Learning to Read

Achieving Literacy through Evidence-based Research and StrategiesMadison Grant United School CorporationMarch 2013

1Evidence-based Research and StrategiesShared vocabularyDimensions of Reading/LiteracyDefinitions Optimal developmental levelsBest practice strategies

2Shared VocabularySBRRLanguage of Literacy

3Scientifically-Based Reading Research (SBRR)Impact of effective teaching on reading achievement of studentsLarge numbers of students in the studyStudy and control groupsStringent peer review processReplicated with similar results

4Achieving LiteracyHearing and discriminating sounds and sound positionsUnderstanding of sounds and alphabetic representationsBuilding background knowledge and vocabularyDeveloping fluency with textMonitoring comprehension Having a purpose for reading

5What are your current concerns and questions about teaching reading?

The language of literacyPhonological awareness Phonemic awareness PhonemeGraphemePhonicsSyllableOnsetRime

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Six research-based dimensions of readingPhonemic AwarenessPhonicsFluencyVocabularyComprehensionMotivation

9Phonemic AwarenessSBRR

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Phonemic AwarenessAbility to hear, identify, and manipulate the individual sounds (phonemes) in spoken words

/k/ /t/ /d/ /g/ /f/ /a/ /i/

12SBRR & Phonemic AwarenessInstruction helpschildren learn to read.children learn to spell.Stages / ages of effectivenessPreschool, kindergarten, first gradeOlder, less able readers

13Phonemic AwarenessIS NOT phonics

IS auditory and discriminatory

DOES NOT involve letters or words in print

14Instruction is most effective when

children are taught to manipulate phonemes as per expected maturational development.it focuses on only one or two types of phoneme manipulation, rather than several types.

15Acquisition of sound fluency Continuant sounds e.g., /m/ /s/ /i/ /r/ /n/ /f/ etc.Stop consonantse.g., /t/ /q/ /p/ /k/ PositionsInitial, final, medial

16General best practice strategiesRepeat rhyming songs and poemsRead aloud books that focus on sounds, rhyming, and alliterationRepeat simple poems substituting initial sounds (Humpty Dumpty becomes Lumpty Gumpty)Encourage repetition and creation of tongue twistersUse activities focused on onomatopoeia

17RhymingUse LiteratureRhyme patternsTheres a wocket in my pocket (Seuss)AlliterationFaint frogs feeling feverish (Obligato)Assonance Moses supposes his toeses are roses (Patz)

18Syllable recognitionRead a sentence out loud; ask students to count the words; show sentence and point to words while counting with children (also develops CAP)Box-token activity paper with three boxes left to right; students place token in box each time they hear a syllable

19Onsets and rimesOral questioningWhat does this word begin with? (May be a single phoneme (/s/) or a blended phoneme (/sw/).When I say fish, what do you hear after /f/?Use of picture manipulatives

20Manipulating PhonemesBlending w/promptSegmentingDeletingAdding Substituting Blending

21Letter recognitionIntroduce after mastery of several soundsEnsure same order as maturational developmental expectationsPre-k: recognize 13 uppercase lettersK: recognize all upper and lowercase letters

Multiple methods for a,b,c awarenessGames matching, sequencing, namingFlashcardsDrawing alphabet activitiesSongsTemplatesSand writingEtc.

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PhonicsSBRR

25Phonics Understanding that there is a predictable relationship between phonemes and graphemes/k/ /a/ /t/ = cat dog = /d/ /o/ /g/

26SBRR & PhonicsInstruction helps children learn to use the alphabetic principle.decode words in isolation and in connected text.Stages / ages of effectivenessBegin mid-kindergarten, mid-first gradeConcept mastered in two yearsSlightly older, less able readers for slightly longer period of time

27SBRR indicates that beyond second grade phonics instructionaffects word reading and oral reading; and that effects do not extend to spelling and reading comprehension.

28Instruction is most effective when

it is systematic.it is explicit.it provides ample opportunities for children to apply learning of letters and sounds to reading of words, sentences, and stories.

Phonics in isolation = not effective

29Phoneme to GraphemeOne-to-one relationship

One to many relationship

Many to one relationship/t//b/

/j/

/k//s/tb

jg

c

30General best practice strategiesPlan and instruct in a systematic manner1-1 relationships firstProvide practice and reinforcementWords, parts of words, in textBalance oral and written activitiesInclude kinestheticApply phonics to age-, developmental, and grade-level appropriate text

31Being systematicSeparate auditorily and/or visually similar letters (e.g., e/i, b/p)Introduce continuant sounds earlyTeach sounds/letters that can be used to build many words (e.g, m, s, a, t)Lower case letters; similar upper and lower case letters (e.g., S/s, T/t); dissimilar upper and lower case letters (e.g., R/r, G/g, A/a)

32Being explicitModeling by the teacherGuided practiceIndependent practice

33Integrating knowledge and skillsOnce students can identify the sound of the letter reliably have them discriminate the new letter-sound correspondence from known letter sounds.When students can identify a few letter-sound correspondences quickly include these letters in single-syllable, CVC, decodable words.

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FluencySBRR

36FluencyAbility to read text accurately and quicklySilent readingRecognize words with automaticityGroup words quickly to gain meaningOral readingWith low effortWith expression

37Fluency is the clear, easy, written or spoken expression of ideas, characterized by speed,accuracy, andprosody.

38Fluency is important becauseFluent readers are better able to devote attention to comprehension of text.Students who experience reading difficulties are most often not fluent.

39Fluency instruction begins when students can read connected text with 90% or better accuracy (usually by the middle of first grade).If a student misses more than 10% of the words in a passage, the material is too difficult to use for fluency instruction.

40SBRR & FluencyInstruction and practice helps children understand what they read.Stages / ages of effectivenessEnough decodable words for simple sentencesWhen struggling Non-practiced text with 10% or more errorsLack of expression in oral readingPoor comprehension of student-read oral text

41Instruction is most effective when

oral reading is modeled for the student.guidance is given.repeated oral reading is used.practicing with relatively easy text.practicing with relatively short passages.a variety of materials are used.

42Implications for instructionRepeated reading of materials IndividualSmall groupReaders TheatreRegular practice and short intervalsCorrective feedbackStudent goal-settingGraphing or charting progress with student

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VocabularySBRR

46VocabularyWords that contribute to effective communicationOral vocabularyRecognize as we listenUse as we speakReading vocabulary Recognize as we read textUse as we write text

47SBRR & VocabularyInstruction helps children connect heard vocabulary with words in print.understand what they are reading.Stages / ages of effectivenessBirth to deathTeach before readingPractice during readingContinued exposure in written text

48Instruction is most effective when

children engage in a language-rich environment.Oral environmentWritten environmentit is explicitly taught.Individual wordsWord learning strategies

49Acquiring vocabularyDaily oral communicationWide reading (narrative and informational)Of 100 unfamiliar words; retain 5 to 15Direct instruction

50Choosing words to teachBasic, high frequency wordscat, house, greenExtremely low frequency wordsSpecific applications content areasSophisticated wordsUsed by informed language users

Alignment with CCSS and IAS

51Good vocabulary instructionhelps students gain ownership of words;provides multiple exposures;includes both definitional and contextual; information; andinvolves children actively.

52Young childrenRead a storyContextualize the wordChildren say wordStudent-friendly explanationWord in other contextsChildren interact with wordChildren say word

53Activities for primaryQuestions, reasons and examplesMaking choicesRelating wordsRelating words in contextSame format repeated with unlike wordsChildrens examplesWord jars or student created dictionaries

54Activities for intermediate gradesWord logsStudent-created definitions and examplesSentence completion (word families)Example with word choiceClosed sentence activitiesWord mapsSemantic analysis

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ComprehensionSBRR

57ComprehensionUnderstanding meaning of textUnderstanding what is readRemembering what is readCommunicating about what is read

58SBRR & ComprehensionInstruction helps children make meaning of written text.Stages / ages of effectivenessBegin in kindergarten, first gradeContinue through secondary school

59Instruction is most effective when

it is explicitDirect explanationModelingGuided practiceApplication delivered through cooperative learning processesAs partners or in small groups with clearly defined tasks

60Instruction is most effective when (cont)

students are taught to use strategies flexibly and in combination.Asking questions about the textSummarizing parts of the textClarifying words not understoodPredicting what might occur next

61Better learning comes from giving the learner better ways to construct meaning.

62The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

63The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

64Traditional lesson formatGive reading assignment

Students read independently

Classroom discussion to see if students learned main concepts

65Research-based lesson formatPrereading activities

Guided active silent reading

Classroom activities to clarify, reinforce, extend knowledge

66Comprehension assessment toolsClassroom-based assessments

Indiana Reading AssessmentsDRADIBELS

67Discuss lists to useText levels and readabilityIndependent reading level 95% accuracyInstructional reading level90% accuracyFrustration< 90% accuracy

Instructional Level This is the level that the student's reading instruction in based on for guided reading. A child reading at their instructional level needs adult guidance to be successful. Independent Level This is the student's just right reading level. It is always lower than their instructional level and he/she can read this material without adult assistance. Frustration Level At this level the material is too difficult to read even with adult assistance. Encourage the child to save this book for a late date and choosing books at this level. Listening Comprehension Level This is the level of text the child can listen to and understand when it is being read to them. Children are often able to listen to and understand books at a higher level than they are reading independently. This is a great way to build vocabulary and background knowledge68

Readability toolsFryeRaygorLexilesFlesch-Kincaid

MotivationSBRR

71MotivationCauses / reasons a particular student reads textIdeally,because he/she wants to readbecause he/she likes to read

72SBRR & MotivationOccurs when childrenare successful with written text.Can decode wordsCan read orallyCan comprehend meaningare interested in the topic.connect with / build upon previous experiences.Stages / ages of effectivenessBegin in kindergarten and continue throughout

73Motivation increases when

reading is modeled.content is of interest.choice is offered.discussion occurs.the information is useful or applicable.

74Motivation theory and researchGoal orientationLearning seeking to improve skills (Ames, 1992; Ames and Archer, 1998)Performance (ego) attempting to outperform others (Thorkildsen and Nicholls, 1998)

Motivation activates behavior

75Motivation to read (Eccles, 1998)Shifts over timeChildrens competence, beliefs, and values tend to decline across elementary yearsExtrinsic motivation tends to increase as does the focus on performance goalsCompetence and efficacy beliefs become more closely tied to indicators of performance over time

76Promoting motivation in the classrooms (McKenna, 1995)Learning and knowledge goalsReal-world interactionsAutonomy supportInteresting textsStrategy instructionCollaboration and discoursePraise and rewardsEvaluation corrective feedbackCoherence of instructional processes

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By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is easiest; and third, by experience, which is the bitterest.

Confucius, philosopher and teacher (c. 551-478 BC)

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