Phonics is the Solution for Teaching Reading to Young At-Risk Learners Disproportionality Solutions Summit |April 20th | 2:30-3:45 Rebecca Martínez Reid, Ph.D.
Download ReportTranscript Phonics is the Solution for Teaching Reading to Young At-Risk Learners Disproportionality Solutions Summit |April 20th | 2:30-3:45 Rebecca Martínez Reid, Ph.D.
Phonics is the Solution for Teaching Reading to Young At-Risk Learners Disproportionality Solutions Summit |April 20th | 2:30-3:45 Rebecca Martínez Reid, Ph.D. Today’s learning goals Review alarming statistics about the literacy crisis Highlight the Reading Panel Report Discuss… Purpose of Phonics Instruction Characteristics of Good Phonics Lessons Components of a Phonics Intervention Lesson Effective Phonics Activities 2 Let’s look at some statistics Schools in the US have experienced a 283% increase in students receiving services under the special education designation of specific learning disability in the last 30 years. Gresham, 2002 3 Reschly, CEC Annual Convention, New Orleans, 4-17-04 4 Although there are 2.8 million children in U.S. schools who are currently eligible for special education services under learning disability designation, countless of these children do not have true learning disabilities. We have simply let them fail for enough years until they perform like a student with a true LD. 5 Prevention and Early Intervention in general education is the key to solving our literacy crisis! 6 Traditional model forces children to fail for several years before they are eligible for SPED services, usually 3rd or 4th grade 75% of students receiving reading remediation after 3rd grade never read at grade level “Wait to Fail” model 7 Carnine D. (2003, March). IDEA: focusing on improving results for children with disabilities. Testimony in Hearing before the Subcommittee on Education Reform, Committee on Education and the Workforce, United States House of Representatives. The consequences of not learning to read are far reaching… 8 Evidence shows that children who do not read by third grade often fail to catch up and are more likely to drop out of school, take drugs, or go to prison. So many nonreaders wind up in jail that Arizona officials have found they can use the rate of illiteracy to help calculate future prison needs. Stephen D. Krashen 9 20 percent of all graduating high school seniors can be classified as being functionally illiterate National Right to Read Foundation 10 The educational careers of 25 to 40 percent of American children are imperiled because they don't read well enough, quickly enough, or easily enough. Committee on Preventing Reading Difficulties in Young Children of the National Research Council, 1998 11 It is estimated that more than $2 billion is spent each year on students who repeat a grade because they have reading problems. U.S. Department of Health and Human Services 12 More than 20 percent of adults read at or below a fifth-grade level - far below the level needed to earn a living wage. National Institute for Literacy, Fast Facts on Literacy, 2001 13 Approximately 50 percent of the nation's unemployed youth age 16-21 are functional illiterate, with virtually no prospects of obtaining good jobs. U.S. Department of Health and Human Services 14 44 million adults in the U.S. can't read well enough to read a simple story to a child. National Adult Literacy Survey (1992) NCED, U.S. Department of Education 15 60 percent of America's prison inmates are illiterate and 85% of all juvenile offenders have reading problems. U.S. Department of Education 16 Children who have not developed some basic literacy skills by the time they enter school are 3 - 4 times more likely to drop out in later years. National Adult Literacy Survey, (1002) NCES, U.S. Department of Education 17 Nearly half of America's adults are poor readers, or "functionally illiterate." They can't carry out simply tasks like balancing check books, reading drug labels or writing essays for a job. National Adult Literacy Survery of 1993 18 15% of all 4th graders read no faster than 74 words per minute, a pace at which it would be difficult to keep track of ideas as they are developing within the sentence and across the page. Pinnell, et. al. 1995 19 44% of American 4th grade students cannot read fluently, even when they read grade-level stories aloud under supportive testing conditions. National Assessment of Educational Progress (NAEP) 20 To participate fully in society and the workplace in 2020, citizens will need powerful literacy abilities that until now have been achieved by only a small percentage of the population. National Council on Teachers of English Standards for the English Language Arts 21 Don’t get too discouraged… There is HOPE! 22 It is our responsibility as educators to make sure all students receive an excellent education and that they can access every single opportunity so they learn how to read. But is this really possible? YES! 23 By the 4th grade, 2 hours of specialized daily instruction is required to make the same gain that would have resulted from only 30 minutes of daily instruction if begun when the child was in Kindergarten. National Institute of Health, 1999 24 A combination of effective classroom instruction and targeted small-group instruction can remediate up to 98% of students performing below the 30th percentile in early reading skills. Foorman, 2003 25 Reading difficulties are the most researched, best understood and most effectively corrected learning difficulties if identified early and addressed swiftly. 26 27 The earlier we intervene the better. We must prevent problems at the general education level. We also must work together as a seamless system not of general + special education, but of simply of EDUCATION. 28 The key is in identifying the right students, early enough, and in a way that informs how we serve them.. One way to identify them is through schoolwide prevention programs like Response to Intervention (RTI) After you identify them how do you know how to serve students who are struggling with reading? The National Reading Panel Response to a Congressional mandate to help parents, teachers and policy makers identify the key skills and methods central to reading achievement. 29 Panel’s Responsibilities Review research in reading instruction Identify methods that consistently relate to reading success 30 The BIG PICTURE findings of the National Reading Panel… 32 Five Components of Effective Reading Instruction 1. 2. 3. 4. 5. Phonemic Awareness Phonics Fluency Also Known Vocabulary As… Comprehension “The Big Five” 33 National Reading Panel Report, 2000 Systematic and explicit instruction in phonics produces significant benefits for students in kindergarten through 6th grade for children learning to read. Reading First Professional Development for Harcourt Trophies, 2005 34 35 Explicit phonics instruction is significantly more effective than nonsystematic phonics instruction with children of different ages, abilities, and socioeconomic backgrounds. National Reading Panel Report Findings Provide instruction in ALL the essential elements of reading Phonemic Awareness & Phonics as well as Fluency Vocabulary Text Comprehension Help students link elements strategically. 36 National Reading Panel Report: Key Definitions Phonological Awareness is a broad term that includes phonemic awareness. In addition to phonemes, phonological awareness activities can involve work with rhymes, words, syllables, and onsets and rimes. Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds – phonemes –in words Phonics is the understanding that there is a predictable relationship between phonemes (the sounds of spoken language) and graphemes (the letters and spellings that represent those sounds 37 in written language). Why are Phonemic Awareness and Phonics Important? Phonemic Awareness and Phonics Instruction: Improves children’s word reading and reading comprehension Helps children learn to spell Phonics instruction is most effective when it begins in kindergarten or first grade. Source: Armbruster, B.B., Lehr, F. , & Osborn J. (2001). Put reading first: The research building blocks for teaching children to read:: Kindergarten through grade 3. Washington, DC: National Institute for Literacy. 38 Early Phonics Interventions Purpose for Phonics Instruction The purpose of phonics instruction is not that children learn to sound out words. The purpose is that they learn to recognize words, quickly and automatically, so that they can turn their attention to comprehension of text. Steven Stahl, 1992 40 Why Teach Phonics? Phonics helps all learners Good readers spell better with phonics instruction Struggling readers learn to read better and faster with explicit, systematic phonics instruction 41 National Reading Panel, 2000 American Psychological Society, 2001 Relationship between DIBELS, Phonics & the Big 5 The Big 5 of Early Literacy: Phonemic Awareness Phonics Fluency Vocabulary Comprehension DIBELS measures the Big 5 Nonsense Word Fluency is the DIBELS measure of phonics. 42 National Reading Panel 5 Big Ideas DIBELS measures Letter Naming (Risk Indicator) Phonemic Awareness Initial Sound Fluency Phoneme Segmentation Fluency Phonics Nonsense Word Fluency Vocabulary Word Use Fluency Fluency Oral Read. Fluency (All DIBELS measures) Comprehension Retell Fluency 43 NWF assesses a student’s phonics ability in these beginning 1st grade areas: Recalling consonant sounds Recalling short vowel sounds Applying knowledge of the cvc and vc patterns to decode Blending (recoding) phonemes into words. 44 44 NOTE: If a student’s NWF score is in the at-risk category, then PSF should be checked using progress monitoring materials. If a student is at-risk in both NWF and PSF, then instruction in phonological awareness should be provided. 45 DIBELS Stair steps 3rd Grade 2nd Reading level -110 WCM Grade Fluency Reading Level - 90 WCM 1st Grade Fluency Reading Level - 40 WCM Phonics Letter Naming 46 Phonemic Awareness Characteristics of Good Phonics Lessons General characteristics of effective instruction: Active – students engaged Social – interactive Reflective – students making sense of what they learned 48 Specific Characteristics of Good Phonics Lessons Differentiated Systematic Sequential Cumulative Explicit Applied to text Active vocal response 49 At your table, discuss each of these terms. 49 Definitions Differentiated – varying the emphasis of instruction according to the needs of the students Systematic – methodical, orderly, regular, organized, efficient, logical Sequential 50 Pre planned skill sequence Progresses from easier to more difficult Cumulative – builds on previous lessons and experiences Explicit – Teacher explains and models Guided practice Corrective feedback Extended practice on skills as needed by individuals Check for understanding “I do, we do, you do” 51 Applied to text - students practice reading the skill taught in isolated words, word lists and decodable books Active vocal response - students talk and interact with the instructor; the lesson is not quietly completing worksheets alone 52 Phonics interventions to consider Materials Publisher Cost Comments Phonics for Reading Curriculum Associates $14.95 – manual $34.95 set of 5 student workbooks Skill level: grades 1, 2 and 3. Designed for 2nd graders and older needing beginning phonics skills; Anita Archer author Road to the Code Paul Brooks $49.95 Combines phonological awareness and phonics activities; K-1 level for kindergarten and first graders needing intervention Rewards Sopris West $59 manual www.sopriswest $49 set of 10 .com student workbooks 53 Follows Phonics for Reading; developed for 4th –12th graders reading on 2.5 – 3.0 level, Anita Archer author Materials Publisher Cost Comments Sound Partners Sopris West www.sopri swest.com $196.49 materials $110.95 set of decodable readers $12.95 Sound Cards K/2 level; includes both phonological awareness and phonics; scripted Neuhaus Haus Neuhaus $30 Reading Education www.neuh Readiness manual, Center aus.org K/1 Materials $130 Language Enrichment Manual, grades K-5 Excellent activities developed for “at risk” learners; explicit, direct instruction Systematic Sequential Phonics They Use 140 lessons; beginning phonics skills go through lesson 29; Making or Building Words format; Pat Cunningham author 54 CarsonDellosa $24.99 Important Websites 55 1. Intervention Central http://www.interventioncentral.org/ 2. Florida Center for Reading Research http://www.fcrr.org/ 3. Vaughn-Gross Center for Reading and Language Arts http://www.texasreading.org/utcrla/ 4. Reading Rockets http://www.readingrockets.org/ 5. What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ Thank you for your time today! Please feel free to email me at: [email protected] 56