MARYLAND READING FIRST INITIATIVE
Frequently Asked Questions
How should core reading program materials be used when children are reading below grade level?
The ultimate goal is for all children (K-3) to benefit from a core reading program that meets the criteria for scientifically based reading research (SBRR). Providing all children, even those who are widely discrepant, with access to the core gives them an opportunity to participate in an inclusive environment, thus providing access to vocabulary and comprehension strategies taught in the core program. A foundation is established in the core while necessary skills are developed through intervention. With appropriate intervention, children reading significantly below grade level will gain skills to participate fully in the core.
Analyses of results from subtests of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) should always first guide teachers in determining specific skill deficiencies of individual students.
Children Who Are Approximately One Year Below Grade Level
Teachers should include children with support within the entire 90 minutes of the core program. Many core programs include supplemental or intervention materials for this category of need. When these materials are available, teachers should provide additional instruction to children beyond the 90 minutes of the core.
Children Who Are More Than One Year Below Grade Level
Teachers should include children in the core for the components that are beneficial. Every effort should be made for all K-3 children to use core instructional materials as much as possible. In most cases, these may be the read aloud, oral vocabulary building, and oral comprehension activities. Some children may require multidimensional instruction in phonics to reinforce sound symbol correspondence.
However, other children may require intensive intervention beyond the core reading program. Results from DIBELS screening and progress monitoring may indicate that these children would benefit from an intensive intervention program. Students who do not progress well through the intervention should be administered diagnostic tests, such as PAT, GORT IV, and TOWK.
Any children who are widely discrepant from grade level reading materials should receive systematic and explicit instruction in intervention programs designed to meet the intense needs of struggling readers. Such intervention should continue to the end of the 90-minute block. Additional intervention may be required depending on the needs of individual children.
Can ESOL Level I students be exempted from Reading First core reading program and DIBELS requirements?
Core Reading Program
Reading First requires that a selected SBRR core reading program be administered with fidelity within the 90-minute reading block. All students must work within the core program. ESOL children are not exempt from the core reading program, nor should their introduction to core components be delayed.
If appropriate for certain students, an ESOL language acquisition curriculum may be implemented in addition to but not in place of the required core components; instruction should take place beyond the 90-minute core reading program block. An ESOL language acquisition curriculum must be based in scientific reading research (SBRR) and support the identified core reading program.
DIBELS
ESOL Level I children are not exempt from DIBELS. The intent of DIBELS is to help teachers determine which language skills are deficient in individual children so that instructional modifications can be made immediately. For this reason, DIBELS subtests should be particularly helpful for teachers of ESOL children.
Can teachers teach only the components of the core reading program that relate directly to the Maryland School Assessment (MSA)?
A core reading program must be administered with fidelity. Teachers may not delete components of the core, nor augment materials used during the 90-minute block. The Voluntary State Curriculum (VSC) and the core reading programs are aligned to help children develop the foundational reading skills they need to become proficient readers by the grade 3 MSA. If teachers feel the children need more practice in responding to MSA-type assessment items, then, that should be done in addition to but not in place of the required core components and should be implemented beyond the 90-minute time block.