Learning to Read from Kindergarten through Second Grade: The challenge of student diversity

1. Learning to Read from Kindergarten through Second Grade: The challenge of student diversity Dr. Joseph K. Torgesen Florida Center for Reading Research at Florida State University WFSU Early Learning Symposium, May, 2006

2. For the past several years, this state, and the nation, have been focusing as never before on “leaving no child behind” in early reading 1. Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills

3. The nature of the reading crises…. “Current difficulties in reading largely originate from rising demands for literacy, not from declining absolute levels of literacy” Report of the National Research Council

4. Increasing demands for higher levels of literacy in the workforce require that we do better than we have ever done before in teaching all children to read well.

5. For the past several years, this state, and the nation, have been focusing as never before on “leaving no child behind” in early reading 1. Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills 2. Prevention of reading problems is far more effective and humane than trying to remediate after children fail

6. There are serious consequences that follow from getting a slow start in learning to read…. Poor readers get less reading practice from the beginning of first grade Good Average Poor Mean words read by each child in reading sessions at three points in the year Biemiller, 1977-78 90 80 70 60 50 40 30 20 10 October January April

7. For the past several years, this state, and the nation, have been focusing as never before on “leaving no child behind” in early reading 1. Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills 2. Prevention of reading problems is far more effective and humane than trying to remediate after children fail 3. New discoveries from scientific research about reading can provide the basis for improved outcomes for all children

8. Florida’s improvement on the 4th grade NAEP since 1998

9. If you could be granted one wish to help us do even better, what would it be? Greater funding? Greater parental support? Better prepared teachers? How about less diversity among our students in their talent and preparation for learning to read? Better prepared principals? More hours in the day? Fewer hours in the day? Better physical facilities? Higher pay for teachers, principals, and coaches?

10. A central problem in reading instruction arises, not from the absolute level of children’s preparation for learning to read, but from the diversity in their levels of preparation (Olson, 1998) Diversity among students in their talent and preparation for learning to read is one of the major obstacles in our efforts to teach all student to read.

11. What are the most important ways children are diverse-when it comes to learning to read? 1. They are diverse in their talent and their preparation for learning to read words accurately and fluently Specifically, children are very diverse in their sensitivity to the phonological features of language. This causes differences in: • Early growth of phonemic awareness • Ability to learn letter/sound relationships • Skill in applying phonemic decoding strategies to support accurate reading of text

12. What are the most important ways children are diverse-when it comes to learning to read? 1. They are diverse in their talent and their preparation for learning to read words accurately and fluently Children can be weak in the phonological domain for either of two reasons: • Biologically based weaknesses in ability to process phonological information • Lack of learning opportunities in the pre-school environment

13. Talent and preparation in phonological skills varies widely in the population Children can be strong in this area-like my grandson Andrew Percentile Ranks 50th 16th 84th 2nd 98th 70 85 100 115 130 Standard Scores

15. Children can be moderately weak in this area-like David Talent and preparation in phonological skills varies widely in the population Percentile Ranks 50th 16th 84th 2nd 98th 70 85 100 115 130 Standard Scores

16. David

17. Serious difficulties-probably require special interventions and a lot of extra support-like Alexis Talent and preparation in phonological skills varies widely in the population Percentile Ranks 50th 16th 84th 2nd 98th 70 85 100 115 130 Standard Scores

18. The story of Alexis….

19. What are the most important ways children are diverse-when it comes to learning to read? 1. They are diverse in their talent and their preparation for learning to read words accurately and fluently 2. They are diverse in their oral language knowledge and abilities-vocabulary and world knowledge 3. They are diverse in their abilities to manage their learning behaviors and their motivation to apply them selves to learning to read

20. A three pronged plan for meeting the needs of all students 1. Increase the quality, consistency, and reach of instruction in every K-3 classroom 2. Conduct timely and valid assessments of reading growth to identify struggling readers 3. Provide more intensive interventions to “catch up” the struggling readers The prevention of reading difficulties is a school-level challenge

21. 1. Increase the quality, consistency, and reach of instruction in every K-3 classroom Instruction during the Reading Period is typically divided into two sections Whole group instruction - Small group, differentiated instruction, time

22. Classroom organization should be related to teaching objectives

23. 1. Increase the quality, consistency, and reach of instruction in every K-3 classroom Instruction during the Reading Period is typically divided into two sections Whole group instruction - Small group, differentiated instruction, time Teacher works with small groups of homogeneously grouped students to meet specific instructional needs When not in a teacher-led group, students work on “independent student learning activities

24. Classroom Organization: Learning Centers for differentiated groups • Teacher-Led Center (for part of time) • Small group instruction (teaching station) • Teaching “on purpose” • Careful observation of individual students • Addresses particular individual needs • Student Centers (for part of time) • - Academically engaged • - Accountability • - Group, Pair, Cooperative, Individual

25. Classroom Organization: Learning Centers for differentiated groups Points of vulnerability with this system Students waste time at independent learning centers because they are not engaged and centers are not focused and leveled properly

26. Effective independent student learning activities…

27. Classroom Organization: Learning Centers for differentiated groups Points of vulnerability with this system Students waste time at independent learning centers because they are not engaged and centers are not focused and leveled properly To download up to 240 independent student learning activities for K-1 classrooms, go to http://www.fcrr.org/activities/ Instructions for using centers are also available, plus 70 minutes of streaming video

33. Classroom Organization: Learning Centers for differentiated groups Points of vulnerability with this system Students waste time at independent learning centers because they are not engaged and centers are not focused and leveled properly Behavior management issues interfere with teacher-led small group instruction Small group instruction is not really differentiated (time, frequency, focus) by student need

34. Increasing the quality and power of teacher-led, small-group, differentiated instruction Instruction should be differentiated to meet the needs of individual students in at least four ways Frequency and duration of meeting in small groups – every day, three times per week, etc. Size of instructional group – 3 students, 6 students, 8 students, etc. Focus of instruction – work in phonemic awareness in phonics, work in fluency and comprehension, etc. Lesson format – guided reading vs. skills focused lessons

35. Differentiated instruction in small groups

36. Teachers should provide differentiated instruction using at least two different lesson formats Guided Reading Lesson Structure Purpose: to allow students to integrate their new acquired skills and knowledge while reading text for meaning Selecting the text Introducing the text Reading the text Discussing the text Teaching for strategic activities Extending meaning (optional) Word Work (optional)

37. Guided Reading Lesson Structure The Guided Reading lesson structure provides teachers the opportunities to monitor how well students are applying skills to reading of text, encourage and support application of skills during text reading (e.g., word level skills and comprehension skills), engage students in thinking about the meaning of text, and build a sense of reading as a meaningful, enjoyable activity.

38. Guided Reading Lesson Structure Limitations for students still acquiring initial skills Does not support systematic instruction and practice on foundational knowledge and skills Does not provide enough opportunities for mastery oriented practice on foundational skills Does not provide a good structure for systematic review required by struggling readers Often, the leveled books used in guided reading lessons do not provide good practice on early phonemic decoding skills

39. The Skills focused lesson format Purpose: Provide explicit and systematic instruction Provide targeted and teacher-planned instruction in areas of weakness Provide mastery and fluency oriented practice in critical skills and knowledge

40. Work on phonemic awareness

41. Acquiring fluent letter/sound skills

42. Focused work on blending

43. Directly building sight recognition of high utility words

44. Controlled, choral reading practice

45. Comprehension-story grammar…

46. The Skills focused lesson format Strengths Allows explicit re-teaching Provides extended opportunities for mastery oriented practice to solidly establish fundamental skills Challenges Can be dull and boring if not fast paced, energetic, and positive Once skills are established, they must be integrated during reading for meaning

47. Three good books for summer reading Bringing Words to Life: Robust Vocabulary Instruction Beck, McKeown, & Kucan: Guilford (2002) Making Sense of Phonics: The Hows and Whys Isabel Beck: Guilford (2006) Comprehension Process Instruction: Creating Success in Grades K-3 Block, Rogers, & Johnson (2004)

48. David Alexis Andrew The challenge of diversity in talent and preparation for learning to read: A review Diversity in talent and preparation Diversity of educational response

49. The challenge of diversity in talent and preparation for learning to read: A review Diversity in talent and preparation David Alexis Andrew Diversity of educational response 30 70 More powerfully differentiated instruction from classroom teacher

50. The challenge of diversity in talent and preparation for learning to read: A review Diversity in talent and preparation David Alexis Andrew Diversity of educational response 30 70 Students served by school-level intervention system