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10/15/2017
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Dr. J. Richard Gentry [email protected]
My Website: http://jrichardgentry.com
My Blog: Raising Readers, Writers, and
Spellers | Psychology Today
My Facebook Fan
Page: JRichardGentry.com | Facebook
Follow me on Twitter: Richard Gentry
(RaiseReaders) on Twitter
Author, Researcher, Educational Consultant Mobile, AL
Four Powerful 2017 Evidence-based Ways to Scaffold:
• Scaffold by making the Reading—Writing Connection.
• Scaffold with a secure Developmental Track.
• Scaffold by Monitoring Developmental Progress and Targeting Instruction.
• Scaffold with Explicit Spelling Instruction.
• Scaffold with Motivation.
Survey
1. At minimum the basic brain circuitry for independent proficient reading should be in place at the end of what grade level?
A. Grade 1
B. Grade 2
C. Grade 3
Survey
2. What type of word study is most important for fluent reading?
A. Word study for Decoding/Encoding using Spelling
B. Word study for Sight Word Recognition
C. Word study for Phonics
D. Word study for Vocabulary
Survey
3. What brain function sparks the reading circuitry in the fluent reading brain?
A. Sight Word Recognition (lexical pathway)
B. Spelling Knowledge (phonological pathway)
C. Comprehension
D. Decoding
Survey
4. What has just been proven this year to be a direct pathway to improving reading scores at the end of first grade?
A. Phonological Awareness
B. Invented Spelling
C. Alphabet Knowledge
D. Phonics
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Scaffold with the Reading—Writing Connection
In 1982 Marie Clay issued a call to find the writing connection to reading instruction: Could we capitalize on the potential for beginning writing to complement learning to read?
Scaffold with the Reading—Writing Connection
In 1982 Marie Clay issued a call to find the writing connection to reading instruction: Could we capitalize on the potential for beginning writing to complement learning to read?
KID WRITING!
Five Developmental Phases!
In 1998 Marie Clay recommended “leading children back…to a more secure developmental track, that is, to the recovery of a more normal trajectory.”
PHASE OBSERVATION! 0 1 2 3 4
Reading (decoding), spelling (encoding), and writing aren’t just subjects in school, they are
brain functions. How spelling drives the beginning reader’s brain?
Functional Anatomy of Single Word Reading
Adapted from: Pugh et al. (2000)
Occipito-Temporal Region
Word identification
Visual Word Form System
Temporo-Parietal Region
-Rule-based grapheme-to-phoneme analysis
-Semantic processing
Inferior Frontal Gyrus
-Phonological mapping
-Semantic processing
Functional Anatomy of Single Word Reading
What does early spelling development look like?
5 Developmental Phases of Spelling (encoding) and Word
Reading (decoding).
Different lines of independent research discovered the same 5 phases for word reading (decoding) and for
invented spelling (encoding).
Invented spelling is often easier for monitoring children’s progress because it’s a footprint of how the
brain is processing print.
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Five Phases of Writing, Spelling and Reading
Phase 0 : No Letter Use
Expected in Preschool • Wavy writing and loopy writing-scribbling
• Child cannot write his or her name
Example:
Phase 1
Phase 1: Nonalphabetic Letter Use
Expected in first half of Kindergarten
• Random letters on the page • Use of letters but no match to sounds
Example:
Phase 2
Phase 2: Partial Alphabetic Writing
(using beginning, ending or a few letters for sounds)
Expected in second half of kindergarten
• HMT for Humpty
• DPD for Dumpty
Example:
Phase 3 Phase 3: Full Alphabetic Writing (a letter for each sound) Expected in first half of First
Grade • CAM for Came
• NIT for Night
• Child writes a letter for each of the sounds
Example:
Phase 4
Phase 4: Writing in Chunks of Spelling Patterns
Expected by the end of First Grade • EVREWHAIR for Everywhere
• Child writes EV then RE in a chunk
• Child analogizes with AIR and writes WHAIR
• Child consolidates the sounds into chunks
of spelling patterns
The Power of Chunking Note: A child develops a dictionary
in the brain of words and chunks of spelling patterns.
What happens in your brain when
you see this word?
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SEIKOOCDNAMAERCECI
ICECREAMANDCOOKIES
Florida
Floreda
Reading and Writing Connections through the Phases
The next 5 slides show: • How Word Reading develops in each phase • How Phonemic Awareness develops in each
phase • The range of Guided Reading Levels expected in
each phase • Minimal level when each phase is expected in
kindergarten or first grade
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Breaking News! Landmark Study Finds Better Path to
Reading Success
Ouelette, G. & Sénéchal, M. (2017). Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy
https://www.psychologytoday.com/blog/raising-readers-writers-and-spellers/201703/landmark-study-finds-better-path-reading-success
Ouelette, G. & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in grade 1: A new Pathway to literacy, or just the same road, less known? Developmental Psychology. 53 (1) 77– 88. http://dx.doi.org/10.1037/dev0000179
Scaffold by Stretching Though a Word with a Moving Target
Teacher emphasizes Child writes
lightning l
lightning lt (child adds t)
lightning ltn (child add n)
lightning ltng (child adds g)
Sometimes saying “Watch my mouth,” Speaking the target sound louder Elongating or dragging the target sound. HERE’S HOW TO HELP KID WRITER: spell LTNG FOR LIGHTNING.
From Kid Writing in the 21st Century by Eileen Fledgus, Isabell Cardonick, and Richard Gentry, (Hameray Education Group, 2017)
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Stretching Through a Moving Target
Scaffold with Magic Lines.
Scaffold with Adult Underwriting connecting to reading.
Tooth Fairy One night I was in my bed and the Tooth Fairy came.
Write or Tape Underwriting Under the Child’s Piece
Have the child read the conventional piece over and over.
Scaffold with Kid Crowns
Meet our latest renditions of Kid Crowns –equally exciting, but more user-friendly! King of ing Wiz of is Star of are and Fuzz of was
Some teachers prefer using coffee cans with words attached to removable paint stirrers or written on tongue depressors.
King of ing / Wis of is / Star of are / Fuzz of was
Scaffold with Rhyming Houses
Scaffold by starting early, teacher modeling , and meeting them where they are.
• First Week of Kindergarten
• Building Confidence
• Inviting everyone to write
• Meeting them where they
are
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Scaffold by helping kid writers
move to the next phase.
Phase 0
Phase 1
Phase 2
Scaffold with “Close Look Assessments”
Phase 3 (a letter for each sound) Phase 4 (chunks)
Rth (earth) = Phase 3
qhaks (quakes) = Phase 3
log (long) = Phase 3
tim (time)= Phase 3
mac (make) = Phase 3
kel (kill) = Phase 3
pepl (people) = Phase 3
Sanfrinsiskou (San Francisco) = Phase 4
hapin (hapin) = Phase 4
Scaffold with Mini-Lessons/Author’s Chair
• Compliment his story/information.
• Short vowel chunk ill. (He used kel for kill.) -ill rhyming house
• are (He used aur for are.)
Tap-Slap-Stomp-Clap
• Capitalize the beginning of each sentence.
• Compliment his use of periods. (.)
Mariah entered kindergarten as a Phase 1 writer.
Teacher Publishing for Reading and Rereading :
It was a sunny day.
It was a sunny day.
End of her kindergarten year—a strong, independent, Phase 3 writer.
Teacher Publishing for Reading and Rereading:
Tuesday, my tooth was wiggling. When it was in my mouth, it bled. When it fell out, it stopped bleeding. My mom gently pulled it out with a paper towel and I was happy that it fell out.
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Does handwriting matter?
Image from What’s Lost as Handwriting Fades NYTs By MARIA KONNIKOVA JUNE 2, 2014
We have spell checks! We don’t need to teach spelling!
Sum won tolled me eye wood knot knead too learn two spell. Computers dew it four us!
Beware of auto-correct!
There’s no substitute for human brains doing the thinking!
Scaffold with Handwriting Instruction
Handwriting instruction for kindergarten and first-grade students:
• Adult modeling of letter formation
• Use of consistent visual and verbal cues
• Repeated practice with immediate adult feedback
• Peer modeling and support
• Self-evaluation
Scaffold with simplified letter-formation language.
Follow the Zaner-Bloser format, to the tune of “If You’re Happy and You Know It, Clap Your Hands”:
• Always start your letters at the top
• Always start your letters at the top
• When you write a letter, you’ll get better, better, better
• If you always start your letters at the top.
Scaffold with simplified letter-formation language.
b Tall down, circle around
c Half-circle around
d Circle around, tall down
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What does the research say?
• “When we write, a unique neural circuit is automatically activated.”
• “There is a core recognition of the gesture in the written word, a sort of recognition by mental simulation in your brain.
• “And it seems that this circuit is contributing in unique ways (to reading circuitry) that we didn’t realize”.
• “Learning (to read) is made easier.” Stanislas Dehaene, renown psychologist at the Collège de France in Paris
What about older students?
Is handwriting still essential in the Keyboard Age?
Keyboarding versus Handwriting for Note Taking?
What about older students?
Is handwriting still essential in the Keyboard Age?
YES!
Keyboarding versus Handwriting for Note Taking?
Handwriting!
Dr. Virginia Berninger Brain scanning research professor of educational
psychology at the University of Washington
• “What we’re advocating is teaching children to be hybrid writers,” said Dr. Virginia Berninger, “manuscript first for reading — it transfers to better word recognition — then cursive for spelling and for composing. Then, starting in late elementary school, touch-typing.”
What About Spelling? Today, we know…
“Spelling to read” is a scientifically based way to improve reading instruction.
(“If you can spell it you can read it.” J. Richard Gentry)
Teaching spelling increases reading scores—from kindergarten through college level.
Teaching spelling improves the detail of the word representation in memory (in the dictionary in the brain).
Functional Anatomy of Single Word Reading
Adapted from: Pugh et al. (2000)
Occipito-Temporal Region
Word identification
Visual Word Form System
Temporo-Parietal Region
-Rule-based grapheme-to-phoneme analysis
-Semantic processing
Inferior Frontal Gyrus
-Phonological mapping
-Semantic processing
Functional Anatomy of Single Word Reading
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Scaffold with Systematic Grade by Grade Spelling Instruction.
Q & A
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Thank You! J. Richard Gentry, Ph.D.
Mobile, Alabama Email: [email protected] Website: JRichardGentry.com Connect with me on Facebook http://www.facebook.com/J.Richard.Gentry
Follow me on Twitter http://twitter.com/RaiseReaders
Read my blog on PsychologyToday.com http://www.psychologytoday.com/blog/raising-readers-writers-and-spellers
