childhood professional who provides coaching, mentoring and/or training, to support practitioners and other professionals in continuous quality improvement efforts) who support their regions. This "one stop shop" offers specialists the ability to locate a variety of materials and resources, each tailored to support specialist's understanding and implementation of TX-KEA.

Please visit the TX-KEA Toolkit page on the CLI Engage platform for more information and to access the resources. The CLI EA Team has also created a toolkit overview video to share about the resources of the toolkit.

For more information about this project, please visit the Project and Services page.

Reminder

The ECDS application will be available for LEAs to load kindergarten data from November 7, 2022, through January 26, 2023. LEAs are encouraged to begin submitting kindergarten data on November 7th to allow sufficient time to work through any challenges that may arise. If you need any assistance, please review the vendor help resources:

Purpose of the KAS Initiative

The Texas Education Agency (TEA) has partnered with the Region 4 Education Service Center (ESC) to provide additional support of the mandated Kindergarten beginning-of-year literacy screener through a Kindergarten Assessment Support grant, which is known as the KAS Initiative. The two Commissioner-approved screeners supported by the grant include mCLASS Texas by Amplify and Texas Kindergarten Entry Assessment (TX-KEA) by Children's Learning Institute (CLI).

The purpose of the grant is not to replace current services provided by Education Service Centers or assessment vendors, but rather to find other areas that would assist Local Education Agencies (LEAs) in Texas with successful implementation of a Kindergarten Assessment tool. This initiative was created as a result of House Bill 3 to support districts and open-enrollment charters with the grant project goals:

Creating awareness of assessment requirements and tool selection/adoption

Supporting implementation of assessments with fidelity

Supporting use of data to drive instruction

Supporting data submission

This website will provide upcoming services related to the KAS Initiative. All services included on the site are grant-funded and free to all Texas stakeholders that are a part of a LEA or Regional ESC.

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In Spring 2023, the Kindergarten Assessment Support (KAS) Initiative will partner with the Texas Education Agency (TEA) and interested Educational Service Centers (ESCs) to create modules focused on Data-Driven Instruction (DDI) Best Practices based on the two Commissioner-approved Kindergarten Literacy Screeners, TX-KEA by the Children's Learning Institute (CLI) and mCLASS Texas by Amplify.

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Opportunity Myth by TNTP - Executive Summary

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Prekindergarten

The Commissioner's List of Approved Prekindergarten Assessment Instruments is extended through the 2022-2023 school year.

The Teaching Strategies GOLD assessment tool listed in the table below is available at no cost to Texas residents through November 2023 through Texas Home Learning. The content previously found under Texas Home Learning has been migrated to TEA Available Materials.

Commissioner's List of Approved Instruments ( accessible version)

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The Commissioner's List of Approved Prekindergarten Assessment Instruments is extended through the 2022-2023 school year. The Teaching Strategies GOLD assessment tool listed in the table below is available at no cost to Texas residents through November 2023 through Texas Home Learning. The content previously found under Texas Home Learning has been migrated to TEA Available Materials.

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Make connections to instructional materials.

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Instructional Materials | Texas Education Agency

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TEA provides support and coordination for the review, adoption, and distribution of state-adopted instructional materials and provides Texas educators with direct access to select materials.

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Make connections with the TEKS

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Subject English Language Arts and Reading

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Based on what we discussed today , what will your next step be to assess implementation of phonological awareness?

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Amplify Texas Elementary Literacy Program Lectoescritura en Español

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Built on the science of reading, Amplify's K-5 solution for Texas combines deep content knowledge with research-based foundational skills.

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Amplify 3rd Grade Unit 3: The Human Body: System and Senses

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Amplify 3rd Grade Unit 3: The Human Body: System and Senses

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The Science of Teaching Reading (STR) Exam | Texas Education Agency

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House Bill 3, passed during the 86th Texas Legislature, established the requirement that all teacher candidates who teach students in grades Pre-K-6 demonstrate proficiency in the science of teaching reading on a new, standalone certification exam. This requirement took effect on January 1, 2021.

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The State of Texas Assessments of Academic Readiness (STAAR®) test is being redesigned to make the test more tightly aligned to the classroom experience.
Summative Tests Redesign Overview

The STAAR redesign is a result of House Bill (HB) 3906 passed by the 86 th Texas Legislature in 2019. The Texas Education Agency (TEA), working with a wide range of education stakeholders, including the Assessment Education Advisory Committee, has been exploring the most instructionally supportive approach to implementing these changes. The redesign will be implemented in the state summative assessments administered in the 2022-2023 school year.

The STAAR redesign includes several components:

For more information about how the STAAR redesign improves alignment to the classroom experience, hear what teachers are saying, reference the STAAR Redesign February 2022 Presentation (PDF, posted 3/7/22), or see below for more information about each component. For answers to frequently asked questions (FAQ), please reference the STAAR Redesign FAQ (PDF, updated 8/30/22).

Online Testing and Accommodations

House Bill (HB) 3261, enacted by the 87th Texas Legislature in 2021, requires state assessments to be administered online by the 2022-2023 school year. Online administration allows students to receive accommodations like those they get in the classroom, provides faster test results, improves test operations, and allows new non-multiple-choice questions. This transition will require nearly all students to be assessed online, with the exceptions of students taking the STAAR Alternate 2 assessment and students who require accommodations that cannot be provided online. See what educators have to say about the robust accommodations available to students through online testing.

Resources to Support Online Testing and Accommodations:

New Question Types

House Bill 3906 established a "multiple choice cap," meaning that no more than 75% of points on a STAAR test can be based on multiple choice questions. Texas educators are helping design new question types that reflect classroom test questions and allow students more ways to show their understanding. All possible new question typesare being field-tested with students to ensure validity before they are incorporated into the redesigned summative tests beginning in spring 2023.

Resources to Support New Question Types

Cross-curricular Passages

There will be an increase in the number of cross-curricular informational passages that reference content aligned to the TEKS for other subject areas (e.g., social studies, science, mathematics, fine arts, etc.). While the cross-curricular passages on reading language arts (RLA) test will include topics from other subject areas, the questions will only assess RLA TEKS; students will not be scored on their understanding of TEKS for other subject areas.

Resources to Support New Question Types

Evidence-based Writing

Beginning with the 2022-2023 school year, RLA assessments will assess both reading and writing (grades 3-8 English, grades 3-5 Spanish, and English I and II End-of-Course) and will include new question types and an extended constructed response, or essay, at every grade level.

Based on research and educator feedback, the essay component will shift from a standalone prompt to writing in response to a reading selection. Students will write in one of three possible modes: informational, argumentative, or correspondence and will be scored using a 5-point rubric. The rubric will include two main components: idea development and language conventions.

Resources to Support Evidence-based Writing on all Tests

To clarify any information from the content on this web page, please submit a Help Desk ticket to Student Assessment

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The State of Texas Assessments of Academic Readiness (STAAR®) test is being redesigned to make the test more tightly aligned to the classroom experience. The STAAR redesign is a result of House Bill (HB) 3906 passed by the 86 th Texas Legislature in 2019.

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Make connections to assessment

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Find resources for the Texas Assessment Program and accessing students' scores.

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Using Assessment Data to Inform Instruction Coaching Support