The Secret Code Of Reading

THE SECRET CODE OF READING

Thomas Baker,

Colegio del Verbo Divino,

Santiago de Chile

profesorbaker@gmail.com

OBJECTIVES

1. FIVE COMPONENTS OF READING2. INTERNATIONAL TEST RESULTS3. SIX INSTRUCTION TECHNIQUES4. PRACTICAL APPLICATION

Activity: RPSSRead – Pair – Share - Square

♦ First, read the paragraph on the following slide to yourself.

♦ Next, discuss the paragraph with a partner. ♦ Then, make a list of the five most important

words/terms from the paragraph.♦ Finally, share your lists with another pair.

“Some people there are, who, being grown;

forget the horrible task of learning to read.

It is perhaps the greatest single effort

that the human undertakes,

and he must do it

as a child.”   John Steinbeck,Nobel Prize Winner for

Literature, 1962

Univ. of Oregonhttp://reading.uoregon.edu/

Univ. of Oregonhttp://reading.uoregon.edu/

FLUENCY

DYSFLUENCY

Remember:

Fluent Readers….Read smoothly and easily.Group words into phrases.Read punctuation marks.Read like they are talking.

Univ. of Oregonhttp://reading.uoregon.edu/

Tier 1 Tier 2 Tier 3Description Basic words that

most children know before entering school.

Words that appear frequently in texts and for which students already have conceptual understanding, ie.

Uncommon words that are typically associated with a specific domain.

Examples clock, baby, happy, dog,taxi, radio

sinister, fortunate, permit, conductknowledge, adapt

isotope, peninsula, bucolic, cranium

(Beck, McKeown, Kucan, 2002)

Selection Criteriafor Instructional Vocabulary

The Vocabulary Secret“To speak and write English in normal

situations you need at least 2000 words.” McCarthy and O’Dell (1999, pg4)

Words Text1000 72%

2000 79.7%3000 84.0%

4000 86.8%

5000 88.7%

6000 89.9%

15,851 97.8%

VOCABULARY RESEARCHVOCABULARY RESEARCH“We do not learn a word from one meeting. Research tells us that it

takes between 5-16 meetings (or more) to ‘learn’ an average word.”

( Nation, Paul 1990: 41)

Univ. of Oregonhttp://reading.uoregon.edu/

Role of ICT – Leverage, if used well…

"Give me a lever, a fulcrum, and a place to stand, and I will move the world."

Archimedes of Syracuse (287-212 BC), quoted by Pappus of Alexandria, Synagoge, c. 340 AD

Comprehension Strategies

Activate Prior Knowledge

Monitor & Repair Comprehension

Predicting QuestioningFinding Main

IdeasDrawing

InferencesVisualizing Summarizing

Synthesizing Evaluating(Allington, 2001; Dowhower, 1999; Pressley, 2002, Duffy, 2003)

Univ. of Oregonhttp://reading.uoregon.edu/

Report from the National Report from the National Research CouncilResearch Council

19981998

In 1995, the U.S. In 1995, the U.S. Department of Education Department of Education and the National Institutes and the National Institutes

of Health of Health

National Academy of National Academy of SciencesSciences

http://books.nap.edu/execsumm_pdf/6023.pdfhttp://books.nap.edu/execsumm_pdf/6023.pdf

In 1999, New Zealand Ministry

of Education

Report of the Report of the Literacy TaskforceLiteracy Taskforcehttp://http://wwwwww..mineduminedu..govtgovt..nznz/web//web/

downloadabledownloadable/dl3853_v1//dl3853_v1/reportreport..pdfpdf

By 2005

“All 9 year old children will be able

to read…”

In 1997, United In 1997, United States CongressStates Congress

National Institute of Child National Institute of Child Health and Human Health and Human

Development & U.S. Development & U.S. Department of EducationDepartment of Education

Report of the National Report of the National Reading Panel, Reading Panel, 20002000

http://www.nichd.nih.gov/publications/nrp/upload/report_pdf.pdf

In 2003, Scottish Executive

Education Department

Dr. Rhona Johnston, Dr. Rhona Johnston, (University of Hull) & (University of Hull) &

Dr. Joyce Watson, Dr. Joyce Watson, University of St. AndrewsUniversity of St. Andrews

Clackmannanshire (5 Year Follow Up)

http://www.scotland.gov.uk/Resource/Doc/36496/0023582.pdf#search=%22insight%207%20accelerated%20reading%20and%20spelling%20with%20synthetic%20phonics%20watson%20johnston%22

In 2005, Scottish Executive

Education Department

Dr. Rhona Johnston, Dr. Rhona Johnston, (University of Hull) & (University of Hull) &

Dr. Joyce Watson, Dr. Joyce Watson, University of St. AndrewsUniversity of St. Andrews

Clackmannanshire February 2005

(7 Year Follow Up) http://www.scotland.gov.uk/Resource/Doc/36496/0023582.pdf#search

=%22insight%207%20accelerated%20reading%20and%20spelling%20with%20synthetic%20phonics%20watson%20johnston%22

In 2005, In 2005, Australian Australian

GovernmentGovernment

Department of Department of Education, Science Education, Science

and Trainingand Training

National Inquiry into the Teaching of

Literacy, December 2005

http://www.dest.gov.au/nitl/documents/report_recommendations.pdf

http://www.dest.gov.au/nitl/documents/report_recommendations.pdf

In 2005, Irish Department of Education

& Science

Succeeding in Succeeding in Reading?Reading?

http://www.education.ie/servlet/blobservlet/http://www.education.ie/servlet/blobservlet/insp_succeeding_in_reading.pdf insp_succeeding_in_reading.pdf

“Teachers require additional support in

teaching reading comprehension skills…” (pg 28)

In 2006, British In 2006, British GovernmentGovernment

http://www.standards.dfes.gov.uk/rosereview/report.pdf

Department for Department for Education and Education and Skills (DfES)Skills (DfES)

Independent Review Independent Review of the Teaching of of the Teaching of

Early Reading, Early Reading, March 2006 March 2006

2002 National Institute of Child

Health and Human Development & U.S.

Department of Education

2006 - Report of the 2006 - Report of the National Literacy Panel for National Literacy Panel for

Language Minority Children Language Minority Children and Youthand Youth

http://www.cal.org/natl-lit-http://www.cal.org/natl-lit-panel/reports/Executive_Summary.pdfpanel/reports/Executive_Summary.pdf

““Instruction…in the Instruction…in the five five components of reading components of reading has has clear benefitsclear benefits for language for language

minority students.” minority students.”

(Executive Summary, pg 3) (Executive Summary, pg 3)

National Literacy Panel (NLP) Executive Summary, (2002-2006)

♦Oral language proficiency in English is critical...but student performance suggests that it is often overlooked. (pg 4)

USA Public School EnrollmentPre-K – 12th Grade

Year

1985 2005

TotalEnrollments

39.4 million 48.7 million

Spoke language other than English at home

3.8 million9%

10 million19%

Spoke English with difficulty

1.3 million

3%3 million

5%

National Center for Educational Statistics, 2006, pg. 34 http://nces.ed.gov/pubs2006/2006071.pdf

www.wested.org/qtel

TX

WAMT ND

FL

ME

AR

SDOR

NV

NMAZ

WY

OK

KS

NE

MN

WI

IN

KY

TN

MI

OH

WV

MO

IA

ID

LA

MSAL GA

SC

UTVA

PA

NY

The Big Surprise:More adolescent ELLs are native than foreign born

www.wested.org/qtel

USA: FY 2007 BUDGEThttp://www.ed.gov/about/overview/budget/budget07/summary/edlite-section1.html

♦ $1.0 billion for Reading First ♦ $103 million for Early Reading First ♦ $669 million for English Language

Acquisition to help ensure that limited English proficient (LEP) students learn English...

♦ WHY SO MUCH MONEY?

Margaret Spellings, Secretary of Education, USA

(October 10, 2006)

♦“90 percent of the fastest growing jobs require post-secondary education”...

♦ http://www.whitehouse.gov/ask/20061010.html (Retrieved February 7, 2007)

21st Century Jobs

TURN - & - TALK(3 Minutes)3 things I’ll

try to learn more about

3 things I’ve learned TODAY

3 things I knew

What Test Scores Tell Us

Research Indicates...

♦Girls read more than boys. (Barrs & Pidgeon 1994)

♦Girls consistently achieve better results than boys in reading tests. (Barrs & Pidgeon 1994)

BOYS♦ spend less time reading.♦ have lower motivation.♦ do not value reading.♦ are less confident.♦ have less interest.♦ perceive themselves as

having lower reading skills than girls..

♦ Labercane & Shapiro, 1986; Baker and Wigfield, 1999; Gambell & Hunter, 2000; Millard, 1997; Solsken, 1993; Wigfield, Eccles, Yoon, Harold, Arbreton, Freedman-Doan, & Blumenfeld, 1997

www.pirls.org

PIRLS 2001♦Progress in International

Reading Literacy Study ♦ 4th grade girls performed better than boys in

all 35 countries where the assessment was administered.

♦ (10 year-olds tested)♦ Average score: 20 points higher.♦ http://timss.bc.edu/pirls2001i/pdf/P1_IR_ExecSum.pdf♦ http://isc.bc.edu/pirls2001i/pdf/P1_IR_Ch01.pdf

PIRLS 2006 REPORT:DECEMBER 2007

Programme for

International

Student

Assessment2000

2003

2006

2009

2012

2015

www.pisa.oecd.org

PISA♦ “Females have significantly higher

performance (than males) in reading in all countries”... (15 year-olds tested)

♦ 34 out of 34 countries: PISA 2000.♦ 39 out of 39 countries: PISA 2003.

♦ Average score: 34 points higher.♦ Finland - Average score: 51 points higher.

Correlation between Spending and Results

Source: UNESCO

Average Performance(Reading, mathematical, and scientific literacy)

Cumulative expenditure per child from beginning of primary education to age 15 in U.S. dollars

600

550

500

450

400

350

300

0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000

POL

MEX

IDNBRA

CHLARG

GRC

HUN

CZE

KOR

IRL

ESPDEU

PRT

GBR

BEL

FIN JPNCAN

AUS

NORFRA

SWE

ITA

DNK

CHE

USA

AUT

PER

http://portal.unesco.org/education/en/file_download.php/5d8f55178d66b02a76cbde3ff2697448figure3.29.pdf

♦ Read-Alouds♦ Shared Reading♦ Guided Reading♦ Repeated Reading♦ Drama / Reader’s Theatre♦ *Book Club / Literature Circle♦ Silent Sustained Reading (SSR)♦ Independent / Extensive Reading

“The more you read,

the better you get at it ;

the better you get at it ,

the more you l ike it ; and

the more you l ike it ,

the more you do it .”

Jim Trelease, (2001) The Read-Aloud Handbook

PRACTICAL APPLICATION: THE LITERATURE CIRCLE

1. Students choose their own reading materials.

2. Small, temporary groups are formed based on the reading materials the students have chosen.

3. Different groups read different text.

4. Groups meet on a regular, predictable schedule.

5. Students use written or drawn notes to guide their reading.

6. Discussion topics come from the students.

7. Group meetings aim to be open, natural conversations.

8. The teacher servers as a facilitator, not a group member.

9. Evaluation is by teacher observation and student self-evaluation.

10. A spirit of playfulness and fun pervades the room.

11. New groups form around new reading choices.

Basic Principles

INTRODUCING A LITERATURE CIRCLE

♦Teach students social skills and thinking skills before the literature circles begin.

♦Start with a group of good students to serve as a model for others to follow. (and / or)

♦Show a video of a literature circle. www.teachers.tv (Reading Aloud with Michael Rosen) (and / or)

♦Roleplay a literature circle with other teachers.

STUDENT ROLES♦ Use role cards to define students’ roles.

♦ 1. Discussion Director♦ 2. Smart Summarizer♦ 3. Word Wizard♦ 4. Curious Connector♦ 5. Passage Person♦ 6. Culture Collector

LITERATURE CIRCLE JIGSAW

11 22 33 44 11 22 33 44 11 22 33 44 11 22 33 44

BASE GROUP

11 22 33 44 11 22 33 44 11 22 33 44 11 22 33 44

BASE GROUP

11 11 11 11 22 22 22 22 33 33 33 33 44 44 44 44

EXPERT GROUP10 Minutes

10 Minutes

5 Minutes

Taught by methods Taught by methods that are…that are…

engaging & motivatingengaging & motivating

SUMMARYThe Five Keys to Reading

http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf

Phonemic AwarenessPhonemic Awareness

PhonicsPhonics

FluencyFluency

VocabularyVocabulary

Comprehension strategiesComprehension strategies

Identifying words Identifying words accurately and accurately and fluently.fluently.

Constructing Constructing meaning meaning once words once words are identified.are identified.

CONCLUSION♦When teachers know and teach the five

components of reading, explicitly and systematically, we help students learn .....

♦“THE SECRET THE SECRET CCOODDEE of READING of READING”♦This is not easy, but...