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The Urgency and the Challenge of The Urgency and the Challenge of Teaching All Students to Read: Teaching All Students to Read:
Lessons from ResearchLessons from Research
Joseph K. TorgesenJoseph K. TorgesenEastern Regional Reading First Technical Eastern Regional Reading First Technical
Assistance CenterAssistance Center
New York Reading First Summer Institute, July, 2005New York Reading First Summer Institute, July, 2005
““Current Current difficulties in difficulties in reading largely reading largely originate from originate from rising demands rising demands for literacy, not for literacy, not from declining from declining absolute levels absolute levels of literacy” of literacy”
Rising needs for high levels of Rising needs for high levels of literacy in our society demand literacy in our society demand that schools break the mold of that schools break the mold of past performance--past performance--we clearly we clearly must do better than has ever must do better than has ever been done before for all been done before for all students.students.
Even students who complete high school Even students who complete high school successfully at present are not prepared for successfully at present are not prepared for many post secondary optionsmany post secondary options
Comparing the difficulty of typical 11Comparing the difficulty of typical 11thth and 12 and 12thth grade texts with those encountered in college grade texts with those encountered in college and other post secondary environments.and other post secondary environments.
Estimates based on average Lexiles of textEstimates based on average Lexiles of text
When all of this data is brought together, it is When all of this data is brought together, it is apparent that society in general and the apparent that society in general and the workplace in particular demand higher levels of workplace in particular demand higher levels of reading proficiency than schools. Moreover, reading proficiency than schools. Moreover, many students are barely meeting those many students are barely meeting those minimal education requirements. minimal education requirements.
(p. 3) -- Pennsylvania Department of Education (p. 3) -- Pennsylvania Department of Education (2004) (2004)
This study calculates the financial costs incurred This study calculates the financial costs incurred by Michigan business and institutions of higher by Michigan business and institutions of higher learning when students leave high school without learning when students leave high school without learning basic skills. … The best estimate … is learning basic skills. … The best estimate … is $601 million per year. Extrapolating to the entire $601 million per year. Extrapolating to the entire United States, the lack of basic skills costs a total United States, the lack of basic skills costs a total of approximately $16.6 billion each year.of approximately $16.6 billion each year.
--Greene (2000)--Greene (2000)
In fall 2000, 28 percent of entering freshmen In fall 2000, 28 percent of entering freshmen enrolled in one or more remedial reading, enrolled in one or more remedial reading, writing, or mathematics courses. (p. iv) writing, or mathematics courses. (p. iv)
--U.S. Department of Education, National --U.S. Department of Education, National Center for Education Statistics (2003) Center for Education Statistics (2003)
Negative outcomes associated with low Negative outcomes associated with low reading skillsreading skills
Lower levels of literacy have been linked to:Lower levels of literacy have been linked to:
Higher drop out rates from schoolHigher drop out rates from school
Higher rates of juvenile delinquencyHigher rates of juvenile delinquency
Higher rates of underemploymentHigher rates of underemployment
Higher levels of imprisonmentHigher levels of imprisonment
Why do such high numbers of students struggle Why do such high numbers of students struggle in learning to read?in learning to read?
Many students come to school poorly prepared Many students come to school poorly prepared for learning to read because of reduced for learning to read because of reduced learning opportunities in their pre-school learning opportunities in their pre-school environmentenvironment
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.
LanguageLanguage
Hart and Risley (1995) conducted
a longitudinal study of children and families from
three groups:•Professional families•Working-class families•Families on welfare
Hart & Risley compared the mean number of interactions initiated per hour in each of the three groups.
0
10
20
30
40
50
Welfare Working Professional
InteractionsInteractions
InteractionsInteractionsHart & Risley also compared the mean number of minutes of interaction per hour in the three groups.
0
10
20
30
40
50
Welfare Working Professional
Cumulative Language Cumulative Language ExperiencesExperiences
Cumulative Words Per Hour
0
500
1000
1500
2000
2500
Welfare Working Professional
Cumulative Language Cumulative Language ExperiencesExperiences
Cumulative Words Spoken to Child (in millions)
0
10
20
30
40
50
0 12 24 36 48
Age of child (in months)
Professional
Working
Welfare
Why do such high numbers of students struggle Why do such high numbers of students struggle in learning to readin learning to read
Many students come to school poorly prepared Many students come to school poorly prepared for learning to read because of reduced for learning to read because of reduced learning opportunities in their pre-school learning opportunities in their pre-school environmentenvironmentOther students have biologically based, specific Other students have biologically based, specific language disabilities that interfere with readinglanguage disabilities that interfere with reading
Diversity exemplified Diversity exemplified in the lives of three in the lives of three
childrenchildren
Differences in talent and Differences in talent and preparation for learning to preparation for learning to
read wordsread words
Talent and preparation for learning to read words varies enormously among young
children
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
100
50th
85
16th
70
2nd
130
98th
115
84th
Standard Scores
Percentile Ranks
Children can be moderately weak in this talent-like David
Talent and preparation for learning to read words varies enormously among young
children
David
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
Talent and preparation for learning to read words varies enormously among young
children
Alexis….Alexis….
The challenge of diversity in talent and The challenge of diversity in talent and preparation for learning to readpreparation for learning to read
11 100100
3030 7070
Diversity in talent and Diversity in talent and preparationpreparation
Diversity of educational Diversity of educational responseresponse
3030 7070
The challenge of diversity in talent and The challenge of diversity in talent and preparation for learning to readpreparation for learning to read
11 100100
Diversity in talent and Diversity in talent and preparationpreparation
Diversity of educational Diversity of educational responseresponse
11 100100
Why do such high numbers of students struggle Why do such high numbers of students struggle in learning to readin learning to read
Many students come to school poorly prepared for Many students come to school poorly prepared for learning to read because of reduced learning learning to read because of reduced learning opportunities in their pre-school environmentopportunities in their pre-school environment
Other students have biologically based, specific Other students have biologically based, specific language disabilities that interfere with readinglanguage disabilities that interfere with reading
New literacy standards and expectations may New literacy standards and expectations may require much more powerful instruction in require much more powerful instruction in knowledge and thinking than has ever been knowledge and thinking than has ever been provided beforeprovided before
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
An examination of one state’s An examination of one state’s accountability measure in readingaccountability measure in reading
What is the relative contribution What is the relative contribution of of verbal knowledge and verbal knowledge and
reasoningreasoning vs. vs. reading fluency and reading fluency and accuracyaccuracy to performance on the to performance on the FCAT at 3FCAT at 3rdrd, 7, 7thth, and 10, and 10thth grade grade
levels?levels?
How the study was conducted:How the study was conducted:
Gave a 2 hour battery of tests that measuredGave a 2 hour battery of tests that measured
To 200 children at 3To 200 children at 3rdrd, 7, 7thth, and 10, and 10thth grade level grade level who also took the FCAT, a demanding test of who also took the FCAT, a demanding test of reading comprehensionreading comprehension
•Verbal Knowledge and reasoningVerbal Knowledge and reasoning•Reading fluency and accuracyReading fluency and accuracy•Nonverbal Reasoning abilityNonverbal Reasoning ability•Working MemoryWorking Memory
10
20
30
40
FluencyVerbal
Per
cent
of
varia
nce
acco
unte
d fo
rP
erce
nt o
f va
rianc
e ac
coun
ted
for
50
55
47
60
23
Non Verbal Memory
12
3rd Grade
10
20
30
40
FluencyVerbal
Per
cent
of
varia
nce
acco
unte
d fo
rP
erce
nt o
f va
rianc
e ac
coun
ted
for
50
60Non Verbal
Memory
43
51
22
5
7th Grade
10
20
30
40
FluencyVerbal
Per
cent
of
varia
nce
acco
unte
d fo
rP
erce
nt o
f va
rianc
e ac
coun
ted
for
50
60Non Verbal
Memory
32
52
28
5
10th Grade
Why do such high numbers of students struggle Why do such high numbers of students struggle in learning to readin learning to read
Many students come to school poorly prepared for Many students come to school poorly prepared for learning to read because of reduced learning learning to read because of reduced learning opportunities in their pre-school environmentopportunities in their pre-school environment
Other students have biologically based, specific Other students have biologically based, specific language disabilities that interfere with readinglanguage disabilities that interfere with reading
New literacy standards and expectations may New literacy standards and expectations may require much more powerful instruction in require much more powerful instruction in knowledge and thinking than has ever been knowledge and thinking than has ever been provided beforeprovided beforeUntil relatively recently, we have not understood Until relatively recently, we have not understood reading skill well enough to develop consensus reading skill well enough to develop consensus about the best methods for teaching struggling about the best methods for teaching struggling readersreaders
What we must do to reading failure in What we must do to reading failure in grades K-3: The big Ideasgrades K-3: The big Ideas
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 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
The prevention of reading difficulties is a The prevention of reading difficulties is a school-level challengeschool-level challenge
Evidence from one school that we Evidence from one school that we cancan do do substantially better than ever beforesubstantially better than ever before
School Characteristics:School Characteristics:
70% Free and Reduced Lunch (going up each 70% Free and Reduced Lunch (going up each year)year)
65% minority (mostly African-American)65% minority (mostly African-American)
Elements of Curriculum Change:Elements of Curriculum Change:
Movement to a more balanced reading curriculum Movement to a more balanced reading curriculum beginning in 1994-1995 school year (incomplete beginning in 1994-1995 school year (incomplete implementation) for K-2implementation) for K-2Improved implementation in 1995-1996Improved implementation in 1995-1996
We can teach even “high risk” children to We can teach even “high risk” children to readread
Evidence from one school that we Evidence from one school that we cancan do do substantially better than ever beforesubstantially better than ever before
School Characteristics:School Characteristics:
70% Free and Reduced Lunch (going up each 70% Free and Reduced Lunch (going up each year)year)
65% minority (mostly African-American)65% minority (mostly African-American)
Elements of Curriculum Change:Elements of Curriculum Change:
Movement to a more balanced reading curriculum Movement to a more balanced reading curriculum beginning in 1994-1995 school year (incomplete beginning in 1994-1995 school year (incomplete implementation) for K-2implementation) for K-2Improved implementation in 1995-1996Improved implementation in 1995-1996Implementation in Fall of 1996 of screening and Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk more intensive small group instruction for at-risk studentsstudents
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%
Proportion falling below the 25th
Percentile 10
20
30
Proportion falling below the 25th
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
Even though the impact of preventive Even though the impact of preventive programs at Hartsfield were powerful, why programs at Hartsfield were powerful, why did so many children still read below did so many children still read below “grade level” on the FCAT? “grade level” on the FCAT?
It is much more difficult to “close the It is much more difficult to “close the gap” in broad knowledge and verbal gap” in broad knowledge and verbal skills than it is in word reading skillsskills than it is in word reading skills
Tests of reading comprehension at third Tests of reading comprehension at third grade and up are increasingly sensitive grade and up are increasingly sensitive to to individual differences in verbal individual differences in verbal knowledge and reasoningknowledge and reasoning
10
20
30
40
Per
cent
ile o
n te
st o
f O
ral
Voc
ab.
Per
cent
ile o
n te
st o
f O
ral
Voc
ab.
50
60
Kinder.Kinder. 11stst 22ndnd 33rdrd
Percentile scores on Peabody of 29,000 Percentile scores on Peabody of 29,000 students at each grade level in RF students at each grade level in RF
schools schools
32 32 34
Bottom 20%
89 12
Median Percentile
12
34
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 know First-grade children from higher SES groups know about twice as many words as lower SES childrenabout twice as many words as lower SES children
Poor children, who enter school with vocabulary Poor children, who enter school with vocabulary deficiencies have a particularly difficult time deficiencies have a particularly difficult time learning words from “context”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 classrooms – used in classrooms – generalization to reading generalization to reading comprehensioncomprehensionA “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.
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
What are the biggest challenges to What are the biggest challenges to preventing reading difficulties in all preventing reading difficulties in all students?students?1. Although we are beginning to do better, 1. Although we are beginning to do better,
most schools at this point are not doing most schools at this point are not doing what what we know how to dowe know how to do—prevent word reading —prevent word reading difficulties in almost all studentsdifficulties in almost all students
2. 2. Discover the conditions that must be in Discover the conditions that must be in placeplace to rapidly accelerate the development to rapidly accelerate the development of verbal knowledge and reasoning skills in of verbal knowledge and reasoning skills in preparation for the demands of reading preparation for the demands of reading comprehension at third grade and higher.comprehension at third grade and higher.
A final concluding thought….A final concluding thought….Because of the large diversity among Because of the large diversity among children in their talent and preparation for children in their talent and preparation for learning to read…leaving no child behind is learning to read…leaving no child behind is an enormous challenge…an enormous challenge…
It will require powerful professional It will require powerful professional development for teachers, school development for teachers, school reorganization, careful assessments, and a reorganization, careful assessments, and a relentless intervention focus on the individual relentless intervention focus on the individual needs of every child…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 Thank YouYouwww.fcrr.orgScience of Reading Section
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