Reading Component

Policymakers and parents alike have realized that successful acquisition of reading skills in elementary school determines later success in school. Sadly, many children struggle with reading in the elementary classroom. Students need a teacher with extensive knowledge of reading and the elements of an effective reading program. A critical factor of early success is a teacher with extensive knowledge reading and the elements of an effective reading program.

The National Reading Panel's (NRP) 2000 report "Teaching Children to Read" summarizes the scientific evidence related to successful reading instruction. The report succinctly describes findings in five areas of reading: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The NRP research conclusions helped inform the No Child Left Behind legislation, specifically Reading First.

To meet the demands of NCLB and Reading First, CaseNEX has created a comprehensive solution that includes both online assessment tools for teachers coupled with research-based, customized professional development. The Reading Component of the assessment and professional development program complements the content of the NRP report and Reading First efforts. This is precisely the type of job-embedded professional development required by NCLB. The model is illustrated below.

Click here to see CaseNEX's alignment with the guidelines of the No Child Left Behind Act.

Two Assessments: Needs Assessment Survey and Knowledge Assessment

The Needs Assessment Survey is designed to expose teachers to Reading First requirements and vocabulary and to establish criteria from which schools can design initial professional development plans. The Needs Assessment Survey broadly assesses Reading First topics and will help principals and curriculum coordinators understand teachers' current level of knowledge in each of the five areas. Examples of Needs Assessment Survey questions are listed below:

1. What is phonemic awareness?
   
   
1. I do not know a definition for phonemic awareness.
   
   
2. I know that phonemic awareness has something to do with sounds and letters.
   
   
3. I know that phonemic awareness is related to sounds and spoken language.
   
   
4. I can define phonemic awareness, identify several types of phonemic awareness activities, and can plan instruction that includes phonemic awareness activities.
   
   


2. I feel most comfortable with the strategies I know for:
   
   
1. Phoneme blending
   
   
2. Phoneme segmentation
   
   
3. Phoneme manipulation (includes phoneme deletion and substitution)
   
   
4. All of the above
   
   
5. I do not feel comfortable with any aspect of phonemic awareness instruction
   
   

The Knowledge Assessment is designed to evaluate teachers' skills and knowledge in the five critical areas of reading outlined within the National Reading Panel's 2000 report: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The Assessment can be taken in its entirety or subdivided into topical areas based upon the needs of the school and district. The Knowledge Assessment produces more detailed information for refining, evaluating, and extending professional development plans, as well as the allocation of funds and resources. Examples of Knowledge Assessment questions are listed below:

1. Phoneme awareness instruction is most effective when children are taught sounds in conjunction with:
   
   
1. Numbers
   
   
2. The letters that make the sounds
   
   
3. Words that begin with a particular sound
   
   
4. Several other similar sounds
   
   


2. "How many sounds are in brush?" is an example of what type of phonemic awareness task?
   
   
1. Phoneme categorization
   
   
2. Phoneme segmentation
   
   
3. Phoneme identity
   
   
4. Phoneme substitution
   
   

These assessments are administered in a non-threatening environment, using a computer and web browser. Teachers sign in using a secure account with results known only to the individual teacher and the curriculum planner or principal.

Professional Development

Assessment results suggest specific areas of need, for example, whether teachers need to learn how to administer and interpret assessments of student phonemic awareness, or whether teachers understand how to deliver effective reading programs that ensure maximum yearly growth in reading achievement for all students. To address these identified needs, CaseNEX offers a variety of reading courses that can be taken individually or in a series.

Sample Course Listing: Available in 5, 10, and 45-hour versions

• Foundations of Reading Instruction
  
  
• Reading Diagnosis
  
  
• Reading to Learn: Fluency and Comprehension
  
  
• From Sounds to Print: Phonemic Awareness and Phonics
  
  
• Growing Words: Enlivening Vocabulary
  
  
• Literacy Instruction for At-Risk Students
  
  
• Literacy Differentiation
  
  
• Teaching Language Arts
  
  
• Reading and Writing in the Content Areas
  
  

CaseNEX courses include a technologically blended, case-based approach. Participants read cases, view streamed video, and follow links to a virtual library of current research. Multimedia, Web-based cases, or "slices of life", form a bridge between best practices and the complex school environment. CaseNEX courses provide teachers opportunities to practice recognizing and solving educational problems through a research-based, five-step method of case analysis.

This process enriches teachers' understanding of the cases and provides them with research-based tools for addressing their own professional challenges. Teachers who can perform these steps in case-based studies are likely to repeat the process when faced with similar situations in their classrooms. This is precisely the type of job-embedded professional development required by NCLB.

Reading Course Descriptions

Foundations of Reading Instruction
This course addresses reading using a developmental stage approach. Participants learn about reading (characteristics, assessment, and instruction) from the most emergent stage through adulthood. Course participants learn about literacy from a multitude of perspectives - historical and cultural perspectives, second language learners, and students with special needs. Educators will gain practical knowledge to help them increase the literacy level of all students.   back to course list

Reading Diagnosis
This introductory course focuses on classroom reading assessment. Participants will learn how to administer formal and informal measures of reading assessment, including screening, diagnostic, and progress monitoring measures. The assessment to instruction link will be emphasized during each session. Educators will gain the tools necessary to understand where their students are, the first step in designing a literacy program.   back to course list

Reading to Learn: Fluency and Comprehension
Good readers are purposeful and active. As components of Reading First, carefully selected read-alouds, texts, and strategies that support comprehension and fluency instruction have become staples in today's classroom. Educators will explore strategic reading, the role of teacher read-alouds in comprehension instruction, and effective questioning techniques. Participants will gain experience with numerous comprehension strategies, using a before-during-after reading framework. Educators will complete the course with the necessary skills to individualize strategies for each student.   back to course list

From Sounds to Print: Phonemic Awareness and Phonics
Children who have phonemic awareness and phonics skills are likely to have an easier time learning to read and spell than their less skilled peers. In this course teachers will develop knowledge and skills related to phonemic awareness and phonics instruction, two of Reading First's components. Educators will examine research and learn why, how, and how much phonemic awareness and phonics instruction is appropriate for their setting.   back to course list

Growing Words: Enlivening Vocabulary
One of the Reading First components of reading, vocabulary instruction plays an important role in a balanced literacy program. Course participants learn about the different types of vocabulary, direct and indirect vocabulary instruction, fostering word consciousness, and creating environments that encourage vocabulary growth. Educators will explore and practice a variety of strategies to increase students' vocabulary.   back to course list

Literacy Instruction for At-Risk Students
Teachers face many challenges as they address literacy issues of their at-risk students in the early and middle grades. This course provides a variety of strategies to address the literacy needs of a wide range of students. The cases depict problems and opportunities related to emergent, beginning, and instructional readers and address the needs of diverse student populations. Educators will gain experience with specific assessment tools and instructional strategies.   back to course list

Literacy Differentiation
Differentiating instruction to meet the needs of all students is a trademark of the effective teacher. Differentiation poses an ongoing challenge, particularly in the area of literacy, where students come to the classroom with a wide range of skills. This course provides teachers with the professional knowledge and skills critical for achieving successful literacy differentiation. Course participants address topics such as differentiation for ESOL, special education and gifted students, home-school communication, critical thinking skills, and curriculum based assessment.   back to course list

Teaching Language Arts
This course is designed to assist elementary level teachers in the teaching of reading and language arts. We will focus on reading, writing, listening, and speaking. The emphasis will be on constructing environments conducive to developing all students skill in the four language arts. The course also focuses on differentiating instruction for students of varying literacy levels.   back to top

Reading and Writing in the Content Areas
This course focuses on helping students better comprehend content-area reading material and express their understanding using the written word. Emphasis is placed on a framework that asks students to monitor their own thinking, select appropriate strategies, and apply these strategies to improve their understanding and communication abilities. Teachers will apply knowledge using the curricular materials found in their school buildings.   back to course list

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