{"presentation":{"slides":[{"elements":[{"x":1.5748031496063,"y":49.844236760125,"width":59.527559055117997,"height":27.414330218069001,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

The Connecticut Longitudinal Study (academically) tracked 445 kindergarten children for more than 20 years, annually testing the students in word reading (decoding real and unfamiliar words) and in passage comprehension.<\/span><\/p>\n"},"subContentId":"04c86b59-b039-432f-973d-e8a098cc33b0"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""},{"x":60.873523622047003,"y":46.728971962617003,"width":38.812059669203002,"height":51.090342679128,"action":{"library":"H5P.Image 1.1","params":{"contentName":"Image","alt":"Boy reading a book","file":{"path":"images\/file-57dc0b2e85e1b.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":1280,"height":853}},"subContentId":"577d2808-4f89-41de-8251-ee5fe352795b"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""},{"x":1.5748031496063,"y":3.1152647975078001,"width":97.322834645669005,"height":42.990654205607001,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Additional research about reading acquisition has augmented the findings of the NRP report and the components of reading. Such evidence-based or scientifically-based reading research (SBRR) has increased our understanding of the critical areas of reading instruction. <\/span><\/p>\n\n

The Instructional Components Chart<\/a> <\/span>is adapted from work by noted researcher Dr. Louisa Moats and gives us a brief review of the evidence-based research for each of the five components of reading. The research indicates thathow<\/em> these components are taught makes a difference.<\/span><\/p>\n"},"subContentId":"5426836b-998f-44a7-a13f-9a4026f3cfbf"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""},{"x":1.5748031496063,"y":80.996884735202002,"width":61.102362204724002,"height":18.068535825544998,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

The study results posited that as students learned to read, the interdependency between decoding and comprehension changed<\/strong>.<\/span><\/span><\/p>\n"},"subContentId":"9b176e9d-54d8-4ad1-9785-514275e8c8fa"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":62.992125984251999,"y":28.03738317757,"width":33.385826771654003,"height":68.224299065420993,"action":{"library":"H5P.Image 1.1","params":{"contentName":"Image","file":{"path":"images\/file-57d1bfc936620.png","mime":"image\/png","copyright":{"license":"U"},"width":249,"height":257,"originalImage":{"path":"images\/file-57d1bf9ece927.jpg","mime":"image\/jpeg","height":306,"width":600}},"alt":"Language Comprehension and decoding in 1st grade"},"subContentId":"577d2808-4f89-41de-8251-ee5fe352795b"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""},{"x":1.5748031496063,"y":9.3457943925234002,"width":97.322834645669005,"height":14.953271028036999,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

During their early years of learning to read, the students\u2019 decoding ability accounted for about 80% of passage reading comprehension ability. <\/strong><\/em><\/span><\/span><\/p>\n"},"subContentId":"04c86b59-b039-432f-973d-e8a098cc33b0"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""},{"x":1.5748031496063,"y":28.154205607477,"width":57.952755905511999,"height":64.797507788161994,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

The most important tasks for first-graders were the ability to use phonics to decode and the ability to recognize words quickly. Both abilities facilitated the ability to read and understand a simple text passage. <\/span><\/p>\n\n

At this early level of reading development, understanding a passage depends mostly on the student\u2019s ability to read single words with accuracy.<\/strong><\/em><\/span><\/span><\/p>\n"},"subContentId":"9b176e9d-54d8-4ad1-9785-514275e8c8fa"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":1.5748031496063,"y":28.232087227413999,"width":61.102362204724002,"height":64.797507788161994,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Then, as students progress beyond the seventh grade, text comprehension relies increasingly on other skills <\/strong><\/span>including verbal reasoning, background knowledge, topic knowledge, and academic vocabulary. <\/span><\/p>\n\n

As students advance in both grade level and instruction, the foundational skill of decoding continues to support comprehension.<\/span><\/p>\n"},"subContentId":"9b176e9d-54d8-4ad1-9785-514275e8c8fa"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""},{"x":1.5748031496063,"y":9.3457943925234002,"width":97.322834645669005,"height":14.953271028036999,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

By fourth grade<\/strong><\/span><\/em>, there is a change in the relationship between decoding and comprehension, with both domains becoming more equal.<\/strong><\/span><\/em><\/span> <\/strong><\/em><\/span><\/span><\/p>\n"},"subContentId":"04c86b59-b039-432f-973d-e8a098cc33b0"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""},{"x":64.566929133857997,"y":28.03738317757,"width":33.543307086614,"height":62.928348909656997,"action":{"library":"H5P.Image 1.1","params":{"contentName":"Image","file":{"path":"images\/file-57d1c0c77ffca.png","mime":"image\/png","copyright":{"license":"U"},"width":272,"height":257,"originalImage":{"path":"images\/file-57d1c0a21c24f.jpg","mime":"image\/jpeg","height":306,"width":600}},"alt":"Decoding and comprehension in later grades are becoming more equal"},"subContentId":"36a8d324-def4-435b-899a-9dd12e52ce7e"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":1.5748031496063,"y":3.1152647975078001,"width":23.464566929134001,"height":42.990654205607001,"action":{"library":"H5P.Image 1.1","params":{"contentName":"Image","file":{"path":"images\/file-57d2c4cab19c9.png","mime":"image\/png","copyright":{"license":"U"},"width":1280,"height":1180},"alt":"Children of different races"},"subContentId":"73d50b7c-b7b1-4cf8-ac4d-be9053591160"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""},{"x":1.5748031496063,"y":68.730529595015994,"width":97.322834645669005,"height":24.299065420561,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

The Connecticut Longitudinal Study leads us to conclude that during the early grades (early stages in reading development), instruction in decoding and comprehension domains should not be equally balanced. Instead, the emphasis should be on teaching decoding skills explicitly and systematically.<\/span><\/p>\n"},"subContentId":"469ab6fc-df90-4a1b-bd32-f8602c03f181"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""},{"x":26.771653543307,"y":3.1152647975078001,"width":72.125984251969001,"height":42.990654205607001,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

In Texas, our student populations have become increasingly diverse and may not reflect the same trajectory of skill development referenced in the Connecticut study.<\/strong><\/em><\/span> <\/span><\/p>\n\n

Students may continue to struggle with reading for many reasons beyond disability (i.e., economic disadvantage, interrupted schooling, learning a new language) and reading instruction should be tailored to meet their needs. <\/span><\/p>\n"},"subContentId":"cfc5f0a8-6af7-4627-8a29-f17a40f55aae"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""},{"x":1.5748031496063,"y":53.105607476636003,"width":97.322834645669005,"height":11.83800623053,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

This means many students may continue to need explicit, systematic phonics and fluency instruction well into middle and high school.<\/strong><\/em><\/span><\/span><\/p>\n"},"subContentId":"70c46d86-f4d3-4c41-886f-c2d000a45205"},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":1.5748031496063,"y":3.1152647975078001,"width":95.748031496063007,"height":86.604361370717001,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"