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Greetings from IRA

Greetings from IRA. Patricia A. Edwards, Ph.D. Michigan State University President-Elect, International Reading Association Thailand Reading Association Sukhothai Thamathirat Open University October 1, 2009. Board of Directors 2009-10. Kathryn H. Au. William Harvey Executive Director.

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Greetings from IRA

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  1. Greetings from IRA Patricia A. Edwards, Ph.D. Michigan State University President-Elect, International Reading Association Thailand Reading Association SukhothaiThamathirat Open University October 1, 2009

  2. Board of Directors 2009-10 Kathryn H. Au William Harvey Executive Director Patricia A. Edwards Victoria Risko

  3. IRA • Is an organization that has more than 75,000 members worldwide. • Is comprised of classroom teachers, reading specialists, reading supervisors, reading coordinators, curriculum directors, school administrators, literacy coaches, teacher educators, literacy researchers, parents, and undergraduate and graduate students. • I am IRA member #49450.

  4. When IRA says…“We teach the world to read.”

  5. We hope that you feel that you are part of the “we.” • And, by the way, if you are not yet a member of the IRA, you can join at www.reading.org!

  6. Date: July 12-15, 2010 Place: Auckland, New Zealand Proposals Due: August 6, 2009 (paper submissions) August 13, 2009 (electronic submissions)

  7. We Are The World When you're down and out There seems no hope at all But if you just believe There's no way we can fall Well, well, well, well, let us realize That a change will only come When we stand together as one [Chorus] We are the world We are the children We are the ones who make a brighter day So let's start giving There's a choice we're making We're saving our own lives It's true we'll make a better day Just you and me When you're down and out There seems no hope at all But if you just believe There's no way we can fall Well, well, well, well, let us realize That a change will only come When we stand together as one [Chorus] We are the world We are the children We are the ones who make a brighter day So let's start giving There's a choice we're making There comes a time When we head a certain call When the world must come together as one There are people dying And it's time to lend a hand to life The greatest gift of all There comes a time When we head a certain call When the world must come together as one There are people dying And it's time to lend a hand to life The greatest gift of all We can't go on Pretending day by day That someone, somewhere will soon make a change We are all a part of God's great big family And the truth, you know love is all we need [Chorus] We are the world We are the children We are the ones who make a brighter day So let's start giving There's a choice we're making We're saving our own lives It's true we'll make a better day Just you and me Send them your heart So they'll know that someone cares And their lives will be stronger and free As God has shown us by turning stone to bread So we all must lend a helping hand [Chorus] We are the world We are the children We are the ones who make a brighter day So let's start giving There's a choice we're making We're saving our own lives It's true we'll make a better day Just you and me

  8. Reading for All: The Quality Imperative • An Overview the Six Goals of Dakar • The Importance of Youth Education • A Brief History of the Reading Crisis in the U.S. • A Brief Overview of Teacher Quality • Some Closing Thoughts

  9. The Global Situation • Nearly 800 million people worldwide over the age of 15 can neither read nor write. • Women and girls account for about 64 percent of this group. • Nearly half of all children in Africa will not complete secondary school.

  10. Adult Illiteracy Rates by Region Number of People (in millions)

  11. Why Literacy? • A Human Right: Literacy is a basic human right (Atricle 26 of Universal Declaration of Human Rights -1948) • A basis for learning: Literacy is a foundation for all further learning • A public ‘good’:individual and social benefits, reduces conservatism and intolerance, connects individuals to the global trends and thinking • A key part of Poverty Reduction strategy : an important indicator of Human Development Index (HDI)

  12. Literacy Is Important Literacy empowers people and is essential for community development. Literate populations are more likely to • Develop economically • Live healthier lives • Be more peaceful

  13. Literacy is a Civil Right

  14. Six Goals of Dakar - EFA 1. ECCE - Early Childhood care and education. 2. UPE - Free and compulsory basic education . 3. Learning opportunities for Young & Adults. 4. Literacy Rate (50% improvement). 5. Gender equality - elimination of gender disparities. 6. Quality of education - Learning achievement.

  15. Education for All THE QUALITY IMPERATIVE

  16. Gender parity Literacy and adult learning 771 million adults without literacy, 75% live in 12 countries, 64% are women Gender parity index (F/M), 2002

  17. Early childhood care and education A strong influence on future school performance, a positive impact on girls’ enrolment in primary • Slow global progress: in the majority of countries, GER in pre-primary education is still below 50% • Children from disadvantaged backgrounds more likely to be excluded • Attendance rates considerably higher for urban children than those living in rural areas • Theme of 2007 EFA Global Monitoring Report

  18. Universal primary education • Sharp enrollment increases in Sub-Saharan Africa and South Asia • About 100 million children still not enrolled in primary school -- 70% in Sub-Saharan Africa and South and West Asia • 67 countries at risk of not achieving UPE by 2015 -- in 23 net enrolment ratios are declining • Over 80 countries still charge fees Out-of-primary school children by region (in millions), 2002

  19. Gender Parity • Considerable progress in countries with lowest gender parity index • 94 countries will miss 2005 gender parity target • Disparities at primary level in over 60 countries are nearly always at the expense of girls • At secondary level, boys under represented in 56 countries Gender parity index (F/M), 2002 1.20 Gender parity 1.00 0.80 0.60 0.40 0.20 0.00 Latin America/ Caribbean Central / EasternEurope Arab States Sub-Saharan Africa N. America/ W. Europe South/West Asia East Asia/ Pacific Central Asia primary secondary

  20. Clear frameworks: Coordinate public, private and civil society programs Literacy educators: Adequate pay, professional status and training Budget for youth and adult literacy programs: integrate literacy into education sector planning Curricula that build on learners’ motivations and demands Language policy: start in mother tongue, smooth transition to learning in regional and official languages 1. Universal quality basic education for girls and boys Literacy: A three-pronged approach 2. Scale up youth and adult literacy programs 3. Develop rich literate environments

  21. Education quality In many low-income countries more than one third of children have limited reading skills even after four to six years in school • Drop-out: in 41 out of 133 countries with data, less than two-thirds of primary school pupils reach the last grade • Large classrooms: pupil-teacher ratios on the rise in countries where education has expanded rapidly. • Lack of teacher training and poor teacher conditions of service hinder learning in many low-income countries. • Instructional time: few countries reach recommended 850-1,000 hours/year

  22. International commitments The Dakar Pledge:No country seriously committed to education will be thwarted by lack of resources • 60% bilateral aid still going to post-secondary education. • Total estimated annual external aid to education required to reach UPE of reasonable quality by 2015:$7 billion • Bilateral and multilateral aid to basic education =$2.1 billion. • New pledges could increase aid to$3.3 billion. A large funding gap remains. • Aid is not going to regions where EFA challenge is greatest and countries with lowest EDI index. • Fast Track Initiative: a key coordinating mechanism endorsed by G8 but resources so far raised are very small compared with requirements.

  23. Why is YE so important? • Youth is a period of transition and vulnerability • Vulnerability appears to increase with globalization and increased competition, everywhere • Long periods of unemployment have a lasting impact on youth: • Individual level: self-esteem, respect, sense of achievement • Societal: integration, cohesiveness, citizenship

  24. The Present • 88 million young people out of work • 59 million kids (17-19) in hazardous work • Youth are 41 percent of all unemployed • Youth unemployment 2-3 times higher than average unemployment Source: ILO Key Indicators of the Labour Market, www.ilo.org/kilm. Figures for 2004.

  25. The Best-Educated Generation Ever!* Yet… still large differences globally: • 130 million children not in school • 133 million youth are illiterate • Large gender differences • Large differences between groups of countries *(And healthiest ever too.)

  26. Education in developing countries

  27. An educational achievement league of 24 rich countries The table shows average ranks of all five measures. Source: UNICEF Innocenti Report Card No 4, November 2002.

  28. The Future • Over 1 billion young people in need of jobs every 10 years = 100 million jobs a year • 130 million kids not in school now -> what will they be in 10 years? (Importance of MDGs) • More unemployed young people in urban areas with little hope for decent work • Globalization –> increased competition between young people in more countries?

  29. The Reading Crisis

  30. How Did We Get Here? • Horace Mann: 1830’s: • Alphabetic Method (letter names) • Phonics (letter sounds)

  31. How Did We Get Here (cont.) • Phonics Revolt: 1930’s • Look-Say Sight Words (restricted vocabulary) • Language Experience (non-restricted vocabulary) • Phonics Re-Introduction: 1940’s • Addition of Multi-Sensory Pedagogy and Remedial Reading Approaches (Fernald, Orton, etc.)

  32. How Did We Get Here (cont.) • Whole Language: 1970’s – 1980’s • Reading, a psycho-linguistic guessing game; • Written language is naturally acquired • A Balanced Approach: 1990’s • Whole language • Phonics

  33. How Did We Get Here (cont.) • Standards and Accountability Movement • Focus on student results • Return on investment • Convergence of scientifically based reading research – 2000’s

  34. What is SBRR? Scientifically Based Reading Research • Relies on experimental or quasi-experimental studies (control/comparison and experimental groups) • Uses dependent measures that directly assess reading proficiency • Published in peer-reviewed journals

  35. Dynamic Professional Development Process • Research • Access to most current scientifically-based reading research; instructional practices, and continuous networking with other professionals, organizations and schools • Professional Development • Participate in state, regional, and local professional development opportunities with national/ state experts and mentors • Data-driven Decision Making • Collect student data to make informed decisions for instruction and meet accountability standards • Classroom Implementation • Implement the most effective SBRR instructional practices in classroom through coaching, mentoring, and use of data tools and reports

  36. http://www.nifl.gov/partnershipforreading/publications/science_research.pdfhttp://www.nifl.gov/partnershipforreading/publications/science_research.pdf

  37. Explicit, Systematic Instruction Model T E A C H E R S T U D E N T Guided Practice Supported Application Independent Practice

  38. Explicit Instruction • Teacher modelsand explains; • Teacher provides Guided Practice; Students practice what the teacher modeled and the teacher provides prompts and feedback. • Teacher provides supported application; Students apply the skill as the teacher scaffolds instruction. • Teacher provides appropriate independent practice.

  39. Ample Practice Opportunities • Students are provided opportunities to apply what they have been taught in order to accomplish specific reading tasks; • Opportunities should follow in a logical progression with what has been previously taught; • Once skills are internalized, students are provided with opportunities to independently apply previously learned information. Their work is carefully monitored by the teacher.

  40. Scientifically Based Reading Research Findings • Essential components of reading instruction: • Phonemic awareness, • Phonics, • Fluency, • Vocabulary, and • Text comprehension • Instructional characteristics: • Systematic, • Explicit instruction, • Based on student data, • In the 5 components of reading, and • The relationships among these 5 components

  41. Phonemic Awareness Accuracy and Fluency with Connected Text Vocabulary Reading in an Alphabetic Language Alphabetic Comprehension Principle Five Components of Reading Kame’enui, Simmons, Coyne, & Harn, 2003

  42. Oral Level Print Level Phonemic Awareness: The ability to manipulate sounds. Phonological Awareness: An awareness of the structures of spoken language, sentences, words, rhymes and sounds. Phonics: The letter/sound relationship Orthographic Knowledge: Spelling patterns of a language

  43. Oral and Written Relationship The oral rendition of : /a/ /s/ /k/ /t/ The written equivalent: A S K E D

  44. Reading Speed Fluency Accuracy Prosody Reading Fluency A consequence of fluency rather than a component

  45. Synonyms Antonyms Examples/ Non- Examples Features Vocabulary Beauty

  46. Comprehension Preview/Predict Summarize Monitor/Clarify Evaluate Generate Questions Strategies Sequence Drawing Conclusions Skills Main Idea Noting Details

  47. K 1 2 3 Multisyllables PhonemicAwareness Listening Phonics Reading Letter Sounds & Combinations Reading Listening Automaticity and Fluency with the Code Vocabulary Comprehension Changing Emphasis of Big Ideas

  48. Instructional characteristics • Systematic, • Explicit instruction, • Based on student data, • In the 5 components of reading, and • The relationships among these 5 components

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