Transcript Severe Acute Respiratory Syndrome

HOW DO CHILDREN LEARN TO READ?
WHY DO SOME CHILDREN HAVE DIFFICULTIES?
HOW CAN WE HELP ALL STUDENTS LEARN TO
READ?
A presentation to the parents of Albuquerque
G. Reid Lyon, Ph.D.
President and CEIO
Synergistic Education Solutions
1
WHAT DO KIDS
NEED TO KNOW TO
READ?
A HECK OF A LOT
2
I NEED TO KNOW MY SOUNDS TO READ
3
How Do Children Learn to Read?
Phonological Awareness (PA)
• Phonological awareness involves the understanding that spoken
words are composed of segments of sounds smaller than a syllable.
• It also involves the ability to notice, think about, or manipulate the
individual sounds in words.
4
How Do Children Learn to Read?
What is “Phonics”?
It is a kind of knowledge.
Which letters are used to represent which
phonemes?
It is a kind of skill.
Pronounce these words…
blit
5
fratchet
How Do Children Learn to Read?
FLUENCY
“Fluency is the ability to read text
quickly, accurately, and with proper
expression”
National Reading Panel
6
VOCABULARY:
• The “ fourth grade reading slump” reflects a language gap as
much as a reading gap – Why?
• Reading tests (e.g., NAEP) in 4th grade are primarily measures of
reading comprehension
It is impossible to comprehend what is read without the
vocabulary relevant to what is being read
7
HOW VOCABULARY INFLUENCES
READING COMPREHENSION
• Reading comprehension, at a minimum, depends on
decoding/word recognition accuracy and fluency,
VOCABULARY, AND BACKGROUND KNOWLEDGE
• A student must be able to read correctly approximately 95
percent of the words accurately in text to comprehend what is
read
• MOREOVER, to comprehend, a student must know the
meanings of 90 to 95 percent of the words being read
• The unknown 5 to 10 percent can be inferred from text
8
The Effects of Weaknesses in Oral Language
on Reading Growth
Reading
Age Level
16
High Oral Language
in Kindergarten
15
14
5.2 years difference
13
12
11
Low Oral Language
in Kindergarten
10
9
8
7
6
5
5
6
7
8
9
10
11
12
13
Chronological Age
9
14
15
16
Hirsch, 1996
Cunningham & Stanovich, 1999)
Table 3
%
98
90
80
70
60
50
40
30
20
10
2
10
Independent
Reading
Minutes Per Day
65.0
21.1
14.2
9.6
6.5
4.6
3.3
1.3
0.7
0.1
0.0
Words Read Per
Year
4,358,000
1,823,000
1,146,000
622,000
432,000
282,000
200,000
106,000
21,000
8,000
0
Variation in Amount of Independent Reading
Factors Affecting Student Achievement
Factors
Examples
Teacher
•Instructional strategies
•Classroom management
•Classroom curriculum design
Student
•Home atmosphere
•Learned intelligence & background knowledge
•Motivation
School
•Guaranteed & viable curriculum
•Challenging goals & effective feedback
•Collegiality & professionalism
Family
•Parent & community involvement
•Safe & orderly environment
11
Major Sources of Reading Failure
• Socioeconomic Factors – Poverty
• Biological Factors – Genetics and
Neurobiology
• Instructional Factors – Predominate
12
Environmental Influences
• By kindergarten a child from disadvantage
typically has twice the vocabulary as a
youngster born into poverty
• The typical 5-year-old from an urban
environment and disadvantaged home enters
kindergarten at the 5th percentile in
vocabulary
• By age 16 advantaged children have four
times the vocabulary as children born into
poverty
13
What We Hear Many Educators Say:
• They’re poor;
• Their parents don’t care;
• They come to schools without breakfast;
• Not enough books
• Not enough parents . . .
14
Percent of 4th Grade Students
Performing Below Basic Level - 37%
White
27
Black
63
Hispanic
58
Poor
60
Non-poor
26
0
10
20
30
40
50
60
70
80
90
100
Percent Performing Below the Basic Reading Level
15
National Center for Educational Statistics, 2003
Reading: Students Entering High School Better Prepared, But
Leaving Worse
Total= 290
NAEP Scale Score Gains
290
Total= 288
33
28
46
48
211
212
1984-1992
1988-1996
0
16
Source: NCES, 1999. Trends in Academic Progress. Data from Long Term Trend NAEP
Ages 13-17 Growth
Ages 9-13 Growth
Age 9 Score
High School Graduation Rates
100%
80%
Filtering Out Students
100%
60%
68%
40%
40%
20%
0%
27%
9th Graders
High School
Graduates
Enroll in College
Sophomore
Year
18%
Graduate from
College on Time
Source: National Center for Public Policy and Higher Education, Policy Alert, April 2004. Data are estimates of pipeline progress rather
than actual cohort.
17
THIS IS WHAT HAPPENS TO HIGH SCHOOL DROPOUTS
18
•
Their average earnings of $22,000 per year is close to the poverty line for a
family of four
•
Almost 50% of heads of households are on welfare
•
They have 8 times the poverty rate of college graduates
•
Their average lifetime wages are $1,000,000 less than a college graduate
•
They are twice as likely to smoke
THIS IS WHAT HAPPENS TO HIGH SCHOOL DROPOUTS
19
•
They have 19 times the incarceration rate of a college graduate
•
They comprise almost 50% of the prison population
•
A one-year increase in the average years of schooling for high school dropouts
would reduce murder and assault by almost 30%, car theft by 20% and arson
by 13%
•
They have significantly higher drug and alcohol abuse
•
They earn only 22% as much as a professional degree holder and 40% of a
college graduate
College Readiness Rates
100
90
80
70
60
50
40
30
20
10
0
White
African
American
HS Graduation Rate
Source: Public High School and College-Readiness Rates
1991-2002 Manhattan Institute Report Feb 2005
20
Hispanic
College Readiness Rate
College Graduation Rates
100%
80%
60%
34%
17%
40%
10%
20%
0%
White
Black
Hispanic
Students with bachelor degrees between 24 and 29
21
Source: U.S. Census Bureau, Current Population Survey, Annual Social and
Economic Supplement, 2003
African American and Latino
17 Year-Olds Read at Same Levels As White 13 Year-Olds
Percent of Students
100%
0%
150
200
250
300
350
Average Scale Score
White 13 Year-Olds
African American 17 Year-Olds
Latino 17 Year-Olds
Note: Long-Term Trends NAEP
22
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Employment Change by Education
1992 – 2002
Less than HS -0.4
High School Only
0.1
Some College
2.4
2-Year Technical
2.5
2-Year Academic
2.1
4-Year Degree
-1.0
6.3
0.0
1.0
2.0
3.0
4.0
Millions of Jobs
23
Employment
Foundation
tabulations
of Bureau
of Labor
Source:Source:
Employment
PolicyPolicy
Foundation
tabulations
of Bureau
of Labor
Statistics/Census
Current
Population
Survey
data;
MTC
Institute.
Statistics
/ Census Current
Population
Survey
data;
MTC
Institute.
5.0
6.0
7.0
Why Scientific Research Is Critical To Instruction
Essential for identifying effective
instructional practices
Provides reliable information about
what works and why and how it works
Essential for designing new effective
teaching methods
24
Alternatives To Research-based Instruction
ANECDOTES
UNTESTED BELIEFS ABOUT
TEACHING AND LEARNING
FADS, QUICK FIXES, AND APPEALS
TO AUTHORITY
STUDENT FAILURE
25
Research Questions
• How do children develop language abilities?
• How do children develop social competencies?
• How can we foster children’s emotional health?
• How do children learn to read?
• Why do some children have difficulties learning to
read?
• How can we prevent reading difficulties?
• How can we remediate reading difficulties?
26
Answering Fundamental Questions About Teaching and
Learning Through NIH Multidisciplinary Research
NIH-NICHD Research Site Composition
– Educators
– Psychologists
– Neuroscientists
– Geneticists
– Pediatricians
– Neurologists
– Radiologists
– Linguists
– Economists
– Research Methodologists
27
– Demographers
NIH-NICHD Multidisciplinary Research Program
(North America; Lyon, 1985-2005)
Children’s
Hospital/
Harvard LDRC
Waber
U of
Washington
Berninger
Toronto
Lovett
U of
Massachusetts
Rayner
Mayo
Clinic
Kalusic
Tufts
Wolf
Syracuse U
Blachman
Emerson
College
Aram
Beth Israel
Galaburda
Yale
Shaywitz
Haskins
U of Michigan
Labs
SUNY Albany
Morrison
Fowler/
Vellutino
U of Wisconsin
Liberman
Stanfor
Johnson-Glenburg
Carnegie-Mellon
Northwestern
Boy’s Town
Johns
Rutgers U
d
U
Smith
Hopkins
ScarboroBooth
Denckla
Reiss
ugh
U of Southern California
Purdue U
D.C./Houston
Manis/Seidenberg
Colorado
Hynd
Duke U
Forman/Moats
LDRC
Goldston
U of
U of
Georgetown U
Defries
Kansas
Missouri
Eden
U of
Geary
Shumaker
Univ of California – Irvine
Louisville
Filipek
Molfese
Colorado
Gallaudet U
San
Moats
LaSasso
Bowman
Francisco
U of California – San Diego,
Gray
U of Arkansas –
Herron
Wood
Salk Institute
Med Ctr
Georgia
Dykman
Bellugi
State
R. Morris
U of Georgia
U of Houston
Stahl
Yale
Francis
Methodology
Fletcher
Florida State
Torgesen/Wagner
Univ of Florida
U of Texas
Alexander/Conway
– Med Ctr
Foorman/Fletcher
NICHD Sites
28
U of Texas
Vaughn
Applying What We Know From
Neuroscience to Improve Education
And Student Learning
Motivate
Teach
Apply
29
Evaluate
Student
Achievement
Modify
Assess
A Theoretical Model for the Brain Circuit for
Reading (Component Processes)
Phonological processing:
correspondence between
letter and sound
Phonological
processing:
articulatory
mapping
Relay station;
Crossmodality
integration
Graphemic
analysis
30
Patricia Kuhl - U. Washington
31
Learning Begins Early
32
Kuhl -U. Washington
The Effects of Scientifically Based Instruction
20
19
18
17
16
15
14
13
12
Percentage Point
Gains
10
9
8
7
6
5
4
3
2
1
16%
33
13%
15%
19%
19%
12%
Individualization
Computerized
Instruction
Mastery Learning
Application
Tutoring
Instructional Media
Marzano, 2002
Student Performance is Increased When Teachers use Science Based
Instruction
100
90
Avg.Teacher
Least Effective
Teacher
Effective Teacher
80
70
60
50
50th percentile
40
Teachers Trained
with Science Based
Methods
30
20
10
50%
Marzano,
34
2003; Wallberg, 2002
3%
63%
96%
Hartsfield Elementary School
Progress Over Five Years
40
31.8
Proportion
falling below the
25th percentile in
word reading
ability at the end
of 1st grade
30
20.4
20
Screening at beginning
of 1st grade, with extra
instruction for those in bottom
30-40%
10
1995
1996
Torgesen, Alexander et al., 2001
35
Hartsfield Elementary Progress
Over Five Years
40
Screening at beginning of first
grade, with extra instruction
for those in bottom 30-40%
31.8
Proportion falling
below the 25th
percentile in word
reading ability at
the end of first
grade
Average Percentile
for entire grade (n=105)
30
20.4
20
10.9
10
6.7
3.7
1995
1996
1997
1998
1999
48.9
55.2
61.4
73.5
81.7
King & Torgesen (in press)
36
WHAT CAN WE DO?
37
Early Intervention is Effective
 Prevention studies in
reading (and behavior)
commonly show that 7090% of at risk children
(bottom 20%) in K- 2 can
learn to read in average
range (Fletcher et al.,
2006)
THE PREPARATION OF EFFECTIVE TEACHERS AND EDUCATIONAL
LEADERS:
A NATIONAL IMPERATIVE
• Education is the primary prerequisite to our nation’s ability to compete in the
global marketplace
• Education is the most important factor in obtaining productive employment
and supporting a family
• The future of our country is in the hands of our nation’s teachers and
educational leaders
39
THE IMPACT OF EFFECTIVE TEACHING ON THE FUTURE OF
CHILDREN AND OUR COUNTRY
• Teacher effectiveness is the most significant factor in the learning and
achievement of students from kindergarten through high school
• Effective school leadership adds significant value to the effectiveness of a
teacher
• The quality of our teachers and educational leaders will determine the
quality of life tomorrow
40
The Effective Teacher:
The Most Important Factor in
Learning and Achievement
•
Most effective teachers can improve student academic achievement by
over 50 percentile points in one academic year
COMPARED TO
41
•
Ineffective teachers have little impact on student achievement: 0 to 14
percentile point gain
•
Average difference in achievement between students with most effective
teachers and least effective teachers is 39 percentile points
ARE COLLEGES OF EDUCATION UP TO THESE
CHALLENGES
60 % of Teachers Report their Undergraduate Program in Education Did Not
Prepare Them for the Classroom
62 % of Teachers Report their Master’s Program in Education Did Not Prepare
them For the Classroom
57 % of Teachers Report Their Doctorate Degree in education Did Not Prepare
Them for the Classroom
*The passing grade for students in school is usually 65 percent
*By this criterion, colleges of education receive an F
42
The Effective School Leader:
Essential for Teacher Effectiveness
43
•
Effective leaders increase the impact of an effective teacher by at
least 10 percentile points
•
Effective leaders are 90 percent more likely to ensure that effective
programs are sustained over time in their schools
Remember
The person who says it can
not be done should not
interrupt the person doing it.
--Ancient Chinese Proverb
44
VOCABULARY:
• The “ fourth grade reading slump” reflects a language gap as
much as a reading gap – Why?
• Reading tests (e.g., NAEP) in 4th grade are primarily measures of
reading comprehension
It is impossible to comprehend what is read without the
vocabulary relevant to what is being read
45
Interventions: Reading Comprehension
• Teach comprehension strategies explicitly
• Work on oral language development, esp. vocabulary
• Teach learning adjuncts in content: graphic organizers,
summarization
• Provide organizational support (works for everyone)
46
CONSEQUENCS
• WHAT HAPPENS WHEN LEADERS DON’T LEAD?
• WHAT HAPPENS WHEN TEACHERS ARE
NOTPREPARED TO TEACH READING USING
SCIENTIFICALLY BASED READING INSTRUCTION?
WE SET KIDS UP FOR FAILURE THROUGHOUT THEIR
LIFE
47