Featured Presentation D. Ray Reutzel, Ph.D. Board of Directors

Transcription

Featured Presentation
D. Ray Reutzel, Ph.D.
Board of Directors
International Reading Association
Jake is 5 and learning to read.
He points at a picture in a zoo book and says,
“Look Mama! It’s a frickin’ Elephant!”
Deep breath…. “What did you call it?”
“It’s a frickin’ Elephant, Mama! It says so on the picture!”
A F R I C A N ELEPHANT

Preventing Reading Difficulties in Young Children (National
Research Council)

Teaching Children to Read: An Evidence-Based Assessment of the
Scientific Research Literature on Reading and Its Implications for
Reading Instruction (National Reading Panel)

The Voice of Evidence in Reading Research (National Institute of
Child Health and Human Development).

National Assessment of Educational Progress 2007 Reading Results
for 4th Grade
“The mission of public schooling is to offer every child full and equal educational opportunity, regardless of the background, education, and income of their parents. To achieve this goal, no time is as precious or as fleeting as the first years of formal schooling. Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.”
—Burns, Griffin, & Snow, 1999, p. 61
y Until the turn of the millennia, NAEP trend data in 4th grade reading scores suggested unacceptably high rates of below basic reading proficiency among vast segments of the population of children. The achievement gap was widening, particularly in rural and urban centers and in specific ethnic populations.
The Nation’s
Report Card
on Reading –
NAEP 19712007
y
NAEP, 2007: Fourth Grade Trends
http://nationsreportcard.gov
NAEP, 2007: Fourth Grade Trends
http://nationsreportcard.gov
y
The most expensive burden we place on society is those students we have failed to teach to read well. The silent army of low readers who move through our schools, siphoning off the lion’s share of administrative resources, emerge into society as adults lacking the single prerequisite for managing their lives and acquiring additional training. They are chronically unemployed, underemployed, or unemployable. They form the single largest identifiable group of those whom we incarcerate, and to whom we provide assistance, housing, medical care, and other social services. They perpetuate and enlarge the problem by creating another generation of poor readers.”
Fielding, L., Kerr, N., & Rosier, P. (1998). The 90% reading goal, p. 6‐7. Kennewick, WA: National Reading Foundation.
During the 1990s and early 2000s the “Reading Wars”
were raging. Why have we turned to evidence‐based practices in reading instruction? Resolving disputes in practice should
be grounded in evidence rather than
the product of political processes.

We need quality control mechanisms and consumer protection in educational research and practice.
What does the evidence say about Reading Fluency Instruction?
“Because the ability to obtain meaning from print depends so strongly on the development of word recognition and reading fluency, both of the latter should be regularly assessed in the classroom, permitting timely and effective instructional response.. (p. 323).
Snow, Burns, and Griffin, 1998
Practices Recommended in the Report as “Research‐Validated”
y
Focused on analysis on:
1) Guided oral repeated reading; 2) Independent reading (encouraging more reading on their own).
y
77 guided, oral repeated reading studies were analyzed. y
Results show that guided, oral, repeated reading is effective in promoting reading fluency.
y
The Effect Size was = .41 of a standard deviation or approximately 14 percentile points difference).
y
y
y
y
14 studies were located and analyzed looking at independent reading practice (SSR, Dear, Accelerated Reader, voluntary reading).
Mostly of the studies were of poor quality. Only studies 3 found differences.
The differences weren’t large enough to be considered educationally significant (Effects of less than 5% difference).
Accuracy and Automaticity
Readers decode words accurately.
Readers decode words effortlessly.
Reading Speed or Rate Readers read with an age or grade level appropriate rate.
Reading speed is adjusted for purpose and text difficulty.
Expression and Prosody
Readers read with smoothness, phrasing, and inflection.
Comprehension
Readers comprehend important ideas.
y
y
y
Skilled readers can read words in context three times faster and read words in lists two times faster than can struggling readers. With this distribution of fluency in a classroom whole class instruction and singular approaches will not be likely to meet the needs of all children. Struggling readers are slower because of problems in list reading as context doesn’t make any unique contribution to fluency rates and accuracy.
Jenkins, J.R., Fuchs, L. S., Van den Broek, P., Espin, C., & Deno. S. L. (2003).
Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels.
Learning Disabilities Research and Practice, 18 (4), 237‐245.
25 words make up 33% of the words you read!
Thorndike‐
Thorndike‐Lorge magazine count. Ed. E.L Thorndike & I. Lorge. New York, 1944: Columbia Univ.. [entries from "The teacher's word book of 30,000 words"; on RLIN]
y
107 words make up over 50% of the words you read!
y
930 words make up 65% of the words you read!
y
5,000 words make up 80% of the words you read?
y
13% of words occur only once in one million words
Zeno, S. M., Ivens, S. H., Millard, R.T., & Duvvuri, R. (1995). The educator’s word guide. New York: Touchstone Applied Science Associates, Inc.
Hiebert, E. H. (2004). Texts for Fluency and Vocabulary: Selecting Instructional Texts that Support Reading Fluency
y Effective fluency lessons include practice and explicit instruction on the elements of fluency.
y Fluency practice is effectively accomplished using a variety of effective practices such as readers’
theater, oral repeated readings, buddy or paired reading, assisted reading, closed caption TV, choral reading, etc.
Worthy, J., & Broaddus, K. (2002). The Reading Teacher, 55(4), 334‐343. Worthy, J., & Prater, K. (2002). The Reading Teacher, 56(3), 294‐297.
Explanations – explicit teaching of the terms and components of fluency.
Modeling – teacher demonstrations of fluency and disfluency characteristics. Scaffolding ME, YOU and ME, YOU
Easier texts to more difficult
Charts, visuals, diagrams to convict you of teaching fluency terms, concepts, and fluency fix‐up strategies
y
Effective fluency lessons include practice and explicit instruction on the elements of fluency.
Explanation:
Lesson Plan
What:
y Today boys and girls, we are going to be learning about how to read expressively. Important parts of reading expressively are pausing, stopping, and raising or lowering our pitch as we read. Pitch is how high or low the sounds are that we make with our voices (demonstrate high and low pitch). Marks on the page called punctuation marks (point to) help us to know when we need to pause, stop, raise or lower our pitch.
Why:
y We need to read expressively so that we can show that we understand what we are reading. Punctuation tells us what we need to know about how to express the words, phrases, and sentences with the right pauses, stops, and pitch.
When/Where:
y Whenever we read, we should pay attention to the punctuation so that we know where to pause, stop, and raise or lower our pitch.
Modeling:
y
Example
To begin, I am going to read this page with good expression paying attention to what the punctuation tells me to do, such as pause, stop and or raise or lower my pitch. Please look at the page on the overhead. Notice that I have colored each punctuation mark with a different color to help you see them more clearly. Follow what I read with your eyes. Listen very carefully to see if I stop, pause, or change my pitch where I should.
y
Non‐example Now I am going to read this page with poor expression paying no or little attention to what the punctuation tells me to do. I won’t pause, stop or raise or lower my pitch. Please look at the page on the overhead. Notice that I have colored each punctuation mark with a different color to help you see them more clearly. Follow what I read with your eyes. Listen very carefully to see where I should have changed my reading to stop, pause, or raise or lower my pitch.
Scaffolding
Whole Group (Me & You)
y Now that I have shown you how and how not to read this page, let’s practice it together! We will begin reading this page all together. (Point) Watch my pen so that we can all stay together.
y Now we will read this again using echo reading. How many of you have ever heard an echo? Show me if you know what an echo is by putting your hands on your head like this. So if I say, HELLO..the echo will say HELLO. I will read and you will echo me… Let’s begin…
Small Group/ Partners/Teams (Me & You)
y Now turn to your neighbor. Partner 1 will read and the other will echo. After Partner 1 reads, Partner 2 reads. Individual (You)
y
Next, take your fluency phone and read this page again to yourself listening carefully to see where of IF you are stopping, pausing, and raising or lowering your pitch. Select an appropriately challenging, engaging, and short reading selection.
Start with:
y Choral reading – echoic, unison, antiphonal, and mumble reading
Select an appropriately challenging, brief, and engaging piece of reading.
y Paired Reading – Buddy, Peer, Tutor y Assisted Reading ‐ NIM, Read along tapes, CDs, etc.
Select an appropriately challenging, brief, and engaging piece of reading.
y Individual Recorded Reading
y Cassette tapes/Audio Computer Files
Select an appropriately challenging, brief, and engaging piece of reading. y Reader’s Theater y Radio Reading
y Recitation
What does the evidence say about Reading Vocabulary Instruction?
“Learning new concepts and the words that encode them is essential for comprehension development” (p. 217).
• Vocabulary should be taught both directly and indirectly.
• Repetition and multiple exposures are important to learning new vocabulary.
• Learning vocabulary in rich contexts is valuable.
• Vocabulary learning tasks should be restructured when necessary.
• Vocabulary tasks should entail active engagement.
y Incidental Vocabulary Learning
y Examples: Read Aloud
Interactions
Wide Reading
The Weighty Word Book By
Paul M. Levitt
Douglas A. Berger
Elissa S. Guralnick
Illustrated by Janet Stevens
ISBN:0‐917665‐13‐9
y
y
Explicit Vocabulary Instruction
Typical Teacher Questions
Word Selection – Which words? (Tier 2)
Strategy Selection – Which strategies? (Definition, Contextal & Conceptual)
How many per day? (2 ‐3)
How many per week? (10‐11)
What does explicit vocabulary instruction look like?
Explain the word meanings, model how to get word meaning from multiple exposures – contextual, conceptual, and definitional.
Provide guided practice with words in multiple task formats
y
y
y
Tier One Words‐ Consists of basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc.
Tier Two Words ‐ High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc.
Tier Three Words ‐ Low frequency use and limited to specific knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as geography, science, etc.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.
y
Estimates indicate that about 8,000 basic words need no instruction – Tier 1
y
Estimates indicate that about 7,000 words for Tier 2 or about 700 words per year.
y
Beck, McKeown, and Kucan (2002) recommend teaching about 400 words per year K‐12.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.
Albasa
Albasa will usually be found at grocery stores and resturants. People like to eat albasa on their hamburgers, although albasa are tasty with a variety of dishes.
Since albasa are a vegetable, they are also nutritious. One disadvantage of albasa is the strong odor which has been known to produce crying symptoms among those who slice them.
Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5),
398‐402.
Detective: Student Name
“The door banged open, and Big Bill Ritchie swaggered in.”
From Farmer Boy by L. I. Wilder, p. 43
Swagger
Clue: It describes how Bill walked into the school.
Walk with a bold, Clue: Big Bill Ritchie is a bully. He thinks he is better than everyone else.
rude, or
superior air.
Part of Speech: Verb
After winning the football game, I swaggered off the field.
My Sentence
Meaning
Ainslie, D. (2001). Word detectives. The Reading Teacher, 54(4), 360‐62.
y
y
Word Awareness and Word Learning Strategies
Examples Word Awareness
Word Play
Word Study
Word Learning Strategies – When I don’t know what a word means, how can I find out?
Dictionary use
Thesaurus use Using context clues
y Copy the cover of a book for a vocabulary word wall (black and white copy will do) . Put the cover and the words from the book at the top of the word wall.
y Write children’s names down the left hand side of the vocabulary word wall.
Beck, I. L., Perfetti, C., & McKeown, M. (1982). Effects of long‐term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506‐521.
y When children use one of the words on the wall in their conversation or in their written work they get a star, check, or some other mark.
y The student with the most marks at the end of the designated time period (say a day or week) is given the honor becoming the WORD WIZARD.
Beck, I. L., Perfetti, C., & McKeown, M. (1982). Effects of long‐term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506‐521.
Inventions
Technology Electricity
Appliances
Jamie
Jackson
Cambry
Shania
√√√
√√√√√
√√√√√√√
√√√
What does the evidence say about Reading Comprehension Instruction?
Reading comprehension is the process of simultaneously extracting and constructing meaning. Comprehension involves three elements:
1.
2. 3.
The reader who is doing the comprehension
The text that is to be comprehended
The activity in which comprehension is a part
‐Sweet & Snow, 2003, pp. 2‐3
“Comprehension is a complex process…often viewed as ‘the essence of reading’. Reading comprehension is…intentional thinking during which meaning is constructed through interactions between text and reader. Meaning resides in the intentional, problem‐
solving, thinking processes of the reader that occur during and interchange with a text.”
The National Reading Panel Report, 2000, p. 4‐5
“The content of meaning is influenced by the text and by the reader’s prior knowledge and experience that are brought to bear on it. Reading comprehension is the construction of the meaning of a written text through a reciprocal interchange of ideas between the reader and the message in a particular text.”
The National Reading Panel Report, 2000, p. 4‐5
“Throughout the early grades, reading curricula should include explicit instruction on strategies such as summarizing the main idea, predicting events, and monitoring…” (p. 323).
Practices Recommended in the Report as “Research‐
Validated”
• Six Cognitive Strategies:
• Graphic organizers. (11 studies) • Comprehension monitoring. (22 studies)
• Question answering. (17 studies)
• Question generation. (27 studies)
• Story structure. (17 studies)
• Summarization. (18 studies)
Practices Recommended in the Report as “Research‐
Validated”
• Two Conditions of Instruction
• *Cooperative learning. (10 studies)
• *Multiple strategies. (38 studies)
Reutzel, 1985, 1986
Teach Story Structure
Setting
Problem
Goal
Events
Resolution
The Reading Teacher, 38 (4), 400‐404; & 39(5), 524‐528.
Story Map
Raphael, T.E., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grade and content areas. The Reading Teacher, 59(3), 206‐221.
Noyce and Christie (1989) offer four steps for producing
a text summary.
Step 1: Write a topic sentence that tells in general terms
what the content of the text or story theme is about.
Step 2: Delete all unnecessary, redundant, or irrelevant
ideas from the text or story.
Step 3: Sort ideas into categories. After sorting ideas into
categories, think of a collective term(s) for those things that fall
into the same category.
Step 4: Collapse ideas on the same subject down to one
mention if they are largely redundant.
Noyce, R. M., & Christie, J. F. (1989). Integrating reading and writing instruction. Boston: Allyn & Bacon.
y
“…an extensive knowledge base now exists to show us the skills children must learn in order to read well. These skills provide the basis for sound curriculum decisions and instructional approaches that can help prevent the predictable consequences of early reading failure.”
(National Institute for Literacy, NIFL, 2001, p. ii)
If you would like a copy of this power point:
Emma Eccles Jones Endowed Chair Professor
Utah State University
www.cehs.usu.edu/ecc
Presentations Button Left Hand Side
or
IRA Board of Directors
International Reading Association
[email protected]