Reading Plus Silent Reading Brochure

GRADE-LEVEL GROWTH 0.0 0.5 1.0 1.5 2.0 1.9 ELEM 1.7 MIDDLE 1.6 HIGH Students who spend approximately 40 hours in Reading Plus over the course of the school year demonstrate significant grade-level growth. Growth measured by the Reading Plus assessment (InSight ) is highly correlated with numerous norm-referenced assessments. INSIGHT CORRELATIONS ACCUPLACER .63 MAP .67 FCAT 2.0 .75 MISSOURI MAP .71 GMRT .78 STAR READING .80 GRADE .59 Significance at p .001 (2-tailed) ADAPTIVE ASSESSMENT PERSONALIZED LEARNING www.readingplus.com 800-READ-PLUS Copyright 2015. Reading Plus is a registered trademark of Taylor Associates/Communications, Inc. All rights reserved.

SILENT READING is all around us. It’s how we navigate our world. To become lifelong learners, students must be able to successfully transition from foundational skill development to independent silent reading and writing. “ NOBODY'S BEEN DOING MUCH ABOUT SILENT READING EFFICIENCY AND EXPERTISE, BUT THAT'S EXACTLY THE PROBLEM READING PLUS IS TACKLING. AND I'M HAPPY THEY'RE TACKLING IT. Because it's not only about becoming faster and more efficient in silent reading — it's doing it with comprehension and in the service of enhancing a student's personal interests and acquiring knowledge. Dr. P. David Pearson Chairman of ILA Literacy Research Panel Learning to Read Silent Reading the missing link Reading to Learn ”

How do you TEACH SILENT READING? Independent Reading Practice is not Enough Practice that Engages the Whole Student If opportunities to read were all students needed to improve their For silent reading practice to be effective, it must engage the physical, reading abilities, we would have solved our reading crisis years ago. emotional, and intellectual dimensions of the learner. To become independent silent readers, students need more than silent reading practice. They need guidance and support that are When reading is physically inefficient, students develop coping mechanisms to avoid it altogether. Struggle to comprehend HOW Avoid reading when possible Physical Intellectual Students establish efficient behaviors that make reading comfortable and productive. Students build capacity to critically engage with complex texts. ENGAGEMENT ENGAGEMENT ICE ACT PR MANY STUDENTS S Without the proper support while reading on their own, ST U nearly impossible to provide while students read independently. WHAT S TUD EN T RACTICE P S NT E D Students who lack the vocabulary, prior knowledge, and comprehension skills required of more complex texts struggle to understand what they read. Don’t find reading relevant Emotional Multimedia and other forms of pre-packaged information can demean the value of reading to learn. ENGAGEMENT W “ Students experience reading as a source of insight, knowledge, and joy. HY STU DENT S TI C A R P CE READING PLUS ALLOWS US TO EMPOWER STUDENTS TO BE IN CONTROL OF THEIR OWN LEARNING. AND THAT PERSONAL EMPOWERMENT IS SO MOTIVATIONAL FOR STUDENTS. Jayne Ellspermann 2015 National Principal of the Year ”

Practice BUILT ON ENGAGEMENT Rate & Stamina Time To Read 1,000 Words Guided practice gradually builds efficient reading behaviors and comprehension- Physical ENGAGEMENT based reading rates. As students build efficient reading behaviors, they develop the attention and stamina required for extended reading practice. Reading becomes more comfortable and productive. Vocabulary & Comprehension Intellectual ENGAGEMENT Texts are crafted to build student capacity Beyond Lexile Vocabulary Difficulty Drives Text Rigor (Grade 1-College) College Guided Window - to build ease & comfort through ever-increasing levels of vocabulary complexity and word count. Personalized comprehension scaffolds help students succeed with challenging tasks rather than avoid them. 1 Detailed Skill Data - to drive instruction Interest & Knowledge Emotional ENGAGEMENT Interest Categories Connect Students To Students self-select informational and literary texts from eight high-interest categories. Interest profiles help students make connections between their own interests and curriculum topics while igniting curiosity and expanding knowledge. Student Choice - to foster ownership

GRADE-LEVEL GROWTH 0.0 0.5 1.0 1.5 2.0 1.9 ELEM 1.7 MIDDLE 1.6 HIGH Students who spend approximately 40 hours in Reading Plus over the course of the school year demonstrate significant grade-level growth. Growth measured by the Reading Plus assessment (InSight ) is highly correlated with numerous norm-referenced assessments. INSIGHT CORRELATIONS ACCUPLACER .63 MAP .67 FCAT 2.0 .75 MISSOURI MAP .71 GMRT .78 STAR READING .80 GRADE .59 Significance at p .001 (2-tailed) ADAPTIVE ASSESSMENT PERSONALIZED LEARNING www.readingplus.com 800-READ-PLUS Copyright 2015. Reading Plus is a registered trademark of Taylor Associates/Communications, Inc. All rights reserved.

reading behaviors and comprehension- based reading rates. As students build e cient reading behaviors, they develop the attention and stamina required for extended reading practice. Reading becomes more comfortable and productive. Rate & Stamina Texts are crafted to build student capacity through ever-increasing levels of vocabulary