Learning to ReadFill in the Blank Anticipatory

Set/BluebookPresentation Evaluation Form

DevelopmentLearning to Read Reading to Learn (Comprehension)

Relationship between Schooling and Income

U.S. Bureau of the Census, 2000

"CHILDREN ARE MADE READERS ON THE LAPS OF THEIR PARENTS.“

— EMILIE BUCHWALD

Outcomes of Early Exposure

Number 1 predictor of success in school is how much a child is read to prior to entering Kindergarten

Age 7 reading ability predicts school achievement in High School

Literacy Learning to Read

Reading Fluency (Ch 2)Early Literacy: Concepts of PrintPhonemic AwarenessDecoding skillsAccessing word meaningSentence Integration

Reading to Learn Reading Comprehension (Ch 3)

Prior knowledge Inference makingComprehension monitoring

Literacy: Learning to Read

Reading FluencyAcquiring skills

"Babies are born with the instinct to speak, the way spiders are born with the instinct to spin webs. You don't need to train babies to speak; they just do. But reading is different."

— Steven Pinker

Early Literacy in the Home Lists Entertainment School-related

tasks Sunday

activities Communication Story Time

Shopping, Things to Do Magazines, TV guide, Rules for

Games Sibling homework, playing

school Bible reading, Sunday school

activities Letters, notes, messages,

holiday cards Children’s books, pre-reading

Learning to Read Prereading: Must realize that there is a correspondence

between printed page and spoken language “Concepts of Print”

Phonemic awareness: Must establish letter-sound correspondences English has 26 letters,

but 42 basic phonemes

Learning to Read Prereading: Must realize that there is a correspondence

between printed page and spoken language “Concepts of Print”

Phonemic awareness: Must establish letter-sound correspondences English has 26 letters,

but 42 basic phonemes Decoding: Must realize that a

printed word corresponds tospecific combination of sounds

Bottom-Up vs. Top-Down Bottom-up: start with the basic units and build up

Bottom-up models operate on the principle that the written text is hierarchically organized (i.e., on the grapho-phonic, phonemic, syllabic, morphemic, word, and sentence levels) and that the reader first processes the smallest linguistic unit, gradually compiling the smaller units to decipher and comprehend the higher units (e.g., sentence syntax).” (Dechant 1991)

letters units of sound words phrases sentences etc.

Emphasizes “word-attack skills”, use texts that emphasize phonemic

analysis…

Bottom-Up vs. Top-Down Bottom-up: basic units and build up

Phonics first letters units of sound words

phrases sentences etc. Emphasizes “word-attack skills”,

use texts that emphasize phonemic analysis… Top-down: proceeds from information already stored in

memory (prior knowledge) to decipher unit level input Using meaning and syntax to figure out unfamiliar words Whole language: meaning first Emphasizes many rich opportunities to experience

written language (e.g., authentic literature, song)

Learning to Read Prereading: Must realize that there is a correspondence

between printed page and spoken language “Concepts of Print”

Phonemic awareness: Must establish letter-sound correspondences English has 26 letters,

but 42 basic phonemes Decoding: Must realize that a

printed word corresponds tospecific combination of sounds

Meaning Making: Must understand what they read Semantic and syntactic knowledge

Reading: A Challenging TaskI’m trying hard to learn to readBut what’s a kid to doWhen there’s a NO and a GO and a SO and a HOAnd then there’s a word like TO?Reading BONE and CONE and LONE and TONECan almost be kind of fun.But I get upset when I have to believe That D-O-N-E spells DONE!It’s plain to see a kid like meSure needs a helping hand.No matter how much I really try, I just don’t understandI’m trying hard to learn to readSomehow that’s what I’ll do.But for now if you’ll just read to me,Someday I’ll read to you.

Tomorrow was the annual,

one-day fishing contest

and fisherman

would invade the place.

Some of the best bass

guitarists in the country

would came to this spot.

The actress received praise for being an outstanding _______.

performer

Jack and Jill ran up the ______.

stairs

Happy _______!

Holidays!

Be my _________ .

Avocado

Study Results (Tulving & Gold, 1963)

30

40

50

60

70

80

90

100

1 2 4 8

number of context words

Tim

e to

read

in m

illis

econ

ds

InappropriateAppropriate

Bottom-Up vs. Top-Down Bottom-up: basic units and build up

Phonics first letters units of sound words

phrases sentences etc. Emphasizes “word-attack skills”,

use texts that emphasize phonemic analysis… Top-down: proceeds from information already stored in

memory (prior knowledge) to decipher unit level input Whole language: meaning first Emphasizes many rich opportunities to experience

written language (e.g., authentic literature, song) Main issue: How to combine these two

processes effectively

Learning to Read Prereading: Must realize that there is a correspondence

between printed page and spoken language “Concepts of Print”

Phonemic awareness: Must establish letter-sound correspondences English has 26 letters,

but 42 basic phonemes Decoding: Must realize that a

printed word corresponds tospecific combination of sounds

Meaning Making: Must understand what they read Semantic and syntactic knowledge

Sentence Integration:

Automaticity The key to effective reading is automaticity

The more automatic our reading and recognizing words, the less space taken in working memory. Then the mind can spend more time on meaning and

context, as well as making inferences about the text or passage, leading to comprehension

Scaffolding the Beginning Reader

How do we help students obtain automaticity? Assess first (running record)

Teach students to attend to cues by prompting Mediators in the form of spoken language

Phonics- “get your mouth ready” or “sound it out” Semantic- “what makes sense” or “look at the picture” Syntactic- “skip it, read on and then go back” or “go back and

reread”

“Once you learn to read, you will be forever free.”

-Frederick Douglas

Literacy: reading to Learn

Reading Comprehension Academic Outcomes

Perception

Knowledge(memory)

The Perception-Knowledge Cycle

Learning

Perception-Knowledge Cycle

• Many view learning as a bottom-up process; starting from the basic unit of perception and building upon it

• Efficient learning requires extensive use of top-down processing or the use existing knowledge to facilitate new learning (expectations, aims, goals)

bottom

up

down

top

Reading to Learn Prior Knowledge: Influences what is

remembered (learned) Priming exercise

Memory Demonstration

Perceptual Priming as Expectation Bias

Study

Test

Expectations can influence what you perceive!

Reading to Learn Prior Knowledge: Influences what is

remembered (learned) Priming exercise Topic Priming

Topic Priming: Title of Text

No Topic Topic After

Topic Before

Maximum Score

Comprehension ratings 2.29 2.12 4.50 7.00

Number of Idea Units recalled 2.82 2.65 5.83 18.00

Comprehension and Recall Scores for the Passage

Bransford and Johnson (1972)

Perception

Knowledge(memory)

The Perception-Knowledge Cycle

LearningPerception-Knowledge Cycle

• Problem: Most view learning as a “bottom-up” process

• Efficient learning requires extensive use of top-down processing (expectations, aims, goals)

Conceptual Learning• Involves the interplay between

bottom-up and top-down processing

• Knowing what you expect to learn (goals, aims) will facilitate learning.

bottom

up

down

top

Using Prior KnowledgeUsing prior knowledge

provides us with context and meaning while we are reading.  Background knowledge is

imperative to effective learning.

Class discussions and activity increases comprehension.

If we have no prior knowledge to “hook” our new information into, we will be challenged to understand, comprehend, or learn. 

What people know influences what they will remember about a passage

Therefore, we must provide background knowledge.• Make sure it is

appropriate• Make sure it is

interesting• At grade level

Reading to Learn Prior Knowledge: Influences what is remembered

(learned) Priming exercise Topic Priming

Inference Making: Drawing conclusions beyond the text Background Knowledge

Making Inferences

This is the cornerstone of reading comprehension

Keys: This skill improves as children develop It improves with TRAINING and assisted

performance Teach students to begin to generate their own

questions about a passage It helps for them to practice and explain how

inferences are made [Gregory, A. & Cahill, M.A.(2010) K-schema,

connections, visualize, ask questions, infer]

Reading to Learn Prior Knowledge: Influences what is remembered

(learned) Priming exercise Topic Priming

Inference Making: Drawing conclusions beyond the text Background Knowledge

Comprehension Monitoring: Teach strategies

Reading and Vocabulary Development

Content Comic Books Children’s Books Preschool Books Prime-time Adult TV Prime-time Children’s TV Conversation College

Grad (spouse/friends)

Rare words/1000 53.5 30.9 16.3 22.7 20.2 17.3

Reading and Academic Achievement

Minutes/Day Words/Year Rank (standardized exams)

65 4,358,000 98%

21.1 1,823,000 90%

9.6 622,000 70%

4.6 282,000 50%

1.3 106,000 30%

Reading and Literacy

Early exposure predicts school success Reading as both Bottom-Up and Top-Down

Processing Comprehension comes with experience and training Reading strongly promotes Vocabulary Development Direct relationship between time spent reading and

standardized achievement

Take Home Message

10 Ways to Get Your Child to READ and READ and READ1. Let your child see you read and read and read2. Read to you child every day3. Make reading for pleasure part of your daily routine4. Read to your child every day5. Make books available to your child6. Read to your child every day7. Talk about books with your child8. Read to you child every day9. Take your child to the public library on a regular basis10. Read to your child every day

(thanks to Dr. Bohlmann for use of some of her lecture slides, 2010)

Learning to Read Fill in the Blank Anticipatory Set/Bluebook Presentation Evaluation Form Development Learning to Read Reading to Learn (Comprehension) Group Presentation planning (if time)

For Tuesday: Read Chapter 4

“To learn to read is to light a fire; every syllable that is spelled out is a spark.”

-Victor Hugo, Les Miserables