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Dr. Stephen Krashen, who has done so much good work on teaching ESL and bilingual education, summarizes the research on reading. In short, students who read more, read better and do better in school. http://www.sdkrashen.com
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A Culture of Family Literacy Leads to School Success
Jon Reyhner, BME 210, Week 1 Dr. Stephen Krashen, who has done so
much good work on teaching ESL and bilingual education, summarizes
the research on reading. In short, students who read more, read
better and do better in school. Theres no such thing as a kid who
hates reading
Theres no such thing as a kid who hates reading. There are kids who
love reading, and kids who are reading the wrong books. James
Patterson, Best Selling Author The Importance of Motivation
Indian agent and teacher Albert H. Kneale (1950) remembered
monotonous lessons at the turn of the century boarding school where
he worked in Oklahoma: Few of the pupils had any desire to learn to
read, for there was nothing to read in their homes Trend in Average
Reading Scores
The Reading First Provisions of the No Child Left Behind (NCLB) Act
of 2001 tended to emphasize phonics and despite billions of dollars
spent, reading scores have not increased much for, Native American,
Hispanic & Black students. U.S.A. Today 8/30/2006 Groups that
read better have higher incomes on average. The Effects of Poverty
on Childrens Ability to Read (4th Grade)
Not Eligible for Free or Reduced Lunch Eligible for Free or Reduced
Lunch SOURCE: National Center for Education Statistics, National
Assessment of Educational Progress (NAEP), 19922000 Reading
Assessments. Significantly differentfrom 2000. SOURCE: National
Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 19922000 Reading Assessments. Significantly
differentfrom 2000. SOURCE: National Center for Education
Statistics, National Assessment of Educational Progress (NAEP),
19922000 Reading Assessments. Significantly differentfrom 2000.
SOURCE: National Center for Education Statistics, National
Assessment of Educational Progress (NAEP), 19922000 Reading
Assessments. Significantly differentfrom 2000. Cecelia Fire Thunder
Addressing the NIEA in 2005
in Denver, Cecelia Fire Thunder, President of the Oglala Sioux,
spoke about how in her youth, her reading specialists were the
National Geographic and Readers Digest magazines to which her
parents subscribed. She got to practice her reading with them after
her parents got through with them. Lori Arviso Alvord, MD Dr.
Alvord, the first Navajo woman
surgeon and now an Associate Dean at Dartmouth MedicalSchool, is an
example of academic success for Indian students. Dr. Alvords road
to becoming a doctor was not easy. In her 1999 autobiography The
Scalpel and the Silver Bear she writes, Resilience &
Persistence
I made good grades in high school, but I had received a very
marginal education. I had a few good teachers, but teachers were
difficult to recruit to our schools and they often didnt stay long.
Funding was inadequate. I spent many hours in classrooms where, I
now see, very little was being taught. She was encouraged by a
friend to apply to Dartmouth. The Importance of Reading
Dr. Alvords education in Crownpoint Public Schools left her totally
unprepared for the physical and life sciences. After receiving the
only D of my entire life in calculus, I retreated from the sciences
altogether. What saved her was her strong reading background. She
writes, I read my way through the tiny local library and the vans
that came to our community from the Books on Wheels program,
encouraged by her parents to read and dream. She could even get out
of chores by reading. Evans, et al. (2010) found that Children
growing up in homes with many books get 3 years more schooling than
children from bookless homes, independent of their parents
education, occupation, and class. This is as great an advantage as
having university educated rather than unschooled parents, and
twice the advantage of having a professional rather than an
unskilled father. It holds equally in rich nations and in poor; in
the past and in the present; under Communism, capitalism, and
Apartheid; and most strongly in China. Data are from representative
national samples in 27 nations, with over 70,000 cases, analyzed
using multi-level linear and probit models with multiple imputation
of missing data. The Importance of Libraries
Students in high achieving schools: Get to visit school libraries
more often Are more likely to be able to take books home Are more
likely to have silent reading time in school Are more likely to be
able to make independent visits to the school library Middle income
youth own more than twice as many books and visit libraries more
than twice as often as low income youth. Schools in California have
less library books andspend less on books per student and have
fewer librarians than the national average. Community libraries in
California are under severe financial strain and some are closing.
However, politicians tend to blame Californias low reading test
scores on how reading is being taught. Documentary Filmmaker
Michael Moore writes, For kids who are exposed to books at home,
the loss of a library is sad. But for kids who come from
environments where people dont read, the loss of a library is a
tragedy that might keep them from every discovering the joys of
reador gathering the kind of information that will decide their lot
in life. Jonathan Kozol...has observed that school libraries remain
the clearest window to a world of noncommercial satisfactions and
enticements that most children in poor neighborhoods will ever
know. SOURCE: National Center for Education Statistics, National
Assessment of Educational Progress (NAEP), 19922000 Reading
Assessments. Significantly differentfrom 2000. A Navajo elder told
NAU Professor Dr.
Yazzie, You are asking questions about the reasons that we are
moving out of our language, I know the reason. The television is
robbing our children of languageOur children should not sit around
the television. She continues, The use of the native tongue is like
therapy, specific native words express love and caring. Knowing the
language presents one with a strong self-identity, a culture with
which to identify, and a sense of wellness. Who is Raising the
Children?
A Navajo elder told Dr. McCauley, television has ruined us. A long
time ago, they used to say, dont do anything negative or say
anything negative in front of children. It doesnt take that long
for a child to catch onto things like this. Therefore a mother and
a father shouldnt use harsh words in front of the children. These
daysthey see movies with people having sex in them and theyre
watching. In these movies they shoot each other. Movies are being
watched every day, but there is nothing good in it. The National
Reading Panels 2000 report found that there was common agreement
that fluency develops from reading practice. However it placed its
greatest emphasis on teaching phonics. In contrast to the National
Reading Panels
Report, the 2001 Reading and the Native American Learner Research
Report concluded: current research suggests that the relatively low
level of academic success among American Indian elementary and
secondary school students, as a group, is largely the result of
discontinuities between the cultures and language of these students
homes and the communities and the language and culture of
mainstream classrooms. American Indian students also tend to
perceive academic success as offering few extrinsic rewards, and
they are likely to view learning much of what is necessary to
succeed academically (such as the standard language and the
standard behavior practices of the school) as detrimental to their
own language, culture, and identity. Reverend S.D. Hinman after
visiting Indian schools reported in 1869 it is a wonder to me how
readily they learn to read our language; little fellows will read
correctly page after page of their school books, and be able to
spell every word, and yet not comprehend the meaning of a single
sentence and he complained about the monotony and necessary
sameness of the school-room duty. Hopi Edmund Nequatewa who
attended this school in the late 1890s related that I could read
all right, but many times I really wont understand what I was
reading about. Luther Standing Bear in his 1928 book My People the
Sioux complained that his students did better than the students of
white teachers who got all their knowledge from books but outside
of that, they knew nothing. He felt that The Indian children should
have been taught how to translate the Sioux tongue into English
properly; but the English teachers only taught them the English
language, like a bunch of parrots. While they could read all the
words placed before them, they did not know the proper use of them;
their meaning was a puzzle. Phonics not a Panacea An evaluation of
reading achievement around the world found that time spent in
voluntary reading was a strong predictor of reading achievement
along with reading in class, reading material in the school, having
a classroom library, borrowing more books from libraries,
comprehension instruction, number of books per student in the
school library, and emphasis on literature. Phonics, which NCLBs
Reading First emphasizes, was far down on the list (#41). The
Importance of Background Knowledge
and Context Mary had a little lamb. Its fleece was white as snow.
Mary had a little lamb. She spilled mint jelly on her dress. It was
such a difficult delivery that the vet needed a drink. Mary had
four dates and ate three of them. When children were asked the
purpose of reading, poor readers (i. e
When children were asked the purpose of reading, poor readers
(i.e., many ethnic minority children) were left with the
understanding that reading was decoding and vocalizing the words
correctly for the teacher. In contrast, middle-class children
learned that reading was garnering information. In my district,
fourth graders who can already read long and short vowel sounds
within the context of their readings are required to spend time
with worksheets categorizing these sounds. In these basals [that
her school used], each story seems to exist in its own vacuum,
unconnected to the common history and humanity of the many groups
within the American and global culture. (Fayden, 2005). The
National Reading Panel and NCLBs Reading First ignored what Sylvia
Ashton Warner learned in teaching Mori students in New Zealand
that: First words must have an intense meaning [for the child].
First words must be already part of the dynamic life [of the
child]. First books must be made of the stuff of the child himself,
whatever and wherever the child. (Teacher, 1963) Sylvia
Ashton-Warner taught Mori students in New Zealand and wrote about
her experiences in her 1963 book Teacher. She maintained that the
words that her students used to begin learning to read and write
should have deep emotional meaning to her students and come from
their experiences/lives. Linda Skinner (Choctaw) in her chapter
Teaching Through Traditions in Swisher & Tippeconnic's 1999
book Next Steps: Research and Practice to Advance Indian Education
writes that Teacher gave her valuable insights from her experiences
in recognizing and meeting the need for cultural relevance with her
Maori students in New Zealand. I believe every educator and parent
should read this book. Language Experience LE is an approach to
teaching reading that connects reading to real-life experiences of
the students. Students do an activity with their teacher and then
talk about it with the teacher who writes down what they say on a
chart or chalk board. What is written down becomes the material for
the reading lesson. It is long past time to remember what Luther
Standing Bear declared in 1933 about young Indians needing to be
doubly educated so that they learn to appreciate both their
traditional life and modern life. Polingaysi Qoyawayma in the
1930s
was told by her supervisors to use a canned curriculum to teach
only in English, but she wrote in her 1964 autobiography No Turning
Back, What do these white-man stories mean to a Hopi child? What is
a choo-choo to these little ones who have never seen a train? No! I
will not begin with the outside world of which they have no
knowledge. I shall begin with the familiar. The everyday things.
The things of home and family. Immediately, she began putting her
theory into practice
Immediately, she began putting her theory into practice. Instead of
cramming Little Red Riding Hood into the uncomprehending brains of
her small students, she substituted familiar Hopi legends, songs,
and stories. She taught her students a traditional action song and
the English words to it, which they sang together. The children
loved it. She also used these songs and stories to teach writing.
But Hopi parents objected, we send out children to school to learn
the white mans way, not Hopi. They can learn the Hopi way at home.
The Dick and Jane Readers were very popular in the 1950s
The Dick and Jane Readers were very popular in the 1950s. They used
a whole word or look-say approach that taught vocabulary as sight
words rather than having the student sound them out. They were
based on scientific research about how many times a word had to be
repeated for the student to learn the word. All the characters were
white and middle class. Books used in Indian schools in
the 1960s and before usually reflected an all-white middle class
culture that had no relation to Indian life. University of New
Mexico Professor Joseph Suina from Cochiti Pueblo described how
reading the Dick and Jane reading textbooks effected him: The Dick
and Jane reading series in the primary grades presented me with
pictures of a home with a pitched roof, straight walls, and
sidewalks. I could not identify with these from my Pueblo world.
However, it was clear I didnt have these things and what I did have
did not measure up. The Dick and Jane reading series in the primary
grades presented me with pictures of a home with a pitched roof,
straight walls, and sidewalks. I could not identify with these from
my Pueblo world. However, it was clear I didnt have these things
and what I did have did not measure up. At night, long after
grandmother went to sleep, I would lay awake staring at our crooked
adobe walls casting uneven shadows from the light of the fireplace.
The walls were no longer just right for me
The walls were no longer just right for me. My life was no longer
just right. I was ashamed of being who I was and I wanted to change
right then and there. Somehow it became so important to have
straight walls, clean hair and teeth, and a spotted dog to chase
after. I even became critical and hateful toward my bony, fleabag
of a dog. I loved the familiar and cozy surroundings of my
grandmothers house but now I imagined it could be a heck of a lot
better if only I had a white mans house with a bed, a nice couch,
and a clock. In school books, all the child characters ever did was
run around chasing their dog or a kite. They were always happy. As
for me, all I seemed to do at home was go back and forth with
buckets of water and cut up sticks for a lousy fire. Didnt the
teacher say that drinking coffee would stunt my growth? Why couldnt
I have nice tall glasses of milk so I could have strong bones and
white teeth like those kids in the books? Did my grandmother really
care about my well-being? The Whole Word Method of teaching reading
found in the Dick and Jane readers has been discredited (except for
sight words). Whole Language was popular for a time in the 1980s
and 1990s and now a phonics emphasis is being promoted by the No
Child Left Behind Act of 2001. Newbery Award winner and teacher Ann
Nolan Clark wrote, What a book says must be interesting to the
child who reads it or listens to it read to him. The story must be
vital to him. He must be able to live it as the pages turn. It must
enrich the world he knows and lead him into a wider, larger
unfamiliar world. Clarks 1941 Caldecott Medal book In My Mothers
House illustrated by Velino Herrera was written for her third grade
Tesuque Pueblo students. Whole Language Whole Language
Principles:
Content comes from student's own language and experience Listening,
speaking, reading and writing are taught together Active learning
strategies are used Read for pleasure Contents of Whole Language
Programs
Writing language experience stories Using familiar language Reading
strategy instruction (Phonics, etc.) Reading to students Silent
reading for enjoyment (SSR, DEAR, etc.) Sharing writing and
literature Writing every day Oral language practice Speak, read and
write for authentic (real) purposes Adapted from Sandra Fox's "The
Whole Language Approach" in J. Reyhner (Ed.), Teaching American
Indian Students, 1992 Why American English Can Be So
Difficult
The bandage was wound around the wound. The farm was used to
produce produce. The dump was so full that it had to refuse more
refuse. He could lead if he would get the lead out. The soldier
decided to desert his dessert in the desert. Since there is no time
like the present, he decided it was time to present the present. A
bass was painted on the head of the bass drum. When shot at, the
dove dove into the bushes. I did not object to the object. The
insurance was invalid for the invalid. What is a Ghoti? Author
George Bernard Shaw wrote a London Times article when he was
campaigning for spelling reform. He gave the following example: If
gh is pronounced f as in enough If o is pronounced i as in women If
ti is pronounced sh as in motion Then the correct way to spell fish
should be ghoti Except for the few students who enter kindergarten
already knowing how to read, schools need a strong program of
beginning reading instruction that teaches the alphabet, promotes
phonemic awareness, promotes the application of phonic rules that
have broad utility and that fit the students dialect of English,
and teaches high frequency sight words that dont follow common
phonic rules. Teachers need to make sure through language
experience or other instruction that the words students are asked
to read/decode are in their oral vocabulary. Filmmaker Michael
Moore writes, My dislike of school started somewhere around the
second month of first grade. My parentsand God Bless Them Forever
for doing thishad taught me to read and write by the time I was
four. So when I entered St. John's Elementary school, I had to sit
and feign interest while the other kids, like robots, sang,
A-B-C-D-E-F-G... Now I know my ABCs, tell me what you think of me!
Every time I heard that line, I wanted to scream out, Heres what I
think of youquit singing that damn song! I was bored beyond belief.
In Stupid White Men and Other Sorry Excuses for the State of the
Nation!, 2001 Advice To Parents Family members need to get involved
in reading to their preschool children and by their actions
demonstrate to their children that they embrace literacy as an
important part of life. 2. Students need frequent opportunities, in
and out of school, to read interesting books reflecting their own
experiential/cultural background as well as classic works of
childrens literature. It is critical that the process of teaching
of reading does not take the joy out of reading by making reading
instruction a matter of completing worksheets and decoding stories
that the students cannot relate to or find boring. Dr. Sandra Fox
Oglala Sioux educator Dr. Sandra Fox in her Creating Sacred Places
for Students curriculum asserts that reading to children is the
single most important activity that parents can provide to help
their children succeed in school. For teachers, she recommends: Use
reading materials that relate to childrens lives, to help them
understand that literature is experience written down and that it
is interesting to read. Strengthen and expand childrens language
abilities by providing them many opportunities to have new
experiences, to learn new words, and to practice oral language in
English and in their Native language. The Literacy Engagement
Framework (Jim Cummins, 2011) What Parents Can Do to Develop Their
Childs Vocabulary
Talk with your child often Tell your children traditional and other
stories Have your child use their imagination to make up and tell
you stories Have conversations about family and other photographs
Listen to your child and answer their questions Tell stories about
your childhood Visit historical sites, museums, art galleries,
zoos, and libraries with your child and talk to them about what
they see. Use accountable talk. Why do you think that is true? What
You Can Do to Help Your Child Learn to Read
Focus your childs attention on the sounds of spoken languages
through nursery rhymes & songs Play word games Make use of stop
signs, the McDonalds arches (M), & other readily visible
objects to familiarize your child with letters and writing Make an
alphabet book with your child Take your child to the library every
week Read to your child & talk about books that youve read
together Point out things about books like titles, authors,
illustrators, & where you start on a page to read To Read Well
Our Children Need:
Home Libraries Classroom Libraries School Libraries
Community/Public Libraries Our children need us to read to them and
encourage them to read. Avoid Readicide And Writicide Selected
References American Indian literacy & reading links. (2014).
Retrieved at Alvord, Lori Arviso, & Van Pelt, E. C. (1999). The
scalpel and the silver bear. New York: Bantam. Ashton Warner,
Sylvia. (1964). Teacher. Toronto: Bantam. Clark, Ann Nolan. (1969).
Journey to the people. New York: Viking. Cummins, Jim. (2011).
Putting the Evidence Back into Evidence-based Policies for
Underachieving Students. Language Policy Division, Directorate of
Education and Languages, DGIV, Council of Europe, Strasbourg.
Evans, M. D. R., Kelley, J., Sikora, J, & Treiman, D. J.
(2010). Family scholarly culture and educational success: Books and
schooling in 27 nations. Research in Social Stratification &
Mobility, 28(2), Fayden, Terese, (2005). How children learn:
Getting beyond the deficit myth. Boulder, CO: Paradigm. Fox, Sandra
J. (2000). Creating a sacred place to support young American Indian
and other learners (Vol. 1). Polson, MT: National Indian School
Board Association. Kneale, Albert H Indian Agent. Caldwell, ID:
Caxton. Krashen, S. (2004). The power of reading (2nd Ed.).
Westport, CN: Libraries Unlimited. Reyhner, Jon. (2014). American
Indian literacy & reading links. Retrieved at Reyhner, Jon.
(2001). Teaching reading to American Indian/Alaska students.
Charleston, WV: ERIC/CRESS. Selected References Continued
Reyhner, Jon, & Hurtado, D.S. (2008). Reading First, literacy,
and American Indian/Alaska Native students. Journal of American
Indian Education, 47(1), Seaman, P. David, (Ed.). (1993). Born a
chief: The nineteenth century Hopi boyhood of Edmund Nequatewa, as
told to Alfred F. Whiting. Tucson: University of Arizona Press.
Standing Bear, Luther. (1928). My people the Sioux. Edited by E. A.
Brininstool. Boston: Houghton Mifflin. St. Charles, J., &
Costantino, M. (2000). Reading and the Native American Learner:
Research Report. Olympia, WA: Office of the Superintendent of
Public Instruction, Office of Indian Education. Suina, Joseph H.
(1988). Epilogue: And then I went to school. In R. Cocking & J.
P. Mestre (Eds.), Linguistic and cultural influence on learning
mathematics. Hillsdale, NJ: Erlbaum. Qyawayma, Polingaysi.
(Elizabeth Q. White) (as told to Vada F. Carlson). (1964). No
turning back: A Hopi Indian woman's struggle to live in two worlds.
Albuquerque: University of New Mexico Press. Promoting ELL (English
Language Learner) parental involvement