The Research on Teaching Reading

1
(No Transcript)
2
(No Transcript)
3
(No Transcript)
4
The Research on Teaching Reading

• Kindergarten to Third Grade Plus
• June 8, 2007
• By Rep. Mimi Stewart
• mstewart_at_osogrande.com

5
Objectives for this Presentation

• To better understand the significance of the
  research on reading
• Why reading is a national priority
• Why learning to read is difficult
• How good readers read
• How children learn to read
• The components of SBRR instruction that must be
  taught

6
Lets Begin with the End in Mind
The ultimate goal of reading instruction
7
Why a National Priority?

• Too many are not proficient (NAEP).
• Students must be good readers to make it in life.
• Up to 70 of children in high-poverty schools are
  below basic, especially children of color
  and/or Hispanic.
• This problem is preventable!
• If we start early, in pre-K and K1.
• If we use research-based instruction.

8
(No Transcript)
9
(No Transcript)
10
New Mexico 4th Grade NAEP Reading Scores
11
(No Transcript)
12

• POOR READERS in First Grade at risk
• Poor readers at the end of first grade are at
  very significant risk for long term academic
  difficulty.
• 88 probability of being a poor reading in
  fourth grade if you were a poor reader in the
  first grade (Juel, 1988)
• Poor readers at the end of first grade are likely
  to require intensive instructional support to
  reach third grade reading outcomes.

13
In 1995, the U.S. Department of Education and
the National Institutes of Health
National Academy of Sciences
Report from the National Research Council 1998
14
In 1997, United States Congress
National Institute of Child Health and Human
Development U.S. Department of Education
Report of the National Reading Panel
15
(No Transcript)
16
Five Big Ideas in Reading Instruction

• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Text comprehension

17
National Reading Panel 4/2000

• For children to be good readers, they must be
  taught
• Phonemic awareness skills the ability to
  manipulate the sounds that make up spoken
  language
• Phonics skills the understanding that there are
  relationships between letters sounds
• The ability to read fluently with accuracy,
  speed, and expression and
• To apply reading comprehension strategies,
  including vocabulary knowledge, to enhance
  understanding and enjoyment of what they read.

18
How the new research is different--
1. It is much, much more extensive
2. It has been much better funded, and has been
of higher quality
3. It has involved a convergence of findings from
both basic science on the nature of reading and
from instructional studies that implement those
findings
19
Other big ideas from the research
1. Reading instruction is more effective when the
important components are taught systematically
and explicitly
2. Early assessment of critical skills is
necessary to identify children lagging behind
3. The earlier at-risk children receive the
interventions they need, the better
4. Interventions for at-risk children must
provide more intensive instruction that is
targeted on the skills they are having difficulty
with
20
Written Language Is Harder to Learn Than Spoken
Language

• Reading is a relatively new human capability,
  invented only a few thousand years ago were not
  wired for it as we are for oral language.
• 25 of the adult population of the U.S. has not
  learned to read (yet).
• A child learns to speak at age one reading is
  learned beginning at age five or six, and takes
  several years.

21
Scientifically-Based Reading Research (SBRR)

• Results are replicated.
• Three or more studies same result
• Finding can be generalized.
• Studies controlled enough to document
  cause-effect relationships among groups
• The scientific method is used.
• Hypotheses are generated on the basis of what is
  already known the experiment is designed to
  disprove hypothesis
• Rigorous standards are met.
• Design, execution, and interpretation rigorous
  peer review
• Convergent findings are compatible.
• Qualitative or quantitative results make sense
  in light of findings from studies conducted in
  related disciplines
• Findings are longitudinal.
• Groups of students studied over long periods of
  time

22
Reading and the Brain
Brocas area Inferior frontal gyrus
(articulation)
Parieto-temporal (word analysis, meaning
processor)
/p/ /i/ /g/
anterior
Occipito-temporal (word form, letter
identification)
p - i - g
Shaywitz, 2003
23
The Orthographic Processor

• Processes letters, letter patterns, and whole
  words.
• We must teach
• Recognition and formation of letters
• Association of letters with sounds
• Attention to letter sequences and patterns
• Fluent recognition of whole words
• Recall of letters for spelling

24
The Phonological Processor

• Processes the speech sound system.
• We must teach
• Identification, comparison, and manipulationof
  sounds
• Pronunciation of sounds and words
• Memory for sounds and words
• Links between sounds, spellings, and meanings

25
The Meaning Processor

• We store word meanings in relation to
• Other words
• Categories and concepts
• Examples of word use in context
• The sounds, spelling, and syllables
• Meaningful parts
• We must teach vocabulary with attention to all
  these areas.

26
Successful and Proficient Readers

• Rely primarily on the letters in the word rather
  than context or pictures to identify familiar and
  unfamiliar words.
• Process virtually every letter of a word.
• Use letter-sound correspondences to identify
  words.
• Have a reliable strategy for decoding words.
• Read words for a sufficient number of times for
  words to become automatic.
• (Hasbrouck 1998)

27
Matthew Effect
28
The consensus view of most important
instructional features for interventions
Interventions are more effective when they
Provide systematic and explicit instruction on
whatever component skills are deficient phonemic
awareness, phonics, fluency, vocabulary, reading
comprehension strategies
29
What do we mean by systematic and explicit?
Systematic
Guided by a scope and sequence that is
comprehensive, that teaches all the appropriate
knowledge and skills in a programmatically
scaffolded manner
Explicit
First graders who are at risk for failure in
learning to read do not discover what teachers
leave unsaid about the complexities of word
learning. As a result, it is important to
directly teach them procedures for learning
words (Gaskins, et al., 1997)
30
Stages of Reading Development
Ehri 1995, Moats 2000
31
Stages of Reading Development
Ehri 1995, Moats 2000
32
Five Big Ideas in Reading Instruction

• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Text comprehension

33
What is Phonological Awareness?
34
Phonological Awareness is a Foundation Skill

• Phonological Awareness as a foundation skill for
  reading. Generally not important in and of
  itself.

35
Significance of Phonemic Awareness
The best predictor of reading difficulty in
kindergarten or first grade is the inability to
segment words and syllables into constituent
sound units (phonemic awareness). Lyon
1995 Poor phonemic awareness at four to six
years of age is predictive of reading
difficulties throughout the elementary
years. Torgesen and Burgess 1998 More advanced
forms of phonemic awareness (such as the ability
to segment words into component sounds) are more
predictive of reading ability than simpler forms
(such as being able to detect rhymes). Nation
and Hulme 1997
36
Phonological Awareness Developmental Sequence
37
PA Benchmarks Between Ages 49
38
PA The Anchor for Phonics

• /e/ /ch/ /?/ /z/ /sh/ /a/ /p
• ea ch e s sh a p e
• Therefore We must learn to produce and
  manipulate phonemes and to recognize common
  confusions in children.

39
Alphabetic Principle

• What is it?
• Alphabetic Principle is explicit awareness of
  the letter-sound structure of written language.
• Alphabetic Understanding. Words are composed of
  letters that represent sounds, and
• Phonological Recoding. Using systematic
  relationships between letters and phonemes
  (letter-sound correspondence) to retrieve the
  pronunciation of an unknown printed string or to
  spell.

40
Words in the English Language

• 50 are wholly decodable
• 37 are only off by one sound
• 50 of the words we read are made up of the first
  107 high-frequency words.

Hanna, P. R., J. S. Hanna, R. E. Hodges, and E.
H. Rudorf, Jr. 1966. Phoneme-grapheme
correspondences as cues to spelling improvement.
Washington, DC U.S. Office of Educ.
41
Fluency

• The ability to translate letters-to-sounds-to-word
  s fluently, effortlessly.
• LaBerge and Samuels described the fluent reader
  as "one whose decoding processes are automatic,
  requiring no conscious attention." Such capacity
  then enables readers to allocate their attention
  to the comprehension and meaning of the text.
• Juel 1991

42
Reading and the Brain
Brocas area Inferior frontal gyrus
(articulation)
Parieto-temporal (word analysis, meaning
processor)
/p/ /i/ /g/
anterior
Occipito-temporal (word form, letter
identification)
p - i - g
Shaywitz, 2003
43
Definition of Fluency

• Fluency (automaticity) is reading words with no
  noticeable cognitive or mental effort. It is
  having mastered word recognition skills to the
  point of overlearning. Fundamental skills are so
  "automatic" that they do not require conscious
  attention.

44
Automaticity with the Code

• What is it?
• The ability to quickly and accurately apply
  letter-sound correspondence to reading connected
  text.
• Automaticity provides an overall indicator of
  student growth and development of early reading
  skills.
• What is it not?
• Oral reading fluency will not tell you everything
  you need to know about student reading
  performance.
• However, there is a strong relationship between
  oral reading fluency and comprehension.

45
Whats so important about Vobabulary??
46
Language
47
Hart and Risley (1995) conducted a longitudinal
study of children and families from three groups

• Professional families
• Working-class families
• Families on welfare

48
Interactions

• Hart Risley also compared the mean number of
  minutes of interaction per hour in the three
  groups.

49
Cumulative Language Experiences
50
Cumulative Language Experiences
51
Summary Schools must do three basic things to
teach reading scientifically.
1. Increase the consistency with which high
quality instruction is delivered in every K-3
classroom
2. Continuously assess growth in critical reading
skills beginning in kindergarten to identify
children lagging behind
3. Provide supplemental, individualized
interventions for children who are struggling to
learn to read
52
Do we have a science of reading to which all
educators must be responsible?
The answer is Yes there is a body of scientific
knowledge about reading and reading instruction
that can help teachers, principals, and schools
be more effective in teaching to all children
This new body of knowledge about reading is also
very helpful in establishing the focus of
assessment and instruction in pre-school
53
Three potential stumbling blocks to becoming a
good reader (NRC Report, 1998)
1. Difficulty learning to read words accurately
and fluently
2. Insufficient vocabulary, general knowledge,
and reasoning skills to support comprehension of
written language
3. Absence or loss of initial motivation to
read, or failure to develop a mature
appreciation of the rewards of reading.
54
Bibliography

• Overcoming Dyslexia, Sally Shaywitz
• Beginning to Read, Marilyn J. Adams
• Straight Talk About Reading, Hall, Moats
• Speech to Print, Louisa Moats
• Unlocking Literacy, Marcia Henry
• Phonics From A to Z, Wiley Blevins
• Teaching Assessing Phonics Chall, Popp
• The Reading Glitch, Sherman, Ramsey
• Bringing Words to Life Robust Vocabulary
  Instruction, Isabel Beck
• Put Reading First, EdPubOrders_at_aspensys.com

55
Lets End with the End in Mind
The ultimate goal of reading instruction