Let’s Talk About Reading

1. Let’s Talk About Reading Conversation in the low SES home and the effects on our literacy learners. What is the link between oral language and academic success? Leticia Lovejoy, WVDE Reading Coordinator

2. The Listening Comprehension • Begins to develop around 12 months • Continues to develop beyond grade 6 • Grows through interaction with people • Is more advanced than reading ability • Determines level of reading comprehension

4. Dissecting the study Let’s take a look at the information

5. The Observation

6. The Study

7. The Methodology

8. The Study

9. The Study Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time.

10. The Study Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time. • 42 families

11. The Study Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time. • 42 families • 13 families from upper SES

12. The Study Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time. • 42 families • 13 families from upper SES • 10 families from middle SES

13. The Study Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time. • 42 families • 13 families from upper SES • 10 families from middle SES • 13 families from low SES

14. The Study Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time. • 42 families • 13 families from upper SES • 10 families from middle SES • 13 families from low SES • 6 families on welfare

15. The Study Hart and Risley 1995 An observation of families to gather language information from a range of demographics over an extended period of time. • 42 families • 13 families from upper SES • 10 families from middle SES • 13 families from low SES • 6 families on welfare • 2 ½ years, 1 hour per month

16. Methodology • Recruit families to participate

17. Methodology • Recruit families to participate • Obtain a range in demographics

18. Methodology • Recruit families to participate • Obtain a range in demographics • Record everything

19. Methodology • Recruit families to participate • Obtain a range in demographic • Record everything • Begin when children were 7-9 months old

20. The Early Catastrophe • The problem: Early interventions implemented during the 1960’s war on poverty washed out early and completely as children aged.

21. The Early Catastrophe • The intervention: Vocabulary could be easily increased by educators by teaching them new words.

22. The Early Catastrophe • The results: There was fast vocabulary growth by children in professional families. There was vocabulary growth in the lower SES population.

23. The Early Catastrophe • The plan: Rather than concede to the inevitable forces of heredity, the group decided to undertake the process of research which would allow educators to understand the trajectories observed.

24. The Early Catastrophe • The findings: Before children can take charge of their own experience and begin to spend time with peers in social groups outside the home, almost everything they learn comes from their families.

25. The Early Catastrophe • The similarities: Children grew more like their parents in stature, activity levels, vocabulary resources, language, and interaction styles.

26. Take a few minutes to read about test performance in third grade for 29 of the 42 children observed in the Hart and Risley study.

27. Meaningful Differences

28. The Pretest Parent 13 Professional 41 23 Working class 31 6 Welfare 14 Child 13 Professional 0 23 Working class 0 6 Welfare 0

29. Recorded Vocabulary Size Parent Professional 2176 Working class 1498 Welfare 974 Child Professional 1116 Working class 749 Welfare 525

30. The 30 Million Word Gap P WC W Hour 2153 1251 616 Week 215,000 125,000 62,000 Year 11,000,000 6,000,000 3,000,000 4 years 45,000,000 26,000,000 13,000,000

31. Quality and Quantity

32. Quality and Quantity The quality of words is very important and can provide Encouragement Self-esteem Self-respect Confidence

33. Daily Affirmations with Stuart Smalley

34. The Quality of Words Affirmations Prohibitions

35. Quality of Words Heard in an Hour • Welfare children heard 5 affirmations

36. Quality of Words Heard in an Hour • Welfare children heard 5 affirmations • Welfare children heard 11 prohibitions

37. Quality of Words Heard in an Hour • Welfare children heard 5 affirmations • Welfare children heard 11 prohibitions • Working class children heard 12 affirmations

38. Quality of Words Heard in an Hour • Welfare children heard 5 affirmations • Welfare children heard 11 prohibitions • Working class children heard 12 affirmations • Working class children heard 7 prohibitions

39. Quality of Words Heard in an Hour • Welfare children heard 5 affirmations • Welfare children heard 11 prohibitions • Working class children heard 12 affirmations • Working class children heard 7 prohibitions • Professional children heard 32 affirmations

40. Quality of Words Heard in an Hour • Welfare children heard 5 affirmations • Welfare children heard 11 prohibitions • Working class children heard 12 affirmations • Working class children heard 7 prohibitions • Professional children heard 32 affirmations • Professional children heard 5 prohibitions

41. Let’s Talk About Reading Leticia Lovejoy, WVDE lllovejoy@access.k12.wv.us