Transcript Severe Acute Respiratory Syndrome

CONTEMPORARY
CHILDHOOD:
WHAT HAPPENS EARLY
REALLY MATTERS
G. Reid Lyon, Ph.D.
National Institute of Child Health
and Human Development
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?
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NICHD Reading Research Program
University of
Washington
Berninger
Univ of
Massachusetts
Rayner
Toronto
Lovett
Mayo
Clinic
Kalusic
Tufts
Wolf
Syracuse Univ
Blachman
San Luis Ebispo
Lindamood/Bell
Loyola Univ – Chicago
Morrison
SUNY Albany
Vellutino
Boy’s Town
Smith
Univ of Southern California
Manis/Seidenberg
Univ of California – Irvine
Filipek
Colorado
LDRC
Defries
Emerson College
Aram
Beth Israel
Galaburda
Ya le
Shaywitz
Haskins
Labs
Fowler/
Liberman
Johns
Hopkins
Denckla
D.C./Houston
Forman/Moats
Georgetown
Univ
Eden
Southern Illinois Univ
Moltese
Bowman Gray
Wood
Univ of California – San Diego,
Salk Institute
Bellugi
Univ of Arkansas
– Med Ctr
Dykman
Yale
Methodology
Fletcher
NICHD Sites
Univ of
Missouri
Geary
Children’s
Hospital/
Harvard LDRC
Waber
Georgia State
R. Morris
Univ of Georgia
Hynd
Univ of Houston
Francis
Univ of Texas
– Med Ctr
Foorman/Fletcher
Florida State
Torgesen/Wagner
Univ of Florida
Alexander/Conway
OUR YOUNGEST CITIZENS WILL
SURPRISE US
• Infants, Toddlers, and preschoolers can learn more than we ever
thought possible
• From birth to age 3 the brains of children are rapidly forming
connections between neural cells
• The quality and degree of connections between neural cells are
established through the the quality of interactions the child has
with adults, other children, and the environment
• Infants before the age of 6 months can perceive and express all
sounds of all languages spoken on the planet
4
OUR YOUNGEST CITIZENS WILL
SURPRISE US
• Depending on the environment, vocabulary development
accelerates rapidly during the second year of life.
• Under the right circumstances, most 18 month olds (on
average) learn 9 new words a day, every day, throughout
the preschool years
• By 3 years of age the child can speak in full sentences
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The Role of the Environment and Early
Experience on Language Development
• Language development requires an interplay between genes, biology, and
environmental factors
• Poverty and disadvantage reduce the quantity and quality of interactions
with language
• Limited language interactions in the home environment place children at
severe risk for school failure, particularly in reading
• Cultural influences every aspect of human development and must be
considered in the design and implementation of any program
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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
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Major Sources of Reading Failure
• Socioeconomic Factors – Poverty
• Biological Factors – Genetics and
Neurobiology
• Instructional Factors – Predominate
How Do Children Learn to Read?:
The Influence of Early Language and
Literacy Experiences
Differences in exposure to words over one year can
predict substantial difficulties in oral language and
reading development:
• Children in Professional Families – 11 million
• Children in Working-class Families – 6 million
• Children in Welfare Families – 3 million
Mean Number of
Interactions Initiated
per Hour
50
Mean Number of
Minutes per Interaction
per Hour
50
Professional
40
40
Welfare
30
33
29
20
Working Professional
-class
42
Working
-class
30
28.5
20
Welfare
26
18
10
10
0
0
Hart and Risley, 1995
Cumulative Language Experiences
Cumulative Words
Spoken to Child
(in millions)
50
48 Professional
40
30 Working-class
30
20
12
10
0
12 Welfare
7.5
3
0
12
24
Age of Child (in months)
36
48
Hart and Risley, 1995
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
14
15
16
Hirsch, 1996
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
National Center for Educational Statistics, 2003
WHAT DO KIDS
NEED TO KNOW TO
READ?
A HECK OF A LOT
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WHAT DO KIDS NEED TO KNOW TO
READ FOR MEANING?
Accurate and fluent word reading skills
Oral language skills (vocabulary, linguistic comprehension)
Extent of conceptual and factual knowledge
Knowledge and skill in use of cognitive strategies to
improve comprehension or repair it when it breaks down.
Reasoning and inferential skills
Motivation to understand and interest in task and
materials
VIDEO
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Life Experience
Content Knowledge
Oral Language Skills
Activation of
Prior Knowledge
Knowledge of Language
Structures
Language
Vocabulary
Knowledge about Texts
Cultural Influences
Knowledge
Reading
Comprehension
Fluency
Motivation & Engagement
Active Reading Strategies
Metacognition
Prosody
Monitoring Strategies
Automaticity / Rate
Fix-Up Strategies
Accuracy
Decoding
Phonemic Awareness
Early Intervention is Possible
• Risk characteristics present in Preschool,
Kindergarten and G1
• Print awareness, Letter knowledge, letter-sound
knowledge, phonological awareness, oral language
development, vocabulary, background knowledge
• Assess all children and INTERVENE
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Early Intervention is Clearly
Effective
 Prevention studies
commonly show that 7090% of at risk children
(bottom 20%) in K- 2 can
learn to read in average
range
Outcomes from 67.5 Hours of
Intensive LiPSTM Intervention
Standard Score
100
96
91
30%
89
90
86
83
80
75
74
70
73
68
Word
Attack
Text Reading
Reading
Accuracy Comprehension
71
Text
Reading
Rate
Torgesen, 2003
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
Hartsfield Elementary Progress
Over Five Years
40
Proportion falling
below the 25th
percentile in word
reading ability at the
end of first grade
Average Percentile
for entire grade (n=105)
Screening at beginning of
first grade, with extra
instruction for those in
bottom 30-40%
31.8
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)
The consensus view of most important
instructional features for interventions
Instructional interactions and 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
• Provide a significant increase in intensity of instruction
• Provide ample opportunities for guided practice of new skills
• Provide appropriate levels of scaffolding as children learn to
apply new skills
Reading stimulates general
cognitive growth —
particularly verbal skills
Meanwhile, Back in the Brain
Why Do Some Children Have Difficulties
Learning to Read?
Kindergarten
Left Hemisphere
Right Hemisphere
S#1:
At risk
S#31:
Not at risk
150-300 300-1000 ms
Time after
Stimulus
Onset
Kindergarten
Left Hemisphere
Right Hemisphere
S#1:
At risk
S#31:
Not at risk
150-300 300-1000 ms
Time after
Stimulus
Onset
At Risk Reader
Left Hemisphere
Kindergarten
1st Grade
Right Hemisphere
LEARNING, LITERACY AND THE ROLE OF THE
MEDIA: SOME SUGGESTIONS
• Base everything you do on converging scientific evidence on how
children learn, why some children have a tough time, and what can
be done about that
• Avoid at all costs the development of media for children on the
basis of untested philosophies, assumptions, anecdotes, and lousy
research
•Try to avoid getting caught up in “either-or” debates – they are
stupid and not productive
• Make sure you evaluate the effectiveness of any products through
the application of the appropriate research methods and designs
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A CHILD’S LIFE: LEARNING,
LITERACY AND THE ROLE OF
THE MEDIA:
G. Reid Lyon, Ph.D.
National Institute of Child Health
and Human Development