Spring Conference March 17, 2005 McDaniel College W. Dorsey Hammond

1. Literacy MattersWhat Teachers and Parents Need To KnowMaryland State Steering Committee for Deaf and Hard of Hearing Students Spring Conference March 17, 2005 McDaniel College W. Dorsey Hammond

2. Skilled Readers are: • Constructive • Fluent • Strategic • Motivated • Lifelong ANDERSON, BNR ‘85

3. Constructivism • Tony ordered the $9.95 Lasagna Special. By the time is order finally arrived he was quite upset. He left a very small tip. Sam knew his wife’s minor operation would be expensive. However, there was always Uncle Fred. He picked up the phone and dialed long distance

4. Common Middle Grade Profile • Grade • 6 75%80% • 5 85% 60% 85% • 4 80% 75% 60% 90% • 3 90% 80% 70% 90% • 2 95% 85% 75% 95% • 1 100% 95% 85% 100% Word Comp Comp Lang. Rec(Iso) Oral Rdg. Silent Rdg. Comp.

5. Stage or Linear View of Literacy • Phonological Awareness- Phonics  Fluency Vocabulary  Comprehension National Reading Panel (2000), NICHD, Chall (83), Moats,(03,04)

6. Process of Reading Top DownInteractiveBottom Up • meaning V^ meaning • language V^ words(lexicon) • phonics V^ phonics __ ___ ___ I I I

7. Reading of Text---Multiple Cues • The boy saddled his _______. horse, pony, mare, mustang, stallion house horse The boy saddled his m____. …saddled his m_r_.

8. Phonics Irregularity • mare no • care so • are to too blue knew through • gave bone that paid • save tone what said • have gone • done

9. Interactive Model of Reading Phonological Awareness-- Lang. Experiences Lang. Exp.---------------------PA. & Phonics Fluency-------------------------- Comprehension Comprehension-------------------------- Fluency Vocabulary -----------------------Comprehension Comprehension------------------ Vocabulary

10. Implications of Interactive/Recursive Model • Multiple aspects of learning to read are complementary • Major components of learning to read addressed at beginning stages • Redundant system more “fail safe” • Learning to read and write inherently more satisfying to the learner

11. What An Early Literacy Program Should Look Like • Experience stories • Early writing • Reading of Predictable Texts • Closely Supported Guided Reading • Word Study (PA, Phonics and particularly known to unknown strategies) • Repeated Reading • Modeled Reading • Metacognitive Strategies

12. A Middle Years Literacy Curriculum • Directed and Guided Reading • Writing and Revision • Independent Reading • Responses to Text( multiple responses in terms of concepts/ideas and medium) • Reading and investigation across the Curr. (accessing prior knowledge, predicting,dialogue) • Vocabulary and Word Study • Metacognition

13. Metacognition • As a skilled reader: • I always begin with what I already know • I always try to make sense of what I read • I ask myself questions before during and after reading • I predict and think ahead • I know what I am reading to find out • I know that good readers often reread two, three or more times in order to construct meaning.

14. Contemporary Myths of Literacy • There has been a major “Salk vaccine type” breakthrough in literacy research. • Research in Reading is a relatively recent phenomenon. • The only acceptable research methodology is the model used in science and medicine.

15. Additional Cautions Is explicit systematic phonics a type of phonics or a process of teaching? Is there congruency between full reports,as for example, NRP and abridged versions such as Put Reading First? Is our focus too short term rather than investigating long term consequences Have we learned from history?

16. Guiding Principles of Literacy Instruction • Engage in literacy acts at every opportunity • “Engage in” rather than “teach about.” • Understand that reading is fundamentally a process of thinking and language • Celebrate new learning and new insights • Connect reading to the real world of the learner.