Rachel Bell, Matt Okabe, Katie Hearl
Dr. Collins
SPED 637
June 20, 2017
Comparison of Effective Instruction & Reaction
IDA (information taken
from Knowledge and
Practice Standards for
Teachers of Reading, 2010)
A.Foundation Concepts of Oral
and Written Language
-Contributes to the ability to read
and write.
-Skills that children need to be
taught include:
● Processing of oral
language
● Alphabetical principle
● Metacognitive​ strategies
-Oral language translates into the
ability to speak and listen.
-Written language translates into the
ability to comprehend reading and
to write
B.Knowledge of the Structure of
Language
-Lists major components of literacy
learning processes with more detail
(subdividing categories)
● Oral language (semantic,
syntactic, pragmatic)
● Phonological skills
● Word recognition (print)
● Spelling
● Reading fluency
● Reading comprehension
● Written expression
-emphasis on ​structure of language
ie. orthography, morphology,
semantics, syntax and discourse
organization as well as phonology
C-1..Structured Language
Teaching: Phonology
-IDA recognizes that phonological
processing is the root cause of
​
dyslexia​ .
-identify similar/contrasting
NRP (Information taken Both
from Put Reading First,
Third Edition)
-Emphasis on ​Phonemic -Both understand that reading,
awareness​ and ​Phonics unlike speech, doesn’t happen
​ naturally and that ​reading needs to
be taught.
-Both acknowledge that reading is
dynamic and fluid
-Lists major components of literacy -Both explain how the major
learning processes with less components of literacy (see lists)
subdividing are all ​interrelated and contribute
● Phonemic awareness reciprocally​ to each others’
● Phonics development.
● Vocabulary
● Fluency
● Text Comprehension
-talks about phonology only doesn’t
include orthography, morphology
etc
**Note that the NRP document
reviewed covers early grade K-3
and the IDA document seems to
cover all grades
-Part of the Big 5 -Both recommend teaching ​phonics
-Targets the​ typical​ population, as part of an​ integrated system
doesn’t specifically focus on (including phonemic awareness),
students with disabilities. Targets rather than teaching phonics as an
‘​at risk’ students and describes how isolated program. Teaching
to successfully teach typical phonemic awareness and the
 features among phonemes
-​reconstruct​ the C and V phoneme
inventories (​blending​)
children to read so starts with
phonemic awareness.
-​One or two types of phoneme
manipulation​ (phoneme isolation,
identify, addition, blending,
substitution etc) at a time should be
taught otherwise confusion arises
and/or each type isn’t mastered.
alphabetic principle ​together​ makes
a stronger contribution to success in
reading and spelling.
-Both value ​phonemic awareness
as an essential foundational step
-Both identify ​blending and
segmenting​ phonemes as ​most
likely to produce greatest benefits
(of all the different types of
phoneme manipulation instruction)

C-2.Structured Language
Teaching: Phonics and Word
​ Recognition
-Didn’t specify in this document
how long exactly but implicate that
it should be taught until​ mastery
-Students with dyslexia or reading
disabilities struggle in this area with
decoding.
-Teachers should provide phonic
instruction that is explicit,
systematic, and appropriately
sequenced.
-Multisensory and multimodal
techniques keep students engaged
and enhance student learning.
-Part of the Big 5 -Both say good phonics instruction
-​Phonics instruction​ should be leads to good comprehension skills.
taught​ for 2 years, beginning in -Phonic instruction should be
Kindergarten until the end of 1st systematic and explicit.
grade
-Teaching phonics systematically
and explicitly yield the best results.
● Phonic instruction that is
systematic teaches
letter-sound relationships
in an organized, logical
way.
● Phonic instruction that is
explicit gives teachers
instructions on how to
teach those relationships.
-Some ways to instruct students in
phonics include synthetic phonics,
analytic phonics, analogy-based
phonics, phonics through spelling,
embedded phonic, and onset-rime
phonics.

C-3.Structured Language -Part of the Big 5 -Repeated oral reading with

Teaching: Fluent, Automatic
Reading of Text
-Poor fluency can be a sign of
dyslexia or a reading disability.
-Overall reading competence can be
determined by fluency.
-In order to increase fluency,
practice, exposure to a wide variety
of words, and focused instruction
can help.
-Shows connections between poor
fluency and poor comprehension.
-Offers a procedure for calculating
on p.26
-Gives​ specific instructional
strategies​ to increase fluency with
monitored and repeated oral
reading: modeling fluent reading,
student-adult, choral, tape-assisted,
partner, Reader's Theatre
-There is no evidence currently that
supports that minimal feedback,
silent, independent reading
improves fluency and reading
ability.
feedback ​and guidance increases
fluency.
-Both place high value on assessing
and monitoring ​fluency rate
frequently.
-Both discuss that fluency can be a
strong indicator of a reading
disability or dyslexia and/or poor
text comprehension.

C-4.Structured Language -An entire section (one of the Big 5) -Both discuss ​direct and indirect
Teaching: Vocabulary focuses on ​Vocabulary vocabulary learning
-Two ways to teach vocabulary:
● Direct, systematic
instruction on word
meanings
● Indirect instruction
through inference based on
context and/or word parts
-Wide exposure to words (both
reading and listening) increase
vocabulary in students.
C-5.Structured Language
Teaching: Text Comprehension
-This document goes into much
more ​depth about comprehension
(because it is referring to more
complex content)
-Background knowledge and text
structure knowledge are important
with text comprehension.
-Modeling and teaching
research-based comprehension
strategies are key.
-Teachers should have knowledge
in children’s literature and expose
students to a wide array of diverse
literature.
C-6.Structured Language
Teaching: Handwriting, Spelling,
and Written Expression
-Handwriting, spelling and written
expression section
-These skills include:
● Transcription
● Composition
Instruction​.
-Distinguishes between ​4 kinds of
Vocabulary​ (listening vocabulary,
speaking vocabulary, reading
vocabulary, writing vocabulary)
-direct and indirect vocab learning
● Children learn most
definitions of words
indirectly through
interaction with oral and
written language.
● Direct vocab instruction
include both Specific
Word Instruction and
Word Learning
Instruction.
-Working with vocabulary
repeatedly over an extended period
of time helps students master
vocabulary.
-Use of dictionaries, word parts,
and context clues can help increase
vocabulary.
-​Part of the Big 5
-This document goes into more
detail about ​instructional
strategies of teaching
comprehension.
-Good readers should be purposeful
and active.
-Research based strategies that can
help text comprehension include:
● Monitoring comprehension
● Using graphic and
semantic organizers
● Answering questions
● Generating questions
● Recognizing story
structure
● Summarizing
-Students can be taught these
comprehension strategies directly
and explicitly.
-teaching phonemic awareness,
particularly​ segmenting​ words into
phonemes, is essential to helping
children spell
-Use of ​graphic organizers ​is
helpful in this domain.
(direct is explicit instruction of
vocabulary and word-learning
strategies while indirect is
vocabulary learned from what
student sees or hears).
-Both value ​pre-teaching
vocabulary​ to aid comprehension
-Both emphasize wide exposure to
words and repetitive interaction
with vocabulary words.
-​Prior knowledge​ as an avenue to
better comprehension
-Both documents place an emphasis
on directly teaching students
research-based comprehension
strategies, such as use of graphic
organizers and summarizing.
-Both also discuss how other areas
of reading instruction (decoding,
phonemic awareness, fluency,
vocab, etc) play a large part in text
comprehension. If a student
struggles with one of those other
areas, he or she may also struggle
with text comprehension.
-Both link good spelling with strong
early foundation in oral language
skills.
-Graphic organizers can be helpful
when teaching writing.
 ● Planning, revising, and
editing text
-Teachers need to be able to
pinpoint areas of weakness for
students in order to provide direct
instruction to remedy these
weaknesses.
-​Research-based strategies​ are
best for teaching the​ writing
process.
-Assistive technology can be
helpful for students with disabilities
in regards to writing.

D.Interpretation and -c​ooperative learning​- groups. -Both recommend small group

Administration of Assessments Pairs instruction and direct, explicit
for Planning Instruction -each of the big 5 section gives systematic​ instruction (when
-IDA places emphasis on suggestions for how to implement possible) for at risk/struggling
psychological processes​ that affect each area readers
reading; teaching children
metacognitive strategies are
recommended to assist learning
language skills- executive function,
working memory and motivation!

E.Knowledge of Dyslexia and
Other Learning Disorders
-Recognizes that reading difficulties
can coexist with other ​cognitive
and behavioral problems
-Acknowledges that environment,
culture and social factors
contribute to literacy development
-Section on ​knowledge about
dyslexia​ and other learning
disorders
-Aims at helping ​teachers teach
their whole class​. Not specific to
children with dyslexia or a reading
disability.
-Both acknowledge the ​importance
of early intervention​ (prek, K and
1st grade) and that older students
who are poor readers benefit from
this systematic instruction where
one thing builds upon the previous
skill and that you need to keep
practicing the previous skills even
after mastery
-Both acknowledge that systematic,
explicit instruction is most effective
form of instruction and helps
students at risk/with a disability

Reflection:

Overall, both documents contain a lot of useful, detailed information. While both
documents have their differences, there are quite a few overlapping similarities. Both documents
essentially state that reading is a process that must be taught to children explicitly and
systematically; reading is not something that just spontaneously happens. Direct instruction in
the areas of phonemic awareness, phonics, fluency, vocabulary, and text comprehension yield
greater results in children learning to read. In both documents, one can see that all areas of
reading are interconnected and dependent on one another for students to succeed. One factor that
the IDA document emphasizes and acknowledges is the part that metacognition plays in learning
to read. Teachers must consider issues such as attentiveness, self-regulatory behavior,
motivation, and short and long term memory. These all play a huge part in the receptiveness of
the student toward instruction. The IDA document unwraps the standards, while the NRP
document is easy to understand and is to the point on instruction in the Big 5. For literacy
specialists, both are good resources for work and study. Both are essential for literacy specialist
to understand and to implement instructional strategies and content in order to help all students,
especially those struggling students or students with reading difficulties. These documents give
specific instructional strategies and areas of struggle for students with reading disabilities in
order to intervene and offer additional supports for students to correct those deficits and succeed.

References

International Dyslexia Association. (2010). Knowledge and practice standards for teachers of
reading with commentary from classroom teachers. ​International Dyslexia Association,
Professional Standards and Practices Committee. Baltimore, MD

National Institute for Literacy. ​Put reading first kindergarten through grade 3. Washington,
D.C.: U.S. Government Printing Office