Teaching all students to read: Working together as a school level system Dr. Joseph K. Torgesen Florida State University and Florida Center for Reading

Teaching all students to Teaching all students to read: Working together as read: Working together as

a school level systema school level systemDr. Joseph K. TorgesenDr. Joseph K. Torgesen

Florida State University and Florida State University and Florida Center for Reading ResearchFlorida Center for Reading Research

ASHA, November, 2006ASHA, November, 2006

When we say that our goal is to teach When we say that our goal is to teach all students to read, what do we really all students to read, what do we really mean?mean?We want students to be able to read grade We want students to be able to read grade

level text with a reasonable level of level text with a reasonable level of understandingunderstandingWe usually also mean we want them to be able to do We usually also mean we want them to be able to do this fluently, so that reading the text doesn’t take this fluently, so that reading the text doesn’t take an inordinate amount of time.an inordinate amount of time.

And we would like them to find pleasure in reading, And we would like them to find pleasure in reading, which also means we would like them to be able to which also means we would like them to be able to read a book like we read books, without having to read a book like we read books, without having to struggle with the words, and be able to focus on struggle with the words, and be able to focus on the meaningthe meaning

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

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING) SIGHT RECOGNITION

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Skilled Reading- fluent coordination of

word reading and comprehension

processes

Text Reader

Context

Comprehension

Text structure, vocabulary, print style and font, discourse, genre, motivating features

Word recognition, vocabulary, background knowledge, strategy use, inference-making abilities, motivation

Environment, purpose, social relations, cultural norms, motivating features (e.g. school/classroom climate, families, peers)

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)

Where do our most significant challenges lie?Where do our most significant challenges lie?

What are the most important ways What are the most important ways children are diverse-when it comes to children are diverse-when it comes to learning to read?learning to read?

1. They are diverse in their talent and their 1. They are diverse in their talent and their preparation for learning to read words preparation for learning to read words accurately and fluentlyaccurately and fluently

2. They are diverse in their oral language 2. They are diverse in their oral language knowledge and abilities-vocabulary and knowledge and abilities-vocabulary and world knowledgeworld knowledge

3. They are diverse in their abilities to manage 3. They are diverse in their abilities to manage their learning behaviors and their motivation their learning behaviors and their motivation to apply them selves to learning to readto apply them selves to learning to read

What are the most important ways What are the most important ways children are diverse-when it comes to children are diverse-when it comes to learning to read?learning to read?

1. They are diverse in their talent and their 1. They are diverse in their talent and their preparation for learning to read words preparation for learning to read words accurately and fluentlyaccurately and fluently

2. They are diverse in their oral language 2. They are diverse in their oral language knowledge and abilities-vocabulary and knowledge and abilities-vocabulary and world knowledgeworld knowledge

3. They are diverse in their abilities to manage 3. They are diverse in their abilities to manage their learning behaviors and their motivation their learning behaviors and their motivation to apply them selves to learning to readto apply them selves to learning to read

Problems in this area begin with difficulties Problems in this area begin with difficulties mastering the use of “phonics” skills as an aid mastering the use of “phonics” skills as an aid to early, independent readingto early, independent reading

• difficulties with the skills of blending and analyzing difficulties with the skills of blending and analyzing

the sounds in words (phonemic awareness). the sounds in words (phonemic awareness).• difficulties learning letter-sound correspondencesdifficulties learning letter-sound correspondences

Slow development of “sight vocabulary” Slow development of “sight vocabulary” arising from:arising from:

•limited exposure to textlimited exposure to text•lack of strategies to reliably identify words in textlack of strategies to reliably identify words in text

The nature of the underlying difficulty for most The nature of the underlying difficulty for most children who struggle in learning to read words children who struggle in learning to read words

accurately and fluentlyaccurately and fluently

Weaknesses in the phonological area of language Weaknesses in the phonological area of language competencecompetence

Expressed primarily by delays in the development Expressed primarily by delays in the development of phonemic awareness and phonics skillsof phonemic awareness and phonics skills

inherent, or intrinsic, disabilityinherent, or intrinsic, disability

lack of opportunities to learn in the pre-school lack of opportunities to learn in the pre-school environmentenvironment

A three part definition of phonemic A three part definition of phonemic awarenessawareness

1. Understanding that words are composed of 1. Understanding that words are composed of segments of sound smaller than a syllable. Also segments of sound smaller than a syllable. Also involves the ability to identify the individual sounds in involves the ability to identify the individual sounds in wordswords

Phonological Awareness ≠ Phonics

A three part definition of phonemic A three part definition of phonemic awarenessawareness1. Understanding that words are composed of 1. Understanding that words are composed of segments of sound smaller than a syllable. segments of sound smaller than a syllable. Words are made up of small reusable chunks of Words are made up of small reusable chunks of sound.sound.

““what is the first sound in the word mat?what is the first sound in the word mat?

““point to the pictures showing words that being point to the pictures showing words that being with /f/with /f/

““tell me the sounds in the word tell me the sounds in the word fastfast??

2. Awareness of the way phonemes are 2. Awareness of the way phonemes are coarticulated when they are blendedcoarticulated when they are blended

Blending c – l – a - Blending c – l – a - mm

A three part definition of phonemic A three part definition of phonemic awarenessawareness

1. Understanding that words are composed of 1. Understanding that words are composed of segments of sound smaller than a syllable. segments of sound smaller than a syllable. Words are made up of small reusable chunks Words are made up of small reusable chunks of sound.of sound.

3. Increasing awareness of the critical distinctive 3. Increasing awareness of the critical distinctive features of phonemes so that their identity, features of phonemes so that their identity, order, and number can be specified in words of order, and number can be specified in words of increasing complexity increasing complexity

2. Awareness of the way phonemes are 2. Awareness of the way phonemes are coarticulated when they are blendedcoarticulated when they are blended

lap

clap

pulverize

Important fact about talent in the Important fact about talent in the phonological language domain:phonological language domain:

It is like most other talents in that it is It is like most other talents in that it is distributed distributed normallynormally in the population in the population

“Phonological talent” is normally distributed in the population

100

50th

85

16th

70

2nd

130

98th

115

84th

Standard Scores

Percentile Ranks

Children can be strong in this talent-like my grandson Andrew

“Phonological ability” is normally distributed in the population

100

50th

85

16th

70

2nd

130

98th

115

84th

Standard Scores

Percentile Ranks

Children can be moderately weak in this talent-like David

David

Each of these kinds of weakness is normally distributed in the population

100

50th

85

16th

70

2nd

130

98th

115

84th

Standard Scores

Percentile Ranks

Serious difficulties-probably require special interventions and a lot of extra support-like Alexis

Alexis….Alexis….

Another important fact about talent in the Another important fact about talent in the phonological language domain:phonological language domain:

It is only weakly correlated with broad It is only weakly correlated with broad verbal ability or general intelligenceverbal ability or general intelligence

Phonological Language Ability is not highly Correlated with General Verbal Ability as measured by IQ tests

Verbal Intelligence

Pho

nolo

gica

l A

bilit

y

Low High

High

Low

Dyslexic

Phonological Language Ability is not highly Correlated with General Verbal Ability as measured by IQ tests

Verbal Intelligence

Pho

nolo

gica

l A

bilit

y

Low High

High

Low

Dyslexic

One more important fact about talent in One more important fact about talent in the phonological language domain:the phonological language domain:

Children’s ability in this area when they Children’s ability in this area when they come to school is influenced both by come to school is influenced both by

biologically based talent, and by biologically based talent, and by opportunities to learn from their pre-opportunities to learn from their pre-

school environmentschool environment

Children come to school very Children come to school very different from one another in the different from one another in the experience they have had that experience they have had that prepares them for learning to prepares them for learning to

readread

Development of Phonological Development of Phonological SensitivitySensitivity

Cross-sectional study comparing Cross-sectional study comparing the performance of 250 the performance of 250

children from higher income children from higher income families to 170 children from families to 170 children from

lower income families.lower income families.

Children were between two- Children were between two- and five-years of age.and five-years of age.

SES Differences in Phonological SES Differences in Phonological SensitivitySensitivity

Children completed tests of Children completed tests of phonological sensitivity and phonological sensitivity and awareness that assessed their awareness that assessed their ability to identify and blend words, ability to identify and blend words, syllables, onset-rimes, or phonemes.syllables, onset-rimes, or phonemes.

To summarize:To summarize:

Children can come to school weak in Children can come to school weak in phonological ability either because of their phonological ability either because of their biology or their language experiencebiology or their language experience

Regardless of whether they also have Regardless of whether they also have broader weaknesses in verbal ability, both broader weaknesses in verbal ability, both types of children need similar intensive early types of children need similar intensive early reading support in order to prevent reading reading support in order to prevent reading failurefailure

Phonics-a two part definitionPhonics-a two part definition

It is a kind of It is a kind of knowledgeknowledge

Which letters are used to represent Which letters are used to represent which phonemeswhich phonemes

It is a kind of It is a kind of skillskill

Pronounce this Pronounce this word…word…

blitblit fratchetfratchet

One area in which they need special One area in which they need special support is “phonics”support is “phonics”

Words that are part of, or related Words that are part of, or related to, the “phonics” familyto, the “phonics” family

Alphabetic Principal – Alphabetic Principal – when we say children when we say children have acquired the “alphabetic principal” we have acquired the “alphabetic principal” we mean they have acquired understanding and mean they have acquired understanding and skill in phonicsskill in phonicsPhonemic decoding– Phonemic decoding– the process of the process of identifying unfamiliar words in text by using identifying unfamiliar words in text by using letter-sound relationships and blendingletter-sound relationships and blending

Decoding– Decoding– this word is often used to refer to this word is often used to refer to the entire process of identifying words in text. the entire process of identifying words in text. Preferred use is to describe the complete Preferred use is to describe the complete process of identifying unfamiliar wordsprocess of identifying unfamiliar words

Why is it important for children to acquire Why is it important for children to acquire good phonemic decoding skills (phonics) good phonemic decoding skills (phonics) early in reading development?early in reading development?

Because learning to read involves Because learning to read involves everydayeveryday encounters with words the child has encounters with words the child has never never before seen in print.before seen in print.

Phonemic analysis provides the Phonemic analysis provides the most most important single clueimportant single clue to the identity of to the identity of unknown words in print.unknown words in print.

The most efficient way to make an “accurate The most efficient way to make an “accurate first attempt” at the identity of a new word is:first attempt” at the identity of a new word is:

First, do phonemic analysis and try an First, do phonemic analysis and try an approximate pronunciationapproximate pronunciation

Then, close in on the exact right word Then, close in on the exact right word by finding one containing the right by finding one containing the right sounds, that also makes sense in the sounds, that also makes sense in the sentence.sentence.

(chapter 10, Preventing Reading Difficulties in Young Children (chapter 10, Preventing Reading Difficulties in Young Children (2000)(2000)

The boy ________the dog in the woods.

The boy ch __d the dog in the woods

The connection to reading fluency:The connection to reading fluency:

To be a fluent reader, a child must be able to To be a fluent reader, a child must be able to recognize most of the words in a passage recognize most of the words in a passage “by sight”“by sight”

These are iNTirEStinG and cHallinGinG times for anyone whose pRoFEshuNle responsibilities are rEelaTed in any way to liTiRucY outcomes among school children. For, in spite of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-spread concern that public EdgUkAshuN is not as eFfEktIve as it shood be in tEecHiNg all children to read.

The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.

The connection to reading fluency:The connection to reading fluency:

To be a fluent reader, a child must be able to To be a fluent reader, a child must be able to recognize most of the words in a passage recognize most of the words in a passage “by sight”“by sight”

Children must correctly identify words 3-8 Children must correctly identify words 3-8 times before they become “sight words”times before they become “sight words”

Children must make accurate first attempts Children must make accurate first attempts when they encounter new words, or the when they encounter new words, or the growth of their “sight word vocabulary” will growth of their “sight word vocabulary” will be delayed—they will not become fluent be delayed—they will not become fluent readersreaders

animalanimal

fasterfaster

happyhappy

nevernever

timetime

sleepsleep

rabbitrabbit

Words likely Words likely to be to be encountereencountered for the d for the first time in first time in first gradefirst grade

amazeamaze

beachbeach

comfortablecomfortable

exampleexample

interestinginteresting

greasegrease

stiffstiff

sweepsweep

Words likely Words likely to be to be encountered encountered for the first for the first time in time in second second gradegrade

Passage from 3Passage from 3rdrd grade reading grade reading comprehension testcomprehension test

______the middle ____, it was the ______the middle ____, it was the ______for a ______ to wear his full ______for a ______ to wear his full set of _____ whenever he ________ set of _____ whenever he ________ in ______ – even in times of______! in ______ – even in times of______! When a ______ believed he was When a ______ believed he was _____ friends, he would ______ his _____ friends, he would ______ his ______. This ______ of __________ ______. This ______ of __________ showed that the ______ felt ______ showed that the ______ felt ______ and safe.and safe.

DuringDuring the middle the middle agesages, it was the , it was the customcustom for a for a knightknight to wear his full to wear his full set of set of armorarmor whenever he whenever he appeared appeared in in publicpublic – even in times – even in times of of peacepeace ! When a ! When a knightknight believed believed he was he was amongamong friends, he would friends, he would removeremove his his helmethelmet. This . This symbolsymbol of of friendshipfriendship showed that the showed that the knightknight felt felt welcomewelcome and safe. and safe.

Passage from 3Passage from 3rdrd grade reading grade reading comprehension testcomprehension test

Becoming a fluent reader-from the Becoming a fluent reader-from the bottom upbottom up

1. Students who acquire proficient phonemic 1. Students who acquire proficient phonemic decoding skills in first grade become decoding skills in first grade become accurate and independent readers by the accurate and independent readers by the middle or end of first grademiddle or end of first grade

2. Students who read accurately, and read a 2. Students who read accurately, and read a lot, acquire larger and larger vocabularies of lot, acquire larger and larger vocabularies of words they can read “by sight.”words they can read “by sight.”

3. Fluent readers in third grade are those who 3. Fluent readers in third grade are those who can read almost all of the words in third can read almost all of the words in third grade text “by sight.”grade text “by sight.”

One of the most important discoveries…..One of the most important discoveries…..

““One of the great mysteries to challenge One of the great mysteries to challenge researchers is how people learn to read and researchers is how people learn to read and comprehend text rapidly and with ease. A large comprehend text rapidly and with ease. A large part of the explanation lies in how they learn to part of the explanation lies in how they learn to read individual words. Skilled readers are able to read individual words. Skilled readers are able to look at thousands of words and immediately look at thousands of words and immediately recognize their meanings without any effort.”recognize their meanings without any effort.”

Ehri, L. C. (2002). Phases of acquisition in learning to read words and implications Ehri, L. C. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.) for teaching. In R. Stainthorp and P. Tomlinson (Eds.) Learning and teaching Learning and teaching reading.reading. London: British Journal of Educational Psychology Monograph Series II. London: British Journal of Educational Psychology Monograph Series II.

December, 3rd Grade

Correct word/minute=60

19th percentile

The Surprise PartyThe Surprise Party

My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and included. I also addressed all the envelopes and put stamps and return addresses on them….. return addresses on them…..

December, 3rd Grade

Correct word/minute=128

78th percentile

The Surprise PartyThe Surprise Party

My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and included. I also addressed all the envelopes and put stamps and return addresses on them….. return addresses on them…..

1. Difficulty learning to 1. Difficulty learning to read wordsread words accurately and fluently accurately and fluently

2. Insufficient vocabulary, general knowledge, and 2. Insufficient vocabulary, general knowledge, and reasoning skills to support reasoning skills to support comprehensioncomprehension of of written languagewritten language

3. Absence or loss of initial 3. Absence or loss of initial motivationmotivation to read, or failure to read, or failure to develop a mature appreciation of the rewards of to develop a mature appreciation of the rewards of reading.reading.

Three potential stumbling blocks to Three potential stumbling blocks to becoming a good readerbecoming a good reader (NRC Report, 1998)(NRC Report, 1998)

““Of the many compelling reasons for providing Of the many compelling reasons for providing students with instruction to build vocabulary, none students with instruction to build vocabulary, none is more important than the contribution of is more important than the contribution of vocabulary knowledge to reading comprehension. vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in Indeed, one of the most enduring findings in reading research is the extent to which students’ reading research is the extent to which students’ vocabulary knowledge relates to their reading vocabulary knowledge relates to their reading comprehension.”comprehension.”

Lehr, F., Osborn, J., Hiebert, E.H. (2004). Focus on Vocabulary, San Francisco: Pacific Resources for Education and Learning.

Vocabulary: The Broad Context…..Vocabulary: The Broad Context…..

3136

4145

0

51015

20253035

404550

% at Grade level

Kgarten1st Grade2nd Grade3rd Grade

Percent of Students at Grade Level and Percent with Serious Difficulties in Oral Vocabulary across all cohorts

Incidental learning from oral language at home and Incidental learning from oral language at home and school.school.

Sources of instruction and development Sources of instruction and development for vocabulary knowledgefor vocabulary knowledge

Students from low SES environments (poor children) Students from low SES environments (poor children) enter school with vocabularies about half the size of their enter school with vocabularies about half the size of their middle class counterpartsmiddle class counterparts

The The sophisticationsophistication of language children hear and of language children hear and participate in is a stronger predictor of their later participate in is a stronger predictor of their later vocabulary knowledge than is the number of words that vocabulary knowledge than is the number of words that they hear and speak (Weizman & Snow, 2001)they hear and speak (Weizman & Snow, 2001)

Observations of the language used by early primary and Observations of the language used by early primary and elementary school teachers indicates that it is often elementary school teachers indicates that it is often limited to commonly used words—occurrence of unusual limited to commonly used words—occurrence of unusual words is not commonwords is not common


One recommendationOne recommendation-add more interesting words in daily -add more interesting words in daily useuse

““the door is ajar, would you close it?the door is ajar, would you close it?

““the plant is dehydrated, would you water it?the plant is dehydrated, would you water it?

““do you want to participate in that group?do you want to participate in that group?

Why Oral language experience is not Why Oral language experience is not enoughenough

Frequency of Word Use in Major Sources of Oral and Written Language (Hayes & Ahrens, 1988)

Rare Words per 1,000I. Printed texts II. Television texts

Newspapers 68.3 Adult shows22.7

Popular magazines 65.7 Children’s shows20.2

Adult books 52.7Children’s books 30.9 III. Adult speechPreschool books 16.3 College graduates

17.3talk with friends/spouses

Teacher Read AloudsTeacher Read Alouds


A widely used method to introduce students to words that A widely used method to introduce students to words that they would not encounter in everyday oral languagethey would not encounter in everyday oral language

However, the advantage of read alouds is likely to lie in However, the advantage of read alouds is likely to lie in the teacher/student talk about the unusual, or uncommon the teacher/student talk about the unusual, or uncommon words in the textwords in the text

An example of instructive “talk about text”An example of instructive “talk about text”

(In the story, a fly tells Arthur he can have three wishes if he didn’t kill him. Arthur says that it’s absurd to think a fly can grant wishes.)

Teacher (after giving child friendly definition):

If I told you that I was going to stand on my head to teach you, that would be absurd. If someone told you that dogs could fly, that would be absurd.

I’ll say some things, and if you think they are absurd, say: “That’s absurd!” If you think they are not absurd, say: “That makes sense.”

I have a singing cow for a pet. (absurd)

I saw a tall building that was made of green cheese. (absurd)

Last night I watched a movie on TV. (makes sense)

This morning I saw some birds flying around the sky.

(makes sense)

Teacher:

Who can think of an absurd idea? (When a child

answers, ask other children if they think the idea is

absurd, and if so, to tell the first child: “That’s

absurd!”)

Bringing Bringing Words to LifeWords to Life

Isabel BeckIsabel Beck

M. McKeownM. McKeown

L. KucanL. Kucan

Guilford PressGuilford Press

Four Critical Elements for More Robust Four Critical Elements for More Robust Vocabulary InstructionVocabulary Instruction

Select the right words to teach – Tier 2 wordsSelect the right words to teach – Tier 2 words

Develop child-friendly definitions for these wordsDevelop child-friendly definitions for these words

Engage children in interesting, challenging, Engage children in interesting, challenging, playful activities in which they learn to access the playful activities in which they learn to access the meanings of words in multiple contextsmeanings of words in multiple contexts

Find a way to devote more time during the day to Find a way to devote more time during the day to vocabulary instructionvocabulary instruction

absurd fortunate ridiculous

Evidence for instruction in Evidence for instruction in comprehension strategies comes comprehension strategies comes from three sources:from three sources:1. Proficient readers monitor their comprehension 1. Proficient readers monitor their comprehension

more actively and effectively than less proficient more actively and effectively than less proficient readersreaders

2. Proficient readers are more likely to use a variety of 2. Proficient readers are more likely to use a variety of active cognitive strategies to enhance their active cognitive strategies to enhance their comprehension and repair it when it breaks downcomprehension and repair it when it breaks down

3. Explicit instruction along with supported, scaffolded 3. Explicit instruction along with supported, scaffolded practice in the use of comprehension strategies practice in the use of comprehension strategies produces improvements in reading comprehension produces improvements in reading comprehension in both younger and older studentsin both younger and older students

What are reading comprehension What are reading comprehension strategies?strategies?

““Comprehension strategies are Comprehension strategies are procedures that guide students as they procedures that guide students as they attempt to read and write”attempt to read and write” (Report of the National Reading Panel, 2000)(Report of the National Reading Panel, 2000)

•Generating questions or thinking aloudGenerating questions or thinking aloud•Connecting background knowledge & predictingConnecting background knowledge & predicting•Constructing visual representationsConstructing visual representations•SummarizingSummarizing•RereadingRereading

Comprehension instruction is most effective when:

Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what its purpose is.

Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text.

Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback.

Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of reading actual text.—lots of discussion

The role of motivation, or engagement, in The role of motivation, or engagement, in learning to be a better comprehenderlearning to be a better comprehender

The Premise:The Premise:Since comprehension is an active, effortful process, Since comprehension is an active, effortful process, students are likely to apply strategies that require students are likely to apply strategies that require conscious effort if they are motivated to construct the conscious effort if they are motivated to construct the meaningmeaning

From John Guthrie:From John Guthrie:““motivated students usually want to understand text motivated students usually want to understand text

content fully and therefore, process information content fully and therefore, process information deeply. deeply. As they read frequently with these As they read frequently with these cognitive purposescognitive purposes, motivated students gain in , motivated students gain in reading comprehension proficiency”reading comprehension proficiency”

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom

2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling reading growth to identify struggling readers. Use this data to improve school readers. Use this data to improve school level and instructional planninglevel and instructional planning

3. Provide more intensive interventions to help 3. Provide more intensive interventions to help struggling readers “catch up” to grade level struggling readers “catch up” to grade level standards in each grade K-3.standards in each grade K-3.

The most common model for classroom The most common model for classroom and school activities to prevent reading and school activities to prevent reading problemsproblems

1. Help to deepen the skills of K and 11. Help to deepen the skills of K and 1stst grade grade teachers in supporting the growth of phonemic teachers in supporting the growth of phonemic awarenessawarenessA weakness of some SLP’s: don’t pay enough A weakness of some SLP’s: don’t pay enough

attention to the transition between PA and attention to the transition between PA and phonicsphonics

What can speech/language pathologists What can speech/language pathologists contribute to this system?contribute to this system?

Making Sense of Phonics:Making Sense of Phonics:The Hows and WhysThe Hows and WhysIsabel Beck: Guilford (2006)Isabel Beck: Guilford (2006)


2. Help to deepen the skills of K-3 teachers in 2. Help to deepen the skills of K-3 teachers in teaching vocabularyteaching vocabulary

A Focus on Vocabulary

http://www.prel.org/programs/rel/vocabularyforum.asp


3. Provide “push in” small group instruction to high 3. Provide “push in” small group instruction to high risk students in phonemic awareness, phonics, risk students in phonemic awareness, phonics, vocabularyvocabulary

Classroom teacher and group of 5

Independent Learning Activity (5)



SLP teacher and group of 4

Can we alter Can we alter children’s lives children’s lives if we provide if we provide very strong very strong

early early instruction?instruction?

Temple, 2001, CONB

Visual CortexAuditory

Cortex

Recent Functional Neuroimaging findings on Adults

Magnetic Source ImagingMagnetic Source Imaging

• Detects small bio-

magnetic brain signals

• Provides real-time information about which brain areas are active and when during task performance

Early Development of Reading Skills: A Cognitive Neuroscience

ApproachJack M. Fletcher – PI

Students were identified as at risk for reading difficulties in kindergarten

Received one year of intervention in first grade

S#1

S#31

KindergartenKindergarten

Weak activationWeak activation

Left HemisphereLeft Hemisphere Right HemisphereRight Hemisphere

Not Not At Risk At Risk

At Risk At Risk


S#1

S#31


Strong Strong activationactivation



At Risk At Risk

S#1

S#31


Weak activationWeak activation

Strong Strong activationactivation



At Risk At Risk

Kindergarten

First Grade

Left RightAt Risk Reader

Before Before InterventionIntervention

After After InterventionIntervention


A final concluding thought….A final concluding thought….

There is no question but that “leaving no There is no question but that “leaving no child behind in reading” is going to be a child behind in reading” is going to be a significant challenge…significant challenge…

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

Consider this task for example…Consider this task for example…

Thank YouThank You

www.fcrr.orgScience of reading sectionScience of reading section

http://www.fcrr.org/

Documents

Teaching all students to read: Working together as a school level system Dr. Joseph K. Torgesen Florida State University and Florida Center for Reading