This is my first response since joining the listserv...so be gentle. Not trying to play Devil's Advocate, but at my school we only use Calkin's RUS to teach reading. This is my first year at the school. I came from a school with a lower SES census and tougher/rougher kids. They closed our school due to declining enrollment in the district, but our last year open was a banner year. We made AYP and raised our school grade two letter grades.
I'm now at a school that has not made AYP in six years, although they remain an "A" school. This is in Florida...so we have all kinds of things that don't make sense like that...the short version: there are two different yardsticks to measure acheivement....and they have different criteria. I like the RUS...I definitely think it encourages a love of reading in kids which is extremely important...I'm just not sure it moves them along at a fast enough clip. I went online to try to find some research on achievement using RUS and couldn't find any that wasn't internal. Speaking to...one of the messages in this digest, someone asked, has anyone ever read any research about phonics and comprehension being taught together...and while I have not...I would not necessarily teach it that way...I know at my school, we have our 90 minute block and then another 30 minute block for Word Work only. (This is third grade, I'm talking about). I don't know...I'm just kind of questioning the RUS approach to teaching reading. Again, I think it gets kids excited about reading and that is extremely important...there's no question about that....but at the beginning of the school year, I had several kids who came to me from second grade who were still into Poppleton and Henry and Mudge...and Mr. Putter and Tabby....and I really felt like...with a little help...they could've/should've been into Magic Tree House...something with more bulk to it. In March we have our high-stakes test, the FCAT...and I'm a little concerned. Another concern is...at this school...it seems like it's not so important they learn to read...as they learn to read the Lucy Calkins way or else. This seems to have come at the cost of every other subject we're supposed to be teaching...including writing. It's like they don't worry about it until they get to that grade...where the high-stakes test comes into play. They have pretty much implied...heavily...implied...I should ignore science. My schedule is so centered around reading and word work...it's like nothing else matters. I've very little time for writing...next to nothing for science...and only 60 minutes for math. If anything, I'd say my kids are lower in math than in reading. Also...I have the inclusion class. The ESE assistant is sent to my room during word work...not to assist my ESE kids...but to work with kids that are on the verge of pushing us into the next level to make AYP. My ESE make up in my room is: one push in who is ASD (high functioning), three language impaired, three SLD, and two speech. One of my language impaired has CAD and a 65 IQ. So...I could really use the assistance from the ESE assistant...you know? But she comes in with an agenda that has already been handed to her...of which, I had no part or input in creating. Anyway...I'm not trying to bash RUS. I actually like it more than I thought I would...because I'm really not what I would consider an easy person who "buys in" to each and every thing that comes down the pike. I would just like to know if there is any research out there...unbiased research...that supports using the RUS as compared to whatever else is out there. I mean...our district is in the middle of a budget crisis nightmare...and I think, "Wow...why do they buy us the reading adoption if we aren't going to use it?" Thanks for listening, --N -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Wednesday, November 26, 2008 12:00 PM To: [email protected] Subject: Mosaic Digest, Vol 27, Issue 26 Send Mosaic mailing list submissions to [email protected] To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to [EMAIL PROTECTED] You can reach the person managing the list at [EMAIL PROTECTED] When replying, please edit your Subject line so it is more specific than "Re: Contents of Mosaic digest..." Today's Topics: 1. Re: questions, questions (Kelly Andrews-Babcock) 2. research question ([EMAIL PROTECTED]) 3. Re: research question (pat wilson) 4. Re: research question (suzie herb) 5. Re: research question ([EMAIL PROTECTED]) 6. Re: research question (Jeanette Hayden) 7. Re: research question ([EMAIL PROTECTED]) 8. Re: research question (ljackson) 9. Re: research question (Ruth Devoll) ---------------------------------------------------------------------- Message: 1 Date: Tue, 25 Nov 2008 12:58:13 -0500 From: Kelly Andrews-Babcock <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] questions, questions To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="iso-8859-1" Briana, You mentioned doing work with comprehension strategies, I'd like to recommend a textbook that I just read in my sixth year program. It's all about comprehension - much of what is not mentioned in any of the current reading I've done. It's very interesting, Judy Irwin offers some ideas of how to approach struggling readers as well. It's not an easy text to read, but it really covers things that I had not heard of before. "Teaching Reading Comprehension Processes" by Judy Westphal Irwin (2007). She was a professor at UCONN. Kelly AB I am actually doing my Master's research on comprehension strategies ... ------------------------------ Message: 2 Date: Tue, 25 Nov 2008 21:16:46 EST From: [EMAIL PROTECTED] Subject: [MOSAIC] research question To: [email protected] Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="UTF-8" All right folks...there are lots of research junkies on this listserv... I am on a mission... First of all, does anyone know of research that states that comprehension should be taught TOGETHER with decoding skills in the early grades? (I know of Rumelhart (sp) and the theory of simultaneity...but has there been empirical research?) Second...who has read research that states that proficient readers read every letter... Skeptical and inquiring minds want to know... Jennifer **************Check out smokin? hot deals on laptops, desktops and more from Dell. Shop Deals (http://pr.atwola.com/promoclk/100000075x1213345834x1200842686/aol?redir=htt p://ad.doubleclick.net/clk;209513277;31396581;l) ------------------------------ Message: 3 Date: Tue, 25 Nov 2008 21:11:12 -0600 From: "pat wilson" <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] research question To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="utf-8" As an answer to your question....Second...Marilyn Adams, in her book... Beginning to Read, states that proficient readers read every letter. ----- Original Message ----- From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Tue, 11/25/2008 8:28pm To: [email protected] Subject: [MOSAIC] research question All right folks...there are lots of research junkies on this listserv... I am on a mission... First of all, does anyone know of research that states that comprehension should be taught TOGETHER with decoding skills in the early grades? (I know of Rumelhart (sp) and the theory of simultaneity...but has there been empirical research?) Second...who has read research that states that proficient readers read every letter... Skeptical and inquiring minds want to know... Jennifer **************Check out smokin? hot deals on laptops, desktops and more from Dell. Shop Deals (http://pr.atwola.com/promoclk/100000075x1213345834x1200842686/aol?redir=htt p://ad.doubleclick.net/clk;209513277;31396581;l) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ------------------------------ Message: 4 Date: Tue, 25 Nov 2008 19:57:13 -0800 (PST) From: suzie herb <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] research question To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset=utf-8 Jennifer, this llink might have what you are looking for..it's from the National Reading Panel and it's an evidence based assessment of the Scientific research literature on reading and it's implications for Reading instruction.? Hope it helps....found it the other day and had put it away as a resource for a rainy day. Suzanne http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf --- On Wed, 26/11/08, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote: From: [EMAIL PROTECTED] <[EMAIL PROTECTED]> Subject: [MOSAIC] research question To: [email protected] Received: Wednesday, 26 November, 2008, 1:16 PM All right folks...there are lots of research junkies on this listserv... I am on a mission... First of all, does anyone know of research that states that comprehension should be taught TOGETHER with decoding skills in the early grades? (I know of Rumelhart (sp) and the theory of simultaneity...but has there been empirical research?) Second...who has read research that states that proficient readers read every letter... Skeptical and inquiring minds want to know... Jennifer **************Check out smokin? hot deals on laptops, desktops and more from Dell. Shop Deals (http://pr.atwola.com/promoclk/100000075x1213345834x1200842686/aol?redir=htt p://ad.doubleclick.net/clk;209513277;31396581;l) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Start your day with Yahoo!7 and win a Sony Bravia TV. Enter now http://au.docs.yahoo.com/homepageset/?p1=other&p2=au&p3=tagline ------------------------------ Message: 5 Date: Tue, 25 Nov 2008 22:58:12 EST From: [EMAIL PROTECTED] Subject: Re: [MOSAIC] research question To: [email protected] Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="UTF-8" In a message dated 11/25/2008 10:12:54 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: As an answer to your question....Second...Marilyn Adams, in her book... Beginning to Read, states that proficient readers read every letter. ----- Original Message ----- From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Tue, 11/25/2008 8:28pm To: [email protected] Subject: [MOSAIC] research question All right folks...there are lots of research junkies on this listserv... I am on a mission... First of all, does anyone know of research that states that comprehension should be taught TOGETHER with decoding skills in the early grades? (I know of Rumelhart (sp) and the theory of simultaneity...but has there been empirical research?) Second...who has read research that states that proficient readers read every letter... Skeptical and inquiring minds want to know... Jennifer **************Check out smokin? hot deals on laptops, desktops and more from Dell. Shop Deals (http://pr.atwola.com/promoclk/100000075x1213345834x1200842686/aol?redir=htt p: //ad.doubleclick.net/clk;209513277;31396581;l) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **************One site has it all. Your email accounts, your social networks, and the things you love. Try the new AOL.com today!(http://pr.atwola.com/promoclk/100000075x1212962939x1200825291/aol?red ir=http://www.aol.com/?optin=new-dp %26icid=aolcom40vanity%26ncid=emlcntaolcom00000001) ------------------------------ Message: 6 Date: Tue, 25 Nov 2008 19:03:06 -0900 From: Jeanette Hayden <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] research question To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset=WINDOWS-1252; format=flowed; delsp=yes I know you newer educators might not be familiar with this name, but he is one of the researchers I 'grew up on'....Frank Smith. Check out, Unspeakable Acts-Unnatural Practices-- Flaws and Fallacies in "Scientific" reading Instruction. 2003 Heinemann. It is a collection of essays, all relevant to your questions. Jeanette On Nov 25, 2008, at 5:16 PM, [EMAIL PROTECTED] wrote: > All right folks...there are lots of research junkies on this > listserv... > > I am on a mission... > First of all, does anyone know of research that states that > comprehension should be taught TOGETHER with decoding skills in the > early grades? > (I know of > Rumelhart (sp) and the theory of simultaneity...but has there been > empirical > research?) > > Second...who has read research that states that proficient readers > read every letter... > > Skeptical and inquiring minds want to know... > Jennifer > > **************Check out smokin? hot deals on laptops, desktops and > more from Dell. Shop Deals > (http://pr.atwola.com/promoclk/100000075x1213345834x1200842686/aol?red > ir=http://ad.doubleclick.net/clk;209513277;31396581;l > ) > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.or > g > . > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ------------------------------ Message: 7 Date: Tue, 25 Nov 2008 23:08:02 EST From: [EMAIL PROTECTED] Subject: Re: [MOSAIC] research question To: [email protected] Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="UTF-8" If I remember correctly.... It is true that Marilyn Adams says that proficient readers read every letter but she also states that proficient readers read familiar letter pattern chunks and with speed faster than the ear can associate the sound.... that is why in her book she makes her case with a rendition of Little Red Riding Hood... it is very difficult text to decode... not because it deviates with phonetic/symbol-sound associations but it uses unexpected visual patterns..... and so a proficient reader has difficulty decoding it... the visual patterns are not familiar or expected. Also in the four blocks part of working with words.... Cunningham suggests that one of the strategies to use when decoding unfamiliar words is to say every letter... sometimes kids will pick up on a chunk by the letters associated with that sound when said aloud. In a message dated 11/25/2008 10:12:54 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: As an answer to your question....Second...Marilyn Adams, in her book... Beginning to Read, states that proficient readers read every letter. ----- Original Message ----- From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Tue, 11/25/2008 8:28pm To: [email protected] Subject: [MOSAIC] research question All right folks...there are lots of research junkies on this listserv... I am on a mission... First of all, does anyone know of research that states that comprehension should be taught TOGETHER with decoding skills in the early grades? (I know of Rumelhart (sp) and the theory of simultaneity...but has there been empirical research?) Second...who has read research that states that proficient readers read every letter... Skeptical and inquiring minds want to know... Jennifer **************Check out smokin? hot deals on laptops, desktops and more from Dell. Shop Deals (http://pr.atwola.com/promoclk/100000075x1213345834x1200842686/aol?redir=htt p: //ad.doubleclick.net/clk;209513277;31396581;l) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **************One site has it all. Your email accounts, your social networks, and the things you love. Try the new AOL.com today!(http://pr.atwola.com/promoclk/100000075x1212962939x1200825291/aol?red ir=http://www.aol.com/?optin=new-dp %26icid=aolcom40vanity%26ncid=emlcntaolcom00000001) ------------------------------ Message: 8 Date: Wed, 26 Nov 2008 07:59:38 -0700 From: ljackson <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] research question To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="ISO-8859-1" There is plenty of research that beginning readers DO NOT read every letter. Start with Peter Duckett. On 11/25/08 7:16 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > All right folks...there are lots of research junkies on this listserv... I > am on a mission... First of all, does anyone know of research that states that > comprehension should be taught TOGETHER with decoding skills in the early > grades? (I know of Rumelhart (sp) and the theory of simultaneity...but has > there been empirical research?) Second...who has read research that > states that proficient readers read every letter... Skeptical and > inquiring minds want to know... Jennifer **************Check out smokin? > hot deals on laptops, desktops and more from Dell. Shop Deals > (http://pr.atwola.com/promoclk/100000075x1213345834x1200842686/aol?redir=htt p > ://ad.doubleclick.net/clk;209513277;31396581;l) ______________________________ > _________________ Mosaic mailing list [email protected] To > unsubscribe or modify your membership please go > to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. S > earch the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ------------------------------ Message: 9 Date: Wed, 26 Nov 2008 09:35:32 -0600 From: Ruth Devoll <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] research question To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="Windows-1252" I consider myself a proficient reader.... I do not read every letter of a word. If I did I would NEVER get anything read. Now, I have taught many children and adults to read and I teach them to chunk, see words in context, and many other strategies, BUT never letter by letter calling. It breaks down fluency and therefore, comprehension. I like to use my own common sense and practice to know things, as well as research., If you really thought about it, WE all could be researchers. Ruth DeVoll Title One McKenzie Elementary Mesquite, Tx ________________________________________ From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [EMAIL PROTECTED] Sent: Tuesday, November 25, 2008 10:08 PM To: [email protected] Subject: Re: [MOSAIC] research question If I remember correctly.... It is true that Marilyn Adams says that proficient readers read every letter but she also states that proficient readers read familiar letter pattern chunks and with speed faster than the ear can associate the sound.... that is why in her book she makes her case with a rendition of Little Red Riding Hood... it is very difficult text to decode... not because it deviates with phonetic/symbol-sound associations but it uses unexpected visual patterns..... and so a proficient reader has difficulty decoding it... the visual patterns are not familiar or expected. Also in the four blocks part of working with words.... Cunningham suggests that one of the strategies to use when decoding unfamiliar words is to say every letter... sometimes kids will pick up on a chunk by the letters associated with that sound when said aloud. In a message dated 11/25/2008 10:12:54 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: As an answer to your question....Second...Marilyn Adams, in her book... Beginning to Read, states that proficient readers read every letter. ----- Original Message ----- From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Tue, 11/25/2008 8:28pm To: [email protected] Subject: [MOSAIC] research question All right folks...there are lots of research junkies on this listserv... I am on a mission... First of all, does anyone know of research that states that comprehension should be taught TOGETHER with decoding skills in the early grades? (I know of Rumelhart (sp) and the theory of simultaneity...but has there been empirical research?) Second...who has read research that states that proficient readers read every letter... Skeptical and inquiring minds want to know... Jennifer **************Check out smokin? hot deals on laptops, desktops and more from Dell. Shop Deals (http://pr.atwola.com/promoclk/100000075x1213345834x1200842686/aol?redir=htt p: //ad.doubleclick.net/clk;209513277;31396581;l) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **************One site has it all. Your email accounts, your social networks, and the things you love. Try the new AOL.com today!(http://pr.atwola.com/promoclk/100000075x1212962939x1200825291/aol?red ir=http://www.aol.com/?optin=new-dp %26icid=aolcom40vanity%26ncid=emlcntaolcom00000001) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ------------------------------ _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. End of Mosaic Digest, Vol 27, Issue 26 ************************************** _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
