Transcript No Slide Title

Being a Reading Leader: How to Support
Effective Literacy Instruction in the
Elementary Classroom
David J. Chard
Quality Quinn
University of Oregon
Quality Quinn, Inc.
California Reading Association
Annual Meeting
Sacramento, CA
November 8, 2002
“Would you tell me, please, which way I ought to go from
here?”
“That depends a good deal on where you want to get to,”
said the Cat.
“I don’t much care where --” said Alice.
“Then it doesn’t matter which way you go,” said the Cat.
“--so long as I get somewhere,” Alice added as an
explanation.
Lewis Carroll, Alice’s Adventures in Wonderland (1976)
Recent Headlines and Quotes
• More than half of California 9th Graders Flunk Exit
Exam, Education Week, June 2001
• “It will take at least ten years to reach proficiency for all
learners” Sec. of Ed., PA
• “adequate yearly progress” Pres. Bush
• Still Leaving Children Behind Krista Kafta, Heritage
• Bush Seems to Ease Stance on School Accountability,
New York Times, July 2001
• Reading is the New Requisite for Math; Education Week,
January 2002
Leave No Child Behind
1. States must establish AYP (Adequate Yearly Progress) for ALL
students within 12 years (2013-2014).
2. AYP must be based on state assessments and must also include
one additional academic indicator.
3. Schools that have failed to meet their AYP objective for 2
consecutive years will be identified for improvement.
4. Data must be disaggregated for all subgroups.
5. States may aggregate up to 3 years of data in making AYP
decisions.
Major Challenges to
Impacting Student Achievement
• Sustaining a schoolwide improvement initiative
• Professional development
• Setting and maintaining instructional priorities
• Impacting the achievement of ALL learners by meeting
the needs of EACH learner
What does sustained improvement require?
• Contextual fit between effective practices, the school
vision, and the classroom environment,
• Creative decision-making, long-term planning and
investment,
• A method for monitoring performance data at the
classroom- and student-level, and
• Sufficient conceptual and procedural understanding on
the part of administrators, teachers, and parents.
What is being done?
• Mandatory summer school
• Same thing, but LOUDER
• Expensive intervention programs with uneven results
• Teacher training institutions changing reading
requirements
What should be done?
•
Dedicated developmental reading testing- preparedness
program 5th through 8th
•
Continued professional development for ALL teachers in
reading intervention 5-12
•
Initiate on-going professional development in science,
social studies, and math reading & writing
•
Integrate a “testwiseness” curriculum for state testing
programs with strong emphasis on the content areas
AaBbCcDdEeFfGgHhIiJjKkLlMmNnOoPpQqRrSsTtUuVvWwXxYyZz
Teacher Knowledge and Perceptions
about Reading
“...lower level language mastery is as essential
for the literacy teacher as anatomy is for the
physician” (Moats, 1994, p.99).
Moats, L. (1994). The missing foundation in teacher
education: Knowledge of the structure of spoken and written
language. Annals of Dyslexia, 44, 81-102.
Preparing Teachers to
Teach Reading Effectively
Advantages:
• Faster
Problems/Potential Problems:
• Administrators leave
• Administrators adapt to shifts in state or national policies
• No institutional memory
• Administrative support wanes over time
Assumption:
• Linear model--teacher receives information and acts accordingly
Advantage:
• Teachers who reach mastery on a particular innovation are
likely to sustain its use
Problems/Potential Problems:
• Time consuming
• Resource intensive
• May lose investment if teachers leave or retire
Assumption:
• Recursive model--teacher change requires practice and reflection
Better Teaching
Scientifically-Based Reading Research
Beginning to Read (1990)
Preventing Reading Difficulties in Young Children (1998)
National Reading Panel Report (2000)
Handbook of Reading Research (2001)
Three Muscles:
• Early Language Experience
–Phonemic awareness and concept development
–Vocabulary, academic language and alphabetic principle
• Decoding muscle
–Three ways of getting meaning off the page
•(1) phonics…primary decoding strategy
•(2) semantics and vocabulary
•(3) syntax and structure
• Fluency muscle
–Reads a lot of words fast w/ comprehension*
–Class libraries of leveled or decodable text
–Every day, every reader reading at a level of success of self-selected
quality literature
Increased Emphasis on Vocabulary
Oral vocabulary in grade 1 predicts about 30% of grade 11
comprehension.
(Stanovich & Cunningham, 1997)
If readers understand less than 95% of the words in a text, they
lose the meaning of the text.
(Biemiller, 2001)
Vocabulary differences in K-2 prevent children from ‘catching up’
in comprehension in the later grades.
(Biemiller, 2001; Biemiller & Slonim, in press)
Blending &
segmenting
individual
phonemes
Phonemic Awareness
Onset-rime,
blending, &
segmentation
Syllable
segmentation
& blending
Sentence
segmentation
Rhyming
songs
Less
Complex
Activities
More
Complex
Activities
Alphabetic Understanding and Phonics
Words in the spoken language can be
represented by printed symbols.
Printed symbols are arranged from left to right
when written.
Each sound in a word is represented by a
symbol or symbols.
News Flash!!!!!
• 26 letters and 44 sounds
• 17 reliable letters, (letters that always sound the same) q, w,
r, t, p, d, f, h, j, k, l, z, x, v, n, m, b
• 4 that are switch hitters... s, g, c, r
• 3 that are pests ...a, o, u
• 3 that will make you CRAZY!!!!…i,e,y
• Double vowels: oa, oo, ee, ea, oi, ou, au
• Blends: ch, sh, wh, pl, sl, fl, gl, cl, bl, kl,cr,scr
Fluency
Definition of Comprehension
Comprehension is defined as:
“intentional thinking during which meaning is
constructed through interactions between the
text and the reader” (Harris & Hodges,1995)
Research Validated Comprehension
Strategies
National Reading Panel (2000) recommends:
• Question answering,
• Comprehension monitoring,
• Cooperative learning,
• Graphic/semantic organizers/story maps,
• Question generation, and
• Summarization.
Testwiseness: An Important Piece of a
Comprehensive Intervention Strategy
•
On-going, sustained test readiness and rehearsal,
i.e. testwiseness
•
Phonics instruction for those who received “hit-or-miss”
decoding during whole language approach
•
Build fluency with an “every day, every child reads at a
level of success” approach
•
Use regular non-fiction writing events to teach science
& social studies syntax
Project Optimize
(Simmons & Kame’enui, 2001)
Objective: To identify the features of a kindergarten
intervention in literacy that would alter the
learning trajectory for each struggling reader.
Participants
1. 441 Kindergarten children from 7 schools in Oregon screened on:
a.
b.
Onset Recognition Fluency (m = <7)
Letter Naming Fluency (m = <3)
2. Bottom 25% on both criterion measures invited to an
“extended-day” kindergarten intervention (112 participated)
Observed Growth in PSF by Intervention
Observed Growth in Phonics
General Findings
1. Implementing a systematic program of instruction with fidelity is
more effective that incidental teaching.
2. Not all instructional elements are of equal importance to struggling
readers.
3.
3. Providing scaffolded instruction as a supplement to the core
instructional program is crucial for all children to succeed.
Five Steps to Two Years’ Growth for One
Year of Instruction
• Vertical team study of K-8 reading curriculum with evidence of
student work
• Phonics training for 3rd through 8th grade teachers
• Vocabulary instruction training geared more toward “word harvest”
• Ready availability of compelling leveled text with conditional
assessment
• Classroom management strategies that provide intensity and focus
for below level readers
Useful References
• Adams, M.J. (2000). Beginning to Read: thinking and learning about print.
Cambridge, MA: The MIT Press.
• Alexander, K. & Entwisle, D. (1996). Schools and children at risk. In A. Booth &
J. Dunn (Eds.). Family-school links: How do they affect educational outcomes?
Hillsdale, NJ: Erlbaum.
• Baker, L. (1994). Contexts of emergent literacy: Everyday home experiences of
urban pre-kindergarten children. College Park, MD: National Reading Research
Center.
• Baker, L., D. Scher, and K. Mackler. (1997). Home and family influences on
motivations for reading. Educational Psychologist 32(2): 69:82.
• Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A guide to
promoting children’s reading success. Washington, DC: National Academy Press.
• Baker, L., Allen. J., Schockley, B, Pelligrini, A.D., Galda, L. & Stahl, S. (1996).
Connecting school and home: Constructing partnerships to foster reading
development in L. Baker, P. Afflerbach & D. Reinking (Eds.), Developing engaged
readers in home and school communities, Mahwah, New Jersey: Lawrence Erlbaum,
pp. 21-41.
• Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A Guide to
promoting children’s reading success. Washington, DC: National Academy Press.
• Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Joint book reading
makes for success in learning to read: A meta-analysis on intergenerational
transmission of literacy. Review of Educational Research: 65(1): 1-21.
• Center for the Improvement of Early Reading Achievement. (2001). Put reading
first: The research building blocks for teaching children to read. Jessup, MD:
Partnership for Reading. Available: www.nifl.gov.
• Edwards, P.A. (1995). Empowering low income mothers and fathers to share books
with young children. The reading teacher 48: 4888-564.
• Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simmons, B.S. (1997).
School, family and community partnerships: Your handbook for action. Thousand
Oaks, CA: Corwin Press.
• Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home
and school factors in children’s emergent literacy. In E. Forman, N. Minick, & A.
Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s
development (pp. 315-335). New York: Oxford University Press.