1 / 78

Achieving Literacy through Evidence-based Research and Strategies

Achieving Literacy through Evidence-based Research and Strategies. Madison Grant United School Corporation March 2013. Evidence-based Research and Strategies. Shared vocabulary Dimensions of Reading/Literacy Definitions Optimal developmental levels Best practice strategies.

emiko
Download Presentation

Achieving Literacy through Evidence-based Research and Strategies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Achieving Literacy through Evidence-based Research and Strategies Madison Grant United School Corporation March 2013

  2. Evidence-based Research and Strategies • Shared vocabulary • Dimensions of Reading/Literacy • Definitions • Optimal developmental levels • Best practice strategies

  3. Shared Vocabulary SBRR Language of Literacy

  4. Scientifically-Based Reading Research (SBRR) • Impact of effective teaching on reading achievement of students • Large numbers of students in the study • Study and control groups • Stringent peer review process • Replicated with similar results

  5. Achieving Literacy • Hearing and discriminating sounds and sound positions • Understanding of sounds and alphabetic representations • Building background knowledge and vocabulary • Developing fluency with text • Monitoring comprehension • Having a purpose for reading

  6. What are your current concerns and questions about teaching reading?

  7. The language of literacy • Phonological awareness • Phonemic awareness • Phoneme • Grapheme • Phonics • Syllable • Onset • Rime

  8. Six research-based dimensions of reading • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension • Motivation

  9. Phonemic Awareness SBRR

  10. Phonemic Awareness • Ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words /k/ /t/ /d/ /g/ /f/ /a/ /i/

  11. SBRR & Phonemic Awareness • Instruction helps • children learn to read. • children learn to spell. • Stages / ages of effectiveness • Preschool, kindergarten, first grade • Older, less able readers

  12. Phonemic Awareness • IS NOT phonics • IS auditory and discriminatory • DOES NOT involve letters or words in print

  13. Instruction is most effective when • children are taught to manipulate phonemes as per expected maturational development. • it focuses on only one or two types of phoneme manipulation, rather than several types.

  14. Acquisition of sound fluency • Continuant sounds • e.g., /m/ /s/ /i/ /r/ /n/ /f/ etc. • Stop consonants • e.g., /t/ /q/ /p/ /k/ • Positions • Initial, final, medial

  15. General best practice strategies • Repeat rhyming songs and poems • Read aloud books that focus on sounds, rhyming, and alliteration • Repeat simple poems substituting initial sounds (“Humpty Dumpty” becomes “LumptyGumpty”) • Encourage repetition and creation of tongue twisters • Use activities focused on onomatopoeia

  16. Rhyming • Use Literature • Rhyme patterns • There’s a wocket in my pocket (Seuss) • Alliteration • Faint frogs feeling feverish (Obligato) • Assonance • Moses supposes his toeses are roses (Patz)

  17. Syllable recognition • Read a sentence out loud; ask students to count the words; show sentence and point to words while counting with children (also develops CAP) • Box-token activity – paper with three boxes left to right; students place token in box each time they hear a syllable

  18. Onsets and rimes • Oral questioning • What does this word begin with? • (May be a single phoneme (/s/) or a blended phoneme (/sw/). • When I say fish, what do you hear after /f/? • Use of picture manipulatives…

  19. Manipulating Phonemes • Blending w/prompt • Segmenting • Deleting • Adding • Substituting • Blending

  20. Letter recognition • Introduce after mastery of several sounds • Ensure same order as maturational developmental expectations • Pre-k: recognize 13 uppercase letters • K: recognize all upper and lowercase letters

  21. Multiple methods for a,b,c awareness • Games – matching, sequencing, naming • Flashcards • Drawing alphabet activities • Songs • Templates • Sand writing • Etc.

  22. Phonics SBRR

  23. Phonics • Understanding that there is a predictable relationship between phonemes and graphemes /k/ /a/ /t/ = cat dog = /d/ /o/ /g/

  24. SBRR & Phonics • Instruction helps children learn to • use the alphabetic principle. • decode words in isolation and in connected text. • Stages / ages of effectiveness • Begin mid-kindergarten, mid-first grade • Concept mastered in two years • Slightly older, less able readers for slightly longer period of time

  25. SBRR indicates that beyond second grade phonics instruction… • affects word reading and oral reading; • and that effects do not extend to spelling and reading comprehension.

  26. Instruction is most effective when • it is systematic. • it is explicit. • it provides ample opportunities for children to apply learning of letters and sounds to reading of words, sentences, and stories. Phonics in isolation = not effective

  27. Phoneme to Grapheme One-to-one relationship One to many relationship Many to one relationship t b j g c /t/ /b/ /j/ /k/ /s/

  28. General best practice strategies • Plan and instruct in a systematic manner • 1-1 relationships first • Provide practice and reinforcement • Words, parts of words, in text • Balance oral and written activities • Include kinesthetic • Apply phonics to age-, developmental, and grade-level appropriate text

  29. Being systematic • Separate auditorily and/or visually similar letters (e.g., e/i, b/p) • Introduce continuant sounds early • Teach sounds/letters that can be used to build many words (e.g, m, s, a, t) • Lower case letters; similar upper and lower case letters (e.g., S/s, T/t); dissimilar upper and lower case letters (e.g., R/r, G/g, A/a)

  30. Being explicit • Modeling by the teacher • Guided practice • Independent practice

  31. Once students can identify the sound of the letter reliably have them discriminate the new letter-sound correspondence from known letter sounds. When students can identify a few letter-sound correspondences quickly include these letters in single-syllable, CVC, decodable words. Integrating knowledge and skills

  32. Fluency SBRR

  33. Fluency • Ability to read text accurately and quickly • Silent reading • Recognize words with automaticity • Group words quickly to gain meaning • Oral reading • With low effort • With expression

  34. Fluency is the clear, easy, written or spoken expression of ideas, characterized by • speed, • accuracy, and • prosody.

  35. Fluency is important because… • Fluent readers are better able to devote attention to comprehension of text. • Students who experience reading difficulties are most often not fluent.

  36. Fluency instruction begins when students can read connected text with 90% or better accuracy (usually by the middle of first grade). If a student misses more than 10% of the words in a passage, the material is too difficult to use for fluency instruction.

  37. SBRR & Fluency • Instruction and practice helps children • understand what they read. • Stages / ages of effectiveness • Enough decodable words for simple sentences • When struggling • Non-practiced text with 10% or more errors • Lack of expression in oral reading • Poor comprehension of student-read oral text

  38. Instruction is most effective when • oral reading is modeled for the student. • guidance is given. • repeated oral reading is used. • practicing with relatively easy text. • practicing with relatively short passages. • a variety of materials are used.

  39. Implications for instruction • Repeated reading of materials • Individual • Small group • Readers’ Theatre • Regular practice and short intervals • Corrective feedback • Student goal-setting • Graphing or charting progress with student

  40. Vocabulary SBRR

  41. Vocabulary • Words that contribute to effective communication • Oral vocabulary • Recognize as we listen • Use as we speak • Reading vocabulary • Recognize as we read text • Use as we write text

  42. SBRR & Vocabulary • Instruction helps children • connect heard vocabulary with words in print. • understand what they are reading. • Stages / ages of effectiveness • Birth to death • Teach before reading • Practice during reading • Continued exposure in written text

  43. Instruction is most effective when • children engage in a language-rich environment. • Oral environment • Written environment • it is explicitly taught. • Individual words • Word learning strategies

  44. Acquiring vocabulary • Daily oral communication • Wide reading (narrative and informational) • Of 100 unfamiliar words; retain 5 to 15 • Direct instruction

More Related