Transcript Slide 1
Reading stimulates general cognitive growth—particularly verbal skills How will schools know if they have a strong program? Every child will be reading! We know what to do to ensure that virtually every child learns to read early and well. Whether or not we do it will ultimately depend upon how we feel about the fact we haven’t done it so far. We can do this. We have to do this. We have the knowledge. We have the research. Now, we even have the resources. Bridging the 5 Elements of Reading • • • • • Phonemic Awareness Phonics Vocabulary Fluency Comprehension The Research Says… “Children who fall behind in first grade reading have a one in eight chance of ever catching up to grade level.” (Juel, 1994) “Phoneme awareness is the single best predictor of reading success between kindergarten and second grade.” (Adams, Stanovich, 1995) “Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension.” (Stanovich, 1993) Who is it for? • Preschool • Kindergarten through second grade • Basic and below grade level readers Areas of instruction • • • • • • • • Isolation Identify Categorization Blending Segmentation Deletion Addition Substitution Five Levels of Phonological Awareness Phoneme Blending & Segmenting Syllable Blending & Segmenting Sentence Segmenting Rhyming & Alliteration Onset-Rime Blending & Segmenting How Much Instructional Time? “No more than 20 hours over the school year.” Stanovich1993 Language Hart and Risley (1995) conducted a longitudinal study of children and families from three groups: • Professional families • Working-class families • Families on welfare Interactions Hart & Risley compared the mean number of interactions initiated per hour in each of the three groups. 50 40 30 20 10 0 Welfare Working Professional Interactions Hart & Risley also compared the mean number of minutes of interaction per hour in the three groups. 50 40 30 20 10 0 Welfare Working Professional Cumulative Language Experiences Different words used per hour 500 400 300 200 100 0 Welfare Working Professional Cumulative Language Experiences Cumulative Words Spoken to Child (in millions) 50 40 30 Professional Working 20 Welfare 10 0 0 12 24 Age of child (in months) 36 48 Teaching Reading is Urgent • A student in the 20th percentile reads books .7 ______ minutes a day. • This adds up to 21,000 _________words read per year. • A student in the 80th percentile reads books 14.2 minutes a day. ______ • This adds up to 1,146,000 __________ words read per year. Where are we? What is our goal? What course should we follow? How are we doing? Our Goal Desired Course We are Here Actual Course Model for Student Success Continuous Assessment Instruction Data-Based Instructiona l Planning Teacher names School Status Report- Teacher names Gives overview for principal of all classes How will data Help Guide Instruction? The Class Status Reports will help answer three important questions: 1. Who needs extra support? 2. How should groups be formed? 3. Which skills need to be emphasized? Who Needs Extra Support? High Risk: 7 Moderate Risk: 3 Low Risk: 9 How will small groups be formed? • Group 1: Students 1, 3, 5, 7, 8 • Group 2: Students 2, 4, 6, 9, 10 (12, possibly) • Group 3: Students 11-19 Summary of Recommended Uses of Student Data To identify students in need of more assistance To determine if students are improving with extra assistance To form flexible reading groups Early Screening Identifies Children Who Need Additional Intervention For example, in one longitudinal study: • 201 randomly selected children from five elementary schools serving children from mixed SES and ethnic backgrounds were followed from the beginning of first grade to the end of fourth grade. • Children who scored low on phonemic awareness and letter knowledge at the beginning of first grade – Started with lower skills – Made less progress – Fell further and further below grade level as they progressed from first through fourth grade. Early Screening Identifies Children At Risk of Reading Difficulty 5.2 Reading grade level 5 4 3 Low Risk on Early Screening 2 1 At Risk on Early Screening 1 2 3 4 Grade level corresponding to age 2.5 Additional Instructional Intervention Changes Reading Outcomes • Four years later, the researchers went back to the same school. Two major changes were implemented: • First, a research-based comprehensive reading program was implemented for all students, and • Second, children at risk for reading difficulty were randomly assigned to a control group or to a group receiving substantial instructional intervention. Early Intervention Changes Reading Outcomes 5.2 4.9 Reading grade level 5 With substantial instructional intervention 4 3 Low Risk on Early Screening 2 1 At Risk on Early Screening 1 2 3 4 Grade level corresponding to age With research- 3.2 based core but 2.5 without extra instructional intervention Research-Based, Comprehensive Reading Program and Substantial Instructional Intervention Both a research-based comprehensive reading program and substantial instructional intervention were needed for children at risk of reading difficulty. Children receiving substantial additional instructional intervention beyond an effective comprehensive reading program: – Progressed more rapidly than control students, – Had reading skills more like the low risk group than the at risk group, and – Were reading about at grade level. " I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated to deescalated and a child humanized or dehumanized" - Hiam Ginott A Window of Opportunity To every complex problem, there is a simple solution… thatdoesn’t doesn’t work that work. Mark Twain Three Definitions of Schools A series of autonomous classrooms that are connected by a common parking lot. A place where the relatively young watch the relatively old work. A complex organization that is built upon relationships that require individuals to work interdependently. A concluding thought -As we acquire more and more knowledge of what works….. Another set of questions assumes more and more importance…. How do we make this kind of instruction available to every child who needs it?