Implementing New Discoveries about Reading and Reading Instruction in a Coherent Reading Plan

Implementing New Implementing New Discoveries about Reading Discoveries about Reading

and Reading Instruction in a and Reading Instruction in a Coherent Reading PlanCoherent Reading Plan

Dr. Joseph K. TorgesenDr. Joseph K. Torgesen

FSU and Florida Center for Reading ResearchFSU and Florida Center for Reading Research

BYU & Provo City School, March, 2004BYU & Provo City School, March, 2004

First ReaderFirst ReaderBy Billy CollinsBy Billy Collins

I can see them standing politely on the wide pages that I was still learning to I can see them standing politely on the wide pages that I was still learning to turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball or exploring the cosmos of the backyard, unaware they are the first characters, or exploring the cosmos of the backyard, unaware they are the first characters, the boy and girl who begin fiction.the boy and girl who begin fiction.

Beyond the simple illustrations of their neighborhood, the other protagonists Beyond the simple illustrations of their neighborhood, the other protagonists were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams carrying a fishing rod, Emma Bovary riding into Rouen.carrying a fishing rod, Emma Bovary riding into Rouen.

But I would read about the perfect boy and his sister even before I would read But I would read about the perfect boy and his sister even before I would read about Adam and Eve, garden and gate, and before I heard the name Gutenberg, about Adam and Eve, garden and gate, and before I heard the name Gutenberg, the type of their simple talk was moving into my focusing eyes.the type of their simple talk was moving into my focusing eyes.

It was always Saturday and he and she were always pointing at something It was always Saturday and he and she were always pointing at something and shouting, “Look!” pointing at the dog, the bicycle, or at their father as and shouting, “Look!” pointing at the dog, the bicycle, or at their father as he pushed a hand mower over the lawn, waving at aproned mother framed he pushed a hand mower over the lawn, waving at aproned mother framed in the kitchen doorway, pointing toward the sky, pointing at each other.in the kitchen doorway, pointing toward the sky, pointing at each other.

They wanted us to look but we had looked already and seen the shaded They wanted us to look but we had looked already and seen the shaded lawn, the wagon, the postman. We had seen the dog, walked, watered and lawn, the wagon, the postman. We had seen the dog, walked, watered and fed the animal, and now it was time to discover the infinite, clicking fed the animal, and now it was time to discover the infinite, clicking permutations of the alphabet’s small and capital letters. Alphabetical permutations of the alphabet’s small and capital letters. Alphabetical ourselves in the rows of classroom desks, we were forgetting how to look, ourselves in the rows of classroom desks, we were forgetting how to look, learning how to read.learning how to read.

The most important goal of this talk:The most important goal of this talk:

To share some information and ideas about reading, To share some information and ideas about reading, reading growth, and reading instruction that will address reading growth, and reading instruction that will address the need for initial, the need for initial, consistently high quality classroom consistently high quality classroom instructioninstruction as the first step in prevention of reading as the first step in prevention of reading difficulties, and a difficulties, and a set of supplemental instructional and set of supplemental instructional and practice activitiespractice activities as the second necessary element. as the second necessary element.

With the goal being to maximize instructional With the goal being to maximize instructional efficiency and power for all childrenefficiency and power for all children

Why is this a good time to be thinking Why is this a good time to be thinking abut ways to improve our programs of abut ways to improve our programs of reading instruction?reading instruction?1. Far too many poor and minority children are 1. Far too many poor and minority children are

being “left behind” when it comes to growth being “left behind” when it comes to growth of proficient reading skillsof proficient reading skills

Right now, all over the United States, we are leaving too Right now, all over the United States, we are leaving too many children behind in reading—2003 NAEP resultsmany children behind in reading—2003 NAEP results

10 20 30 40 50 60 70 80 90 10010 20 30 40 50 60 70 80 90 100

WhiteWhite

Percent of Students Performing Below Basic Level - 37%Percent of Students Performing Below Basic Level - 37%

BlackBlack

HispanicHispanic

PoorPoor

Non-poorNon-poor

5757

6161

2626

5656

2525

And, a large share of those children come from poor and And, a large share of those children come from poor and minority homesminority homes

2929

NANA

4949

2626

6464

““Current difficulties in reading Current difficulties in reading largely originate from rising largely originate from rising demands for literacy, not from demands for literacy, not from declining absolute levels of declining absolute levels of literacy” literacy” Report of the National Research CouncilReport of the National Research Council

The nature of our current reading crises….The nature of our current reading crises….

Increasing demands for higher Increasing demands for higher levels of literacy in the levels of literacy in the workforce require that we workforce require that we do do better than we have ever done better than we have ever done beforebefore in teaching all children in teaching all children to read well.to read well.

2. Prevention of reading problems is far 2. Prevention of reading problems is far more effective and humane than trying to more effective and humane than trying to remediate after children failremediate after children fail

1. Far too many poor and minority children are 1. Far too many poor and minority children are being “left behind” when it comes to growth being “left behind” when it comes to growth of proficient reading skillsof proficient reading skills

Why is this a good time to be thinking Why is this a good time to be thinking abut ways to improve our programs of abut ways to improve our programs of reading instruction?reading instruction?

Reading Reading stimulates stimulates general general cognitive cognitive growth—growth—particularly particularly verbal skillsverbal skills

3. New discoveries from scientific research 3. New discoveries from scientific research about reading can provide the basis for about reading can provide the basis for improved outcomes for all children improved outcomes for all children

2. Prevention of reading problems is far 2. Prevention of reading problems is far more effective and humane than trying to more effective and humane than trying to remediate after children failremediate after children fail

1. Far too many poor and minority children are 1. Far too many poor and minority children are being “left behind” when it comes to growth being “left behind” when it comes to growth of proficient reading skillsof proficient reading skills

Why is this a good time to be thinking Why is this a good time to be thinking abut ways to improve our programs of abut ways to improve our programs of reading instruction?reading instruction?

How the “new research” is How the “new research” is different--different--1. It is much, much more extensive1. It is much, much more extensive

2. It has been much better funded, so it has 2. It has been much better funded, so it has been of higher quality – better measures, been of higher quality – better measures, longitudinal designs, larger samples of longitudinal designs, larger samples of childrenchildren

3. It has involved a convergence of findings 3. It has involved a convergence of findings from both from both basic science on the nature of basic science on the nature of readingreading and from and from instructional studies instructional studies that implement those findingsthat implement those findings

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

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 PanelReading Panel

Available from:Available from:

National Institute for National Institute for LiteracyLiteracy

1-800-228-88131-800-228-8813

EdPubOrders@[email protected]

www.nifl.govwww.nifl.gov

The top 5 discoveriesThe top 5 discoveries

1. It is very important for young children to acquire strong 1. It is very important for young children to acquire strong phonemic decoding skills early in reading developmentphonemic decoding skills early in reading development

2. Many children struggle in learning “phonics” because of lack of 2. Many children struggle in learning “phonics” because of lack of skill and/or preparation in phonemic awarenessskill and/or preparation in phonemic awareness

3. Children must become accurate readers early in development 3. Children must become accurate readers early in development in order to become fluent readers by 3in order to become fluent readers by 3rdrd grade – and fluency is grade – and fluency is important for comprehensionimportant for comprehension

4. The large individual differences in oral language vocabulary 4. The large individual differences in oral language vocabulary that arise from pre-school experiences begin to exert a that arise from pre-school experiences begin to exert a powerful influence on comprehension by grade three.powerful influence on comprehension by grade three.

5. Many children must be taught explicitly and directly how to 5. Many children must be taught explicitly and directly how to “think” about what they are reading to improve comprehension“think” about what they are reading to improve comprehension

Effective early reading instruction must build reading Effective early reading instruction must build reading skills in five important areasskills in five important areas

Phonemic AwarenessPhonemic Awareness

PhonicsPhonics

FluencyFluency

VocabularyVocabulary

Comprehension strategiesComprehension strategies

Identifying words Identifying words accurately and accurately and fluentlyfluently

Constructing Constructing meaning meaning once words once words are identifiedare identified

What we know from science about the growth of What we know from science about the growth of reading skills:reading skills:

1. It is very important to get off to a strong start in learning to 1. It is very important to get off to a strong start in learning to read during early elementary schoolread during early elementary school

Children who “catch on to reading” early get much more Children who “catch on to reading” early get much more reading practice than those who “catch on” late reading practice than those who “catch on” late

Children who “catch on early” are more accurate readers-Children who “catch on early” are more accurate readers-accuracy is important as children form memories for words accuracy is important as children form memories for words that allow them to identify them at a single glancethat allow them to identify them at a single glance

Children who read more have more opportunities to add Children who read more have more opportunities to add words to their vocabularywords to their vocabulary

Children who “catch on to reading” early develop stronger Children who “catch on to reading” early develop stronger motivation for readingmotivation for reading

What we know from science about the growth of What we know from science about the growth of reading skills:reading skills:

1. It is very important to get off to a strong start in learning to 1. It is very important to get off to a strong start in learning to read during early elementary schoolread during early elementary school

““From all these different perspectives, two inescapable From all these different perspectives, two inescapable conclusions emerge. The first is that mastering the conclusions emerge. The first is that mastering the alphabetic principle is essential to becoming proficient alphabetic principle is essential to becoming proficient in the skill of reading….”in the skill of reading….” (Rayner, et al., 2001)(Rayner, et al., 2001)

2. It is critical that children acquire skill in use of the 2. It is critical that children acquire skill in use of the alphabetic principle to help accurately identify unknown alphabetic principle to help accurately identify unknown words early in development of reading skillwords early in development of reading skill

Raynor, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. 2001. Raynor, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. 2001. How psychological science informs the teaching of reading. How psychological science informs the teaching of reading. Psychological Science Psychological Science in the Public Interest, 2:in the Public Interest, 2: 31-73. 31-73.

What we know about the growth of reading skills:What we know about the growth of reading skills:

1. It is very important to get off to a strong start in learning 1. It is very important to get off to a strong start in learning to read during early elementary schoolto read during early elementary school

3. Children who are delayed in the development of 3. Children who are delayed in the development of alphabetic understanding and skill struggle to become alphabetic understanding and skill struggle to become fluent readersfluent readers

2. It is critical that children acquire skill in use of the 2. It is critical that children acquire skill in use of the alphabetic principle to help accurately identify unknown alphabetic principle to help accurately identify unknown words early in development of reading skillwords early in development of reading skill

4. Accurate and fluent word reading skills contribute 4. Accurate and fluent word reading skills contribute importantly to the development of reading importantly to the development of reading comprehensioncomprehension

““In fact, the automaticity with which In fact, the automaticity with which skillful readers recognize words is the skillful readers recognize words is the key to the whole system…The reader’s key to the whole system…The reader’s attention can be focused on the attention can be focused on the meaning and message of a text only meaning and message of a text only to the extent that it’s free from fussing to the extent that it’s free from fussing with the words and letters.”with the words and letters.”

Marilyn AdamsMarilyn Adams


5. Oral language vocabulary and other forms of verbal and 5. Oral language vocabulary and other forms of verbal and conceptual knowledge also contribute importantly to the conceptual knowledge also contribute importantly to the development of reading comprehension. development of reading comprehension.

Relationship between Vocabulary Score Relationship between Vocabulary Score (PPVT) measures in Kindergarten and later (PPVT) measures in Kindergarten and later

reading comprehensionreading comprehension

End of Grade One -- .45End of Grade One -- .45

End of Grade Four -- .62End of Grade Four -- .62

End of Grade Seven End of Grade Seven -- .69-- .69

The relationship of vocabulary to reading The relationship of vocabulary to reading comprehension gets stronger as reading comprehension gets stronger as reading material becomes more complex and the material becomes more complex and the vocabulary becomes becomes more vocabulary becomes becomes more extensive extensive (Snow, 2002)(Snow, 2002)



6. Children must also develop and actively use a variety of 6. Children must also develop and actively use a variety of comprehension monitoring and comprehension building comprehension monitoring and comprehension building strategies to reliably construct the meaning of text.strategies to reliably construct the meaning of text.



6. Children must also develop and actively use a variety of 6. Children must also develop and actively use a variety of comprehension monitoring and comprehension building comprehension monitoring and comprehension building strategies to reliably construct the meaning of text.strategies to reliably construct the meaning of text.

7. Motivation for learning to read is important to early reading 7. Motivation for learning to read is important to early reading development, and continued motivation to read is critical for development, and continued motivation to read is critical for reading development after basic skills are well established – reading development after basic skills are well established – growth of reading skills after 3-4growth of reading skills after 3-4thth grade is heavily grade is heavily influenced by amount of reading the child does.influenced by amount of reading the child does.

Our ultimate goal is to help every child acquire the Our ultimate goal is to help every child acquire the knowledge, skills, and attitudes that lead to proficient knowledge, skills, and attitudes that lead to proficient reading comprehensionreading comprehension

““Acquiring meaning from written text”Acquiring meaning from written text”Gambrell, Block, and Pressley, 2002Gambrell, Block, and Pressley, 2002

““the process of extracting and constructing the process of extracting and constructing meaning through interaction and involvement with meaning through interaction and involvement with written language”written language”Sweet and Snow, 2002Sweet and Snow, 2002

““thinking guided by print”thinking guided by print”Perfetti, 1985Perfetti, 1985

What skills, knowledge, and

attitudes are required for good

reading comprehension?

What we know about the factors that What we know about the factors that affect reading comprehensionaffect reading comprehension

Proficient comprehension of text is influenced by:Proficient comprehension of text is influenced by:

Accurate and fluent word reading skillsAccurate and fluent word reading skills

Oral language skills (vocabulary, linguistic comprehension)Oral language skills (vocabulary, linguistic comprehension)

Extent of conceptual and factual knowledgeExtent of conceptual and factual knowledge

Knowledge and skill in use of cognitive strategies to Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.improve comprehension or repair it when it breaks down.

Reasoning and inferential skillsReasoning and inferential skills

Motivation to understand and interest in task and Motivation to understand and interest in task and materialsmaterials

Knowledge and Strategies for Knowledge and Strategies for Linguistic comprehensionLinguistic comprehension

Word reading fluency and accuracyWord reading fluency and accuracy

Motivation and interestMotivation and interest

XX

XX

==Reading ComprehensionReading Comprehension

Reading Reading ComprehensionComprehension

KnowledgeKnowledge FluencyFluency

MetacognitionMetacognition

LanguageLanguage

•ProsodyProsody•Automaticity/RateAutomaticity/Rate•AccuracyAccuracy•DecodingDecoding•Phonemic AwarenessPhonemic Awareness

•Oral Language SkillsOral Language Skills•Knowledge of Language Knowledge of Language StructuresStructures•VocabularyVocabulary•Cultural InfluencesCultural Influences

•Life ExperienceLife Experience•Content KnowledgeContent Knowledge•Activation of Prior Activation of Prior KnowledgeKnowledge•Knowledge about Knowledge about TextsTexts

•Motivation & Motivation & EngagementEngagement•Active Reading Active Reading StrategiesStrategies•Monitoring StrategiesMonitoring Strategies•Fix-Up StrategiesFix-Up Strategies

The development of proficient reading skill: The development of proficient reading skill: the ideal developmental paththe ideal developmental path

KK 11 22 33 44 55 66 77 88 99 1010 11 11 12 12

Alphabetic Alphabetic Principle Principle and other and other word word reading reading strategiesstrategies

Acquisition of Acquisition of FluencyFluency

Development of Vocabulary, Knowledge and Thinking SkillsDevelopment of Vocabulary, Knowledge and Thinking Skills

Development of attitudes—-----motivation, interest, curiosityDevelopment of attitudes—-----motivation, interest, curiosity

Application: To be successful in “leaving Application: To be successful in “leaving no child behind” schools must do at least no child behind” schools must do at least three things well: three things well:

1. Increase the quality and consistency of 1. Increase the quality and consistency of instruction in every K-3 classroominstruction in every K-3 classroom

2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling readersreading growth to identify struggling readers

3. Provide more intensive interventions to 3. Provide more intensive interventions to “catch up” the struggling readers“catch up” the struggling readers

To be successful in “leaving no child To be successful in “leaving no child behind” schools must do at least three behind” schools must do at least three things well: things well:




Improving the quality and consistency of Improving the quality and consistency of instruction in every K-3 classroom: BIG IDEASinstruction in every K-3 classroom: BIG IDEAS

1. Select a core reading program that implements 1. Select a core reading program that implements instructional content and strategies consistentlyinstructional content and strategies consistently

2. Provide strong support for the implementation of 2. Provide strong support for the implementation of the core program with fidelity and consistencythe core program with fidelity and consistency

What are the advantages of having an What are the advantages of having an evidence-based core program as the base?evidence-based core program as the base?

Teaching reading to at-risk children is a very Teaching reading to at-risk children is a very complex activity that requires a curriculum that complex activity that requires a curriculum that ““includes explicit instructional strategies, includes explicit instructional strategies, coordinated instructional sequences, ample practice coordinated instructional sequences, ample practice opportunities and aligned student materials”. opportunities and aligned student materials”. This is This is very difficult and too time consuming for most very difficult and too time consuming for most teachers to construct on their own.teachers to construct on their own.

““A well developed curriculum that blends explicit A well developed curriculum that blends explicit instructional strategies within a coherent instructional strategies within a coherent instructional design acts as instructional design acts as an important scaffoldan important scaffold to to guide teacher behaviors so they will be more guide teacher behaviors so they will be more consistent with the principles of effective consistent with the principles of effective instruction.”instruction.”

A high-quality core reading program A high-quality core reading program can provide a kind of on-going can provide a kind of on-going professional development for teachers professional development for teachers in the critical elements and methods of in the critical elements and methods of instruction for phonemic awareness, instruction for phonemic awareness, phonics, fluency, vocabulary, and phonics, fluency, vocabulary, and comprehension strategiescomprehension strategies

““Interestingly, many seasoned teachers commented Interestingly, many seasoned teachers commented that their abilities to teach phonics flexibly and that their abilities to teach phonics flexibly and responsively were grounded in experiences they responsively were grounded in experiences they had as novices working with reading programs that had as novices working with reading programs that featured a systematic phonics component.”featured a systematic phonics component.” (Villaume (Villaume & Brabham, 2003)& Brabham, 2003)

This strategy involves a delicate balancing act requiring This strategy involves a delicate balancing act requiring not only scientific knowledge but also common sense not only scientific knowledge but also common sense and sensitive leadershipand sensitive leadership

Need and capability of

Need and capability of

experienced, excellent

experienced, excellent

teacher for autonomy to

teacher for autonomy to

deliver fluid, responsive

deliver fluid, responsive

instructioninstruction

Need and capability of Need and capability of experienced, excellent experienced, excellent teacher for autonomy to teacher for autonomy to deliver fluid, responsive deliver fluid, responsive instructioninstruction

Need for less experienced Need for less experienced teachers for support and teachers for support and guidance in instructional guidance in instructional routines and sequencesroutines and sequences

with


Needs of many children

Needs of many children

for explicit and for explicit and

systematic instruction in

systematic instruction in

alphabeticsalphabetics


Needs of many children Needs of many children for explicit and for explicit and systematic instruction in systematic instruction in alphabeticsalphabetics

Need for holistic reading Need for holistic reading and writing experiences and writing experiences that are instructive, that are instructive, enriching, and motivationalenriching, and motivational

with


Needs of some children

Needs of some children

for substantial for substantial

instruction and instruction and

guidance in acquiring

guidance in acquiring

word level reading skills

word level reading skills


Needs of some children Needs of some children for substantial instruction for substantial instruction and guidance in acquiring and guidance in acquiring word level reading skillsword level reading skills

Needs of other children for Needs of other children for much less systematic and much less systematic and explicit instruction in this explicit instruction in this area and more area and more opportunities to “fly” with opportunities to “fly” with higher level reading and higher level reading and writing taskswriting tasks

with


““The right answer is the hard answerThe right answer is the hard answer – The solution – The solution for helping struggling readers succeed is to cultivate for helping struggling readers succeed is to cultivate a population of teachers who are very knowledgeable a population of teachers who are very knowledgeable about how children learn to read and who are adept about how children learn to read and who are adept at applying their understanding of reading acquisition at applying their understanding of reading acquisition to the assessment and instruction of individual to the assessment and instruction of individual children.” children.”

Because of the need for good judgment and Because of the need for good judgment and differentiated instruction….differentiated instruction….

Improving the quality and consistency of Improving the quality and consistency of instruction in every K-3 classroom: BIG IDEASinstruction in every K-3 classroom: BIG IDEAS

1. Select a core reading program that implements 1. Select a core reading program that implements instructional content and strategies consistentinstructional content and strategies consistent

2. Provide strong support for the implementation of 2. Provide strong support for the implementation of the core program with fidelity and consistencythe core program with fidelity and consistency

3. Provide professional development to improve 3. Provide professional development to improve teachers “broad and deep” knowledge of teachers “broad and deep” knowledge of reading, reading instruction, reading reading, reading instruction, reading assessment, reading interventionsassessment, reading interventions

Because of the findings from scientifically Because of the findings from scientifically based research in reading, we are asking based research in reading, we are asking teachers to change the way many have teachers to change the way many have

been teaching reading in their been teaching reading in their classrooms. classrooms.

The most significant change will be The most significant change will be toward instruction that teaches each of toward instruction that teaches each of

the major components in a the major components in a more more explicit, and more systematicexplicit, and more systematic way. way.

“…“…. Although some children . Although some children will learn to read in spite of will learn to read in spite of incidental teaching, others incidental teaching, others never learnnever learn unless they are unless they are taught in an organized, taught in an organized, systematic, efficient way by a systematic, efficient way by a knowledgeable teacherknowledgeable teacher using using a a well-designed instructionalwell-designed instructional approach.” approach.” (Moats, 1999)(Moats, 1999)

What we know about reading instruction:What we know about reading instruction:

1. Systematic and explicit approaches to instruction are 1. Systematic and explicit approaches to instruction are consistently more effective than approaches that depend consistently more effective than approaches that depend on student discovery and inference.on student discovery and inference.

““From all these different perspectives, two From all these different perspectives, two inescapable conclusions emerge. The first is that inescapable conclusions emerge. The first is that mastering the alphabetic principle is essential to mastering the alphabetic principle is essential to becoming proficient in the skill of reading….becoming proficient in the skill of reading….

This seems to be especially the case for children This seems to be especially the case for children who are at risk in some way for having difficulty who are at risk in some way for having difficulty learning to readlearning to read

and the second is that instructional techniques and the second is that instructional techniques (namely phonics) that teach this principle directly are (namely phonics) that teach this principle directly are more effective than those that do not.” more effective than those that do not.” (Rayner, et al., 2001)(Rayner, et al., 2001)

What we know about reading instruction:What we know about reading instruction:

1. Systematic and explicit approaches to instruction 1. Systematic and explicit approaches to instruction are consistently more effective than approaches are consistently more effective than approaches that depend on student discovery and inference.that depend on student discovery and inference.

2. The need for explicit instruction extends beyond 2. The need for explicit instruction extends beyond phonics to fluency, vocabulary and comprehension phonics to fluency, vocabulary and comprehension strategiesstrategies

Bringing Bringing Words to LifeWords to Life

Isabel BeckIsabel Beck

M. McKeownM. McKeown

L. KucanL. Kucan

Guilford PressGuilford Press

Big ideas from “Bringing Words to Life”Big ideas from “Bringing Words to Life”

First-grade children from higher SES groups First-grade children from higher SES groups know about twice as many words as lower SES know about twice as many words as lower SES childrenchildrenHigh school seniors near the top of their class High school seniors near the top of their class knew about four times as many words as their knew about four times as many words as their lower performing classmateslower performing classmates

High-knowledge third graders have High-knowledge third graders have vocabularies about equal to lowest-performing vocabularies about equal to lowest-performing 1212thth graders gradersIndividual differences in vocabulary have a Individual differences in vocabulary have a powerful impact on reading comprehension powerful impact on reading comprehension beginning about third gradebeginning about third grade

Big ideas from “Bringing Words to Life”Big ideas from “Bringing Words to Life”

Poor children, who enter school with Poor children, who enter school with vocabulary deficiencies have a particularly vocabulary deficiencies have a particularly difficult time learning words from “context”difficult time learning words from “context”

Research has discovered much more powerful Research has discovered much more powerful ways of teaching vocabulary than are typically ways of teaching vocabulary than are typically used in classroomsused in classrooms

A “robust” approach to vocabulary instruction A “robust” approach to vocabulary instruction involves directly explaining the meanings of involves directly explaining the meanings of words along with thought-provoking, playful, words along with thought-provoking, playful, interactive follow-up.interactive follow-up.





A central problem in reading A central problem in reading instruction arises, not from the instruction arises, not from the absoluteabsolute level of children’s level of children’s preparation for learning to read, preparation for learning to read, but from the but from the diversitydiversity in their in their levels of preparationlevels of preparation(Olson, 1998)(Olson, 1998)

What kind of assessements do we need: Big IdeasWhat kind of assessements do we need: Big Ideas

Progress monitoring in growth of critical reading Progress monitoring in growth of critical reading skills for all children during the year to help plan skills for all children during the year to help plan instructioninstruction

End of year outcome assessments in the critical End of year outcome assessments in the critical elements of reading growth –is the child on track to elements of reading growth –is the child on track to read at grade level by third grade?read at grade level by third grade?

Screening assessments that identify children who Screening assessments that identify children who are lagging behind in growth of critical skillsare lagging behind in growth of critical skills

Diagnostic assessments for children who may Diagnostic assessments for children who may require very specialized types of interventionsrequire very specialized types of interventions

What should we be monitoring in K-3?: Big IdeasWhat should we be monitoring in K-3?: Big Ideas

KindergartenKindergarten – phonemic awareness, letter-sound – phonemic awareness, letter-sound knowledge, phonemic decoding, oral language-knowledge, phonemic decoding, oral language-vocabularyvocabulary11stst grade grade – phonemic awareness, letter-sound – phonemic awareness, letter-sound knowledge, phonemic decoding, oral language-knowledge, phonemic decoding, oral language-vocabulary, reading fluencyvocabulary, reading fluency

22ndnd grade grade –phonemic decoding, vocabulary, reading –phonemic decoding, vocabulary, reading fluency, reading comprehensionfluency, reading comprehension

33rdrd –5 –5thth grade grade – reading fluency, reading – reading fluency, reading comprehensioncomprehension





The top five myths about interventions The top five myths about interventions for struggling readersfor struggling readers

1. If a child is a “visual” learner, they should be taught to read 1. If a child is a “visual” learner, they should be taught to read using a visual, not an auditory strategyusing a visual, not an auditory strategy

2. If a child has not learned “phonics” by the end of first grade, 2. If a child has not learned “phonics” by the end of first grade, they need to be taught to read in some other waythey need to be taught to read in some other way

3. Children who struggle with phonemic awareness, 3. Children who struggle with phonemic awareness, vocabulary, or phonics in kindergarten and first grade will vocabulary, or phonics in kindergarten and first grade will frequently “catch up” if given time.frequently “catch up” if given time.

4. We should take guidance from theories of “multiple 4. We should take guidance from theories of “multiple intelligences” or “learning styles” to help us adapt our intelligences” or “learning styles” to help us adapt our reading instruction for different childrenreading instruction for different children

5. A little quality time with an enthusiastic volunteer tutor can 5. A little quality time with an enthusiastic volunteer tutor can solve most children’s reading problemssolve most children’s reading problems

The consensus view of most The consensus view of most important instructional features for important instructional features for

interventionsinterventions

Provide ample opportunities for guided practice of new Provide ample opportunities for guided practice of new skillsskills

Provide a significant increase in Provide a significant increase in intensityintensity of of instructioninstruction

Provide systematic cueing of appropriate strategies in Provide systematic cueing of appropriate strategies in contextcontext

Provide Provide systematicsystematic and and explicitexplicit instruction on whatever instruction on whatever component skills are deficient: phonemic awareness, component skills are deficient: phonemic awareness, phonics, fluency, vocabulary, reading comprehension phonics, fluency, vocabulary, reading comprehension strategiesstrategies

Interventions are more effective when Interventions are more effective when they:they:

Provide appropriate levels of scaffolding as Provide appropriate levels of scaffolding as children learn to apply new skillschildren learn to apply new skills

Two kinds of scaffolding are Two kinds of scaffolding are importantimportant

Oral blending skills before blending printed wordsOral blending skills before blending printed words

The The programprogram of instruction is carefully sequenced so of instruction is carefully sequenced so that students are explicitly taught the skills and that students are explicitly taught the skills and knowledge they need for each new task they are knowledge they need for each new task they are asked to performasked to perform

Grapheme-phoneme knowledge before decodingGrapheme-phoneme knowledge before decoding

Programmatic ScaffoldingProgrammatic Scaffolding

Vocabulary instruction before reading for meaningVocabulary instruction before reading for meaning

Awareness of phonemes before learning how they Awareness of phonemes before learning how they are represented in printare represented in print

Strategies for oral language comprehension that Strategies for oral language comprehension that support reading comprehensionsupport reading comprehension


After an error, or inadequate response, the teacher After an error, or inadequate response, the teacher provides responsive support to assist the child in provides responsive support to assist the child in making a more adequate, or correct responsemaking a more adequate, or correct response

Responsive ScaffoldingResponsive Scaffolding

Through appropriate questioning or provision of Through appropriate questioning or provision of information, the teacher supports the child in doing a information, the teacher supports the child in doing a task they cannot immediately do on their owntask they cannot immediately do on their own

Teaching children to identify the first phoneme in words

“fan begins with /f/, which one begins with /s/? Child chooses can

“Listen, I’m going to say the names of the pictures very slowly- see which one begins with /s/ - “f-an, f-ire, c-an, s-ack” which one?

After telling child the names of the pictures, teacher says,”which one begins with /s/?” child chooses fan


Word reading error – “let’s check this word. Can Word reading error – “let’s check this word. Can you read it for me?you read it for me?

Responsive ScaffoldingResponsive Scaffolding

Child reads “side”.Child reads “side”.

Teacher says, “you’re right that the word begins Teacher says, “you’re right that the word begins with the /s/ sound. What letter do you see coming with the /s/ sound. What letter do you see coming right after the right after the ss in this word?” in this word?”

Child says “l”Child says “l”

Teacher says, “what sound does “l” make?”Teacher says, “what sound does “l” make?”

Child says “/l/”Child says “/l/”

Teacher says, “if you say the /l/ sound right Teacher says, “if you say the /l/ sound right after /s/ in this word, what word does that make?”after /s/ in this word, what word does that make?”

How can immediate, intensive How can immediate, intensive interventions be scheduled and interventions be scheduled and

delivered?delivered?Delivered by regular classroom teacher during Delivered by regular classroom teacher during the “uninterrupted reading period”the “uninterrupted reading period”

Classroom Organization: Learning Classroom Organization: Learning Centers for differentiated groupsCenters for differentiated groups

• Teacher-Led CenterTeacher-Led Center

- Small group instructionSmall group instruction

• Student CentersStudent Centers

- Academically engaged- Academically engaged

- Accountability- Accountability

- Group, Pair, Cooperative, Individual- Group, Pair, Cooperative, Individual

How can immediate, intensive How can immediate, intensive interventions be scheduled and interventions be scheduled and

delivered?delivered?1.1. Delivered by regular classroom teacher during the Delivered by regular classroom teacher during the “uninterrupted reading period”“uninterrupted reading period”

2. Delivered by additional resource personnel during 2. Delivered by additional resource personnel during the “uninterrupted reading period”—good use of Title the “uninterrupted reading period”—good use of Title 1 money1 money3. Delivered delivered by classroom and resource 3. Delivered delivered by classroom and resource personnel during after school or before school personnel during after school or before school programsprograms

4. Delivered by designated, strong teachers, during 4. Delivered by designated, strong teachers, during “walk and read” times“walk and read” times

5. Delivered by peers during “uninterrupted reading 5. Delivered by peers during “uninterrupted reading periodperiod

5. Delivered by computers throughout the day5. Delivered by computers throughout the day

What materials are available to guide What materials are available to guide intervention instruction?intervention instruction?

1.1. New “core reading programs” frequently have New “core reading programs” frequently have systematic intervention programs to use in systematic intervention programs to use in coordinationcoordination

2. New “core reading programs” frequently have 2. New “core reading programs” frequently have suggested intervention activities as part of the suggested intervention activities as part of the programprogram

3. There are many programs designed specifically for 3. There are many programs designed specifically for small group instruction in language, PA, phonics, small group instruction in language, PA, phonics, vocabularyvocabularyLanguage for LearningLanguage for Learning—early —early

vocabularyvocabularyRoad to the CodeRoad to the Code – PA and early – PA and early phonicsphonicsGreat Leaps, QuickreadsGreat Leaps, Quickreads – Fluency – Fluency

4. Many Programs are reviewed at 4. Many Programs are reviewed at www.fcrr.org - FCRR Reports

Elements of Reading: VocabularyElements of Reading: Vocabulary– K-3 vocabulary– K-3 vocabulary

http://www.fcrr.org/

Putting it all together—the story of one Putting it all together—the story of one elementary schoolelementary school

The school serves a population of students with The school serves a population of students with many at-risk childrenmany at-risk children

70% children qualify for free/reduced lunch70% children qualify for free/reduced lunch

65% children from racial/ethnic minorities65% children from racial/ethnic minorities

Elements of change and improvement:Elements of change and improvement:

Adopted a common, explicit/systematic curriculum and Adopted a common, explicit/systematic curriculum and began training teachers for high-fidelity began training teachers for high-fidelity implementationimplementationBegan identifying children being “left behind” and Began identifying children being “left behind” and providing more intensive, small group instructionproviding more intensive, small group instruction

Proportion falling below the 25th

percentile in word reading ability at the end of first grade

10

20

3031.8

20.4

10.96.7

3.7

1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7for entire grade (n=105)

Hartsfield Elementary Progress over five years

Screening at beginning of first grade, with extra instruction for those in bottom 30-40%


Percentile 10

20

30


Percentile 10

20

30

31.8

20.4

10.96.7

3.7

1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7

14.5

9.05.4 2.4

1996 1997 1998 1999

Average Percentile 58.2 67.1 74.1 81.5

Hartsfield Elementary Progress over five years

Hartsfield Elem. State Average

10

15

20

25

30

35

40Level 2Level 1

FCAT Performance in Spring, 2003FCAT Performance in Spring, 2003

Why the disparity between early word-Why the disparity between early word-level outcomes and later comprehension level outcomes and later comprehension

of complex texts?of complex texts?

Accelerating introduction of complex and unfamiliar Accelerating introduction of complex and unfamiliar words in text places stress on children with remaining words in text places stress on children with remaining dysfluencies in word level processesdysfluencies in word level processes

Demands of vocabulary in complex text at third grade Demands of vocabulary in complex text at third grade and higher place stress on the remaining SES and higher place stress on the remaining SES related “vocabulary gap” related “vocabulary gap”

More complex text demands reading comprehension More complex text demands reading comprehension strategies and higher level thinking and reasoning strategies and higher level thinking and reasoning skills that remain “deficient” in many childrenskills that remain “deficient” in many children

On the one hand….On the one hand….

Hartsfield might be criticized for placing too much Hartsfield might be criticized for placing too much emphasis on phonemic awareness, phonics, and emphasis on phonemic awareness, phonics, and fluency and not enough emphasis on comprehensionfluency and not enough emphasis on comprehension

We could recognize their success in teaching all We could recognize their success in teaching all children critical beginning reading skills, and work children critical beginning reading skills, and work with them to add in more powerful instruction in with them to add in more powerful instruction in vocabulary and comprehension strategiesvocabulary and comprehension strategies

But on the other hand….But on the other hand….

A concluding thought….A concluding thought….

There is no question but that significantly There is no question but that significantly improving reading outcomes for all children is improving reading outcomes for all children is going to be a significant challenge…going to be a significant challenge…

It will involve professional development for It will involve professional development for teachers, school reorganization, and a teachers, school reorganization, and a relentless focus on the individual needs of relentless focus on the individual needs of every child…every child…

But, its not the most difficult thing we could But, its not the most difficult thing we could be faced with…be faced with…

Thank Thank YouYou

www.Fcrr.org

Science of Science of readingreading

http://www.fcrr.org/

Documents

Implementing New Discoveries about Reading and Reading Instruction in a Coherent Reading Plan