Literacy Matters What Teachers and Parents Need To Know Maryland State Steering Committee for Deaf and Hard of Hearing Students

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Literacy MattersWhat Teachers and Parents Need
To KnowMaryland State Steering Committee for
Deaf and Hard of Hearing Students

• Spring Conference
• March 17, 2005
• McDaniel College
• W. Dorsey Hammond

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Skilled Readers are

• Constructive
• Fluent
• Strategic
• Motivated
• Lifelong
• 
  ANDERSON, BNR 85

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Constructivism

• Tony ordered the 9.95 Lasagna Special.
• By the time is order finally arrived he was
  quite upset. He left a very small tip.
• Sam knew his wifes minor operation would be
  expensive. However, there was always Uncle Fred.
  He picked up the phone and dialed long distance

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Common Middle Grade Profile

• Grade
• 6 75
  80
• 5 85 60
  85
• 4 80 75 60
  90
• 3 90 80 70
  90
• 2 95 85 75
  95
• 1 100 95 85
  100
• Word Comp Comp
  Lang.
• Rec(Iso) Oral Rdg. Silent Rdg.
  Comp.

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Stage or Linear View of Literacy

• Phonological Awareness-? Phonics ?
• Fluency? Vocabulary ? Comprehension
• National Reading Panel (2000), NICHD, Chall (83),
• Moats,(03,04)

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Process of Reading

• Top Down Interactive Bottom Up
• meaning V meaning
• language V words(lexicon)
• phonics V phonics
• __ ___ ___
• I I I

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Reading of Text---Multiple Cues

• The boy saddled his _______.
• horse, pony, mare, mustang, stallion
• house
• horse
• The boy saddled his m____. saddled his m_r_.

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Phonics Irregularity

• mare no
• care so
• are to too blue knew through
• gave bone that paid
• save tone what said
• have gone
• done

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Interactive Model of Reading

• Phonological Awareness--? Lang. Experiences
• Lang. Exp.---------------------?PA. Phonics
• Fluency--------------------------? Comprehension
  
• Comprehension--------------------------? Fluency
• Vocabulary -----------------------?Comprehension
• Comprehension------------------? Vocabulary

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Implications of Interactive/Recursive Model

• Multiple aspects of learning to read are
  complementary
• Major components of learning to read addressed at
  beginning stages
• Redundant system more fail safe
• Learning to read and write inherently more
• satisfying to the learner

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What An Early Literacy Program Should Look Like

• Experience stories
• Early writing
• Reading of Predictable Texts
• Closely Supported Guided Reading
• Word Study (PA, Phonics and particularly known to
  unknown strategies)
• Repeated Reading
• Modeled Reading
• Metacognitive Strategies

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A Middle Years Literacy Curriculum

• Directed and Guided Reading
• Writing and Revision
• Independent Reading
• Responses to Text( multiple responses
• in terms of concepts/ideas and medium)
• Reading and investigation across the Curr.
• (accessing prior knowledge,
  predicting,dialogue)
• Vocabulary and Word Study
• Metacognition

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Metacognition

• As a skilled reader
• I always begin with what I already know
• I always try to make sense of what I read
• I ask myself questions before during and after
  reading
• I predict and think ahead
• I know what I am reading to find out
• I know that good readers often reread two, three
  or more times in order to construct meaning.

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Contemporary Myths of Literacy

• There has been a major Salk vaccine type
• breakthrough in literacy research.
• Research in Reading is a relatively recent
  phenomenon.
• The only acceptable research methodology is the
  model used in science and medicine.

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Additional Cautions

• Is explicit systematic phonics a type of phonics
  or a process of teaching?
• Is there congruency between full reports,as for
  example, NRP and abridged versions such as Put
  Reading First?
• Is our focus too short term rather than
  investigating long term consequences
• Have we learned from history?

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Guiding Principles of Literacy Instruction

• Engage in literacy acts at every opportunity
• Engage in rather than teach about.
• Understand that reading is fundamentally a
  process of thinking and language
• Celebrate new learning and new insights
• Connect reading to the real world of the learner.