WHAT DO KIDS NEED TO KNOW TO READ?

1. 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 AlbuquerqueG. Reid Lyon, Ph.D.Executive VP, Research and EvaluationHigher Ed Holdings, LLCWhitney International University Systems

2. WHAT DO KIDS NEED TO KNOW TO READ? A HECK OF A LOT

3. Grouping Phonics & Word Study Spelling & Writing Phonemic Awareness Maximizing Student Learning Effective Reading Interventions Text Comprehension Fluency Vocabulary What Are the Critical Components of Scientific-Based Reading? 3

4. I NEED TO KNOW MY SOUNDS TO READ

5. 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.

6. 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 fratchet

7. How Do Children Learn to Read? FLUENCY “Fluency is the ability to read text quickly, accurately, and with proper expression” National Reading Panel

8. 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

9. 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

10. The Effects of Weaknesses in Oral Language on Reading Growth Reading Age Level 16 15 14 13 12 11 10 9 8 7 6 5 High Oral Language in Kindergarten 5.2 years difference Low Oral Language in Kindergarten 5 6 7 8 9 10 11 12 13 14 15 16 Chronological Age Hirsch, 1996

11. Factors Affecting Student Achievement

12. Major Sources of Reading Failure • Socioeconomic Factors – Poverty • Biological Factors – Genetics and Neurobiology • Instructional Factors – Predominate

13. Environmental Influences • By kindergarten a child from advantage 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

14. 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 . . .

15. 0 10 20 30 40 50 60 70 80 90 100 Percent of 4th Grade Students Performing Below Basic Level - 37% White 27 Black 63 Hispanic 58 Poor 60 Non-poor 26 Percent Performing Below the Basic Reading Level National Center for Educational Statistics, 2003

16. Reading: Students Entering High School Better Prepared, But Leaving Worse Total= 290 Total= 288 Source: NCES, 1999. Trends in Academic Progress. Data from Long Term Trend NAEP

17. 100% Filtering Out Students 100% 80% 60% 68% 40% 40% 20% 27% 18% 0% 9th Graders High School Enroll in College Sophomore Graduate from Graduates Year 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. High School Graduation Rates

18. THIS IS WHAT HAPPENS TO HIGH SCHOOL DROPOUTS • 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

19. THIS IS WHAT HAPPENS TO HIGH SCHOOL DROPOUTS • 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

20. College Readiness Rates White African Hispanic American HS Graduation RateCollege Readiness Rate Source:Public High School and College-Readiness Rates 1991-2002 Manhattan Institute Report Feb 2005

21. College Graduation Rates Students with bachelor degrees between 24 and 29 Source: U.S. Census Bureau, Current Population Survey, Annual Social and Economic Supplement, 2003

22. Employment Change by Education1992 – 2002 Source: Employment Policy Foundation tabulations of Bureau of Labor Statistics / Census Current Population Survey data; MTC Institute.

23. 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 • Demographers

27. NIH-NICHD Multidisciplinary Research Program(North America; Lyon, 1985-2005) Children’s Hospital/ Harvard LDRC Waber U of Washington Berninger U of Massachusetts Rayner Emerson College Aram Toronto Lovett Beth Israel Galaburda Mayo Clinic Kalusic Tufts Wolf Yale Shaywitz Syracuse U Blachman Haskins Labs Fowler/Liberman U of Michigan Morrison SUNY Albany Vellutino U of WisconsinJohnson-Glenburg Stanford Reiss Carnegie-Mellon Northwestern UBooth Boy’s Town Smith Rutgers UScarboro-ugh Johns Hopkins Denckla U of Southern California Manis/Seidenberg Purdue U Hynd D.C./Houston Forman/Moats Colorado LDRC Defries Duke UGoldston U of KansasShumaker U of Missouri Geary Georgetown U Eden U of Louisville Molfese Univ of California – IrvineFilipek ColoradoMoats Gallaudet ULaSasso San FranciscoHerron Bowman Gray Wood U of California – San Diego, Salk Institute Bellugi U of Arkansas – Med Ctr Dykman Georgia State R. Morris U of GeorgiaStahl U of Houston Francis Yale Methodology Fletcher Florida State Torgesen/Wagner U of Texas – Med Ctr Foorman/Fletcher Univ of Florida Alexander/Conway NICHD Sites U of TexasVaughn

28. Applying What We Know From Neuroscience to ImproveEducation And Student Learning Motivate Evaluate Student Achievement Teach Modify Apply Assess

29. A Theoretical Model for the Brain Circuit for Reading (Component Processes) Phonological processing: correspondence between letter and sound Relay station; Cross-modality integration Phonological processing: articulatory mapping Graphemic analysis

30. Patricia Kuhl - U. Washington

31. Learning Begins Early Kuhl -U. Washington

32. Why Do Some Children Have Difficulties Learning to Read? Kindergarten Left Hemisphere Right Hemisphere S#1: At risk 150-300300-1000 ms Time after Stimulus Onset S#31: Not at risk

33. Kindergarten Left Hemisphere Right Hemisphere S#1: At risk 150-300300-1000 ms Time after Stimulus Onset S#31: Not at risk

34. At Risk Reader Left Hemisphere Right Hemisphere Kindergarten 1st Grade

35. Measuring the Effects of Scientifically-Based Instruction

36. The Effects of Scientifically Based Instruction 20 19 18 17 16 15 14 13 12 10 9 8 7 6 5 4 3 2 1 Percentage Point Gains 16% 13% 15% 19% 19% 12% Individualization Computerized Instruction Mastery Learning Application Tutoring Instructional Media Marzano, 2002

37. Student Performance is Increased When Teachers use Science Based Instruction 100 90 Avg. Teacher 80 70 Least Effective Teacher 60 50th percentile 50 Effective Teacher 40 30 Teachers Trained with Science Based Methods 20 10 50% 3% 63% 96% Marzano, 2003; Wallberg, 2002

38. Screening at beginning of 1st grade, with extra instruction for those in bottom 30-40% 31.8 20.4 Hartsfield Elementary School Progress Over Five Years 40 Proportion falling below the 25th percentile in word reading ability at the end of 1st grade 30 20 10 1995 1996 Torgesen, Alexander et al., 2001

39. Screening at beginning of first grade, with extra instruction for those in bottom 30-40% 31.8 20.4 10.9 6.7 3.7 Hartsfield Elementary ProgressOver Five Years 40 30 Proportion falling below the 25th percentile in word reading ability at the end of first grade 20 10 1995 1996 1997 1998 1999 Average Percentile 48.9 55.2 61.4 73.5 81.7 for entire grade (n=105) King & Torgesen (in press)

40. WHAT CAN WE DO?

41. Early Intervention is Effective • Prevention studies in reading (and behavior) commonly show that 70- 90% of at risk children (bottom 20%) in K- 2 can learn to read in average range (Fletcher et al., 2006)

42. Progress Monitoring The second step is to monitor progress of those at risk- are students learning at rates that demonstrate adequate progress? Short, probe assessments of reading fluency, math computations, and problem behaviors most widely utilized to monitor progress and signal the need for more intense instruction http://www.studentprogress.org/

43. Proactive Intervention • Explicit instruction in synthetic phonics, with emphasis on fluency. • Integrates decoding, fluency, and comprehension strategies. • 100% decodable text • Carefully constructed scope and sequence designed to prevent possible confusions. • Every activity taught to 100% mastery everyday.

44. Explicit Instruction Regardless of the approach, teachers make instruction explicit when they explain how and when to use strategies and model implementation; help students use them in multiple contexts in different content areas and genres; scaffold support

45. Professional Development • RTI is a system wide change- must build gradually and scale- may take several years • Break down the intervention silos • PD must target the general education teacher, esp. in reading and behavior • Major obstacle: How do you organize PD if the district has multiple core reading and supplemental programs and interventions are tied to silos? • What is the link between classroom and supplemental intervention? • District-wide literacy plan that coordinates instruction and focuses PD around a small number of core and supplemental programs

46. Effective Training in Reading Instruction Provides: • Systematic and explicit instruction on whatever component skills are deficient: phonemic awareness, phonics, fluency, vocabulary, reading comprehension strategies • Significant increase in intensity of instruction • Ample opportunities for guided practice of new skills • Appropriate levels of scaffolding as children learn to apply new skills Lyon, et al., 2006 Torgesen, 1998, 2002, 2005;

47. Implementing the 3-tier model of reading How to start: Universal screening, progress monitoring, professional development for classroom teachers, supplemental instruction, intensive instruction Focus is always first on the classroom and then on supplemental instruction and intensive intervention Screening and progress monitoring must be in place because instructional decisions are driven by data on student performance

48. 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

49. Countdown from 10 on Intervention # 10 Because students are missing “skills” doesn’t mean intervention should only address those skills. READ READ READ. If students can only read a few words – write sentences with those words. # 9 A teacher implements systematic change based on research, not on ideology and philosophy # 8 Students who do not respond to more analytic approaches to phonics may respond to more synthetic approaches.

50. Countdown from 10 on Intervention #7 Readily remediated and difficult to remediate students may look very similar before intervention; However, they require very different amounts of intervention. #6 Some students who succeed initially in interventions thrive in the classroom after intervention – other students do not.