IMPLEMENTING RESEARCH-BASED LANGUAGE & LITERACY INSTRUCTION & INTERVENTION:

1. Monica Gordon Pershey, Ed.D., CCC-SLP Associate Professor Cleveland State University mgpershey@att.net, m.pershey@csuohio.edu IMPLEMENTING RESEARCH-BASED LANGUAGE & LITERACY INSTRUCTION & INTERVENTION: FOCUS ON VOCABULARY & COMPREHENSION Gordon Pershey '05 Literacy For All

2. Introduction Strategies for enhancing students’ abilities and remediating deficits in vocabulary and comprehension will be addressed. Course participants will learn how to prepare students for mandated achievement testing in these areas. abcdefghijklmnopq Gordon Pershey '05 Literacy For All

3. Learner Outcomes 1. Learners will describe how vocabulary and reading and listening comprehension are taught and assessed as curricular areas. • Learners will identify strategies for improving vocabulary and reading and listening comprehension.  Gordon Pershey '05 Literacy For All

4. Curriculum, Instruction, and Assessment in Vocabulary Key issues: A STRONG VOCABULARY INSTRUCTION BASED ON INTEGRATION, REPETITION, AND MEANINGFUL USE FORMATS FOR VOCABULARY STUDY: CONTEXTUAL USAGE AND ANALYSIS (CONCEPT DEVELOPMENT) AND STRUCTURAL ANALYSIS (WORD STUDY) TRANSFER APPLICATIONS FOR VOCABULARY STUDY WHAT IS KNOWN ABOUT VOCABULARY DEVELOPMENT Gordon Pershey '05 Literacy For All

5. Curriculum, Instruction, and Assessment in Vocabulary IMPACT OF VOCABULARY ON MANDATED ACHIEVEMENT TESTING IMPLEMENTING EFFECTIVE VOCABULARY INSTRUCTION: FACT AND FALLACY STRATEGIES FOR TEACHING VOCABULARY BEFORE, DURING, AND AFTER READING ONGOING VOCABULARY ASSESSMENT Gordon Pershey '05 Literacy For All

6. Instruction Based on Integration, Repetition, and Meaningful Use Gordon Pershey '05 Literacy For All

7. A Strong Vocabulary Gordon Pershey '05 Literacy For All

8. Formats for Vocabulary Study Contextual Usage and Analysis – Pertains to Meaning and Concept Development Structural Analysis of Words in the English Language – Study Word Origins and Orthography Gordon Pershey '05 Literacy For All

9. Transfer Applications For Vocabulary Instruction Comprehension when listening and viewing, e.g., lecture note taking, read alouds, entertainments Reading comprehension during content area studying, eclectic reading Better speaking & writing: Academic, vocational, interpersonal Gordon Pershey '05 Literacy For All

10. What We Know About Vocabulary Development We have different levels of word knowledge and usage: Words we know and use readily Words we know but don’t often use Words we know in context and can define plainly Words we know in context but can’t define Words we read but can’t pronounce Words we say but can’t read: true for young kids Gordon Pershey '05 Literacy For All

11. What We Know About Vocabulary Development Vocabulary is the #1 predictor of reading comprehension – Therefore, a text with too many unfamiliar words is incomprehensible – Unknown words relate to topics, content, or concepts that challenge A reader need not know every word in a text to realize gist – Up to 15% of words can be missed, depending on text clarity and reader’s purpose for reading The average 5th grader who reads 25 minutes a day will meet 20,000 new words per year - If s/he retains just 5%, s/he will learn 1,000 new words per year; Most kids learn 3,000 words per year with reading being the largest source of input; The best way to increase vocabulary is by reading widely Gordon Pershey '05 Literacy For All

12. Impact of Vocabulary on MandatedAchievement Testing 265 African American fourth and sixth graders from a district in academic emergency according to the Ohio Proficiency Test (OPT) 16 standardized subtests of oral, written, and reading vocabulary yielded corresponding findings: Word knowledge and word usage are stable and interrelated constructs in oral language and literacy 4th graders: Vocabulary can predict between 18% and 35% of the variance in OPT reading scores and 19% of the variance in OPT writing(p < .0001) 6th graders: Vocabulary can predict between 18-25% of the variance in OPT reading scores(p < .0001) Gordon Pershey '05 Literacy For All

13. Impact of Vocabulary on MandatedAchievement Testing VOCABULARY TASKS THAT CORRELATE WITH OPT SCORES (p < .0001) Gordon Pershey '05 Literacy For All

14. Implementing Effective Vocabulary Instruction: Fact and Fallacy FALLACY: ALL VOCABULARY INSTRUCTION WILL INCREASE READING COMPREHENSION FALLACY: THE BEST WAY OF TEACHING VOCABULARY IS THE DEFINITIONAL APPROACH – WHY NOT: A definition may not fit a context A definition seldom tells how a word is actually used A definition may not help form interconnections across words drawn from a text or unit of study A definition may not increase comprehension of word meaning and thus allow correct use of a word; it may be a weak instructional device Gordon Pershey '05 Literacy For All

15. Implementing Effective Vocabulary Instruction: Fact and Fallacy EXAMPLE: GIVEN THESE DEFINITIONS, PUT THE KEY WORD INTO A SENTENCE • epiphenomenon: a phenomenon that occurs with and seems to result from another • kern: to form or set (as a crop of fruit) • squinch: a support (as an arch, lintel, or corbeling) carried across the corner of a room under a superimposed mass • stirp: the sum of the determinants of whatever nature in a fertilized egg Gordon Pershey '05 Literacy For All

16. Implementing Effective Vocabulary Instruction: Fact and Fallacy FALLACY: CONTEXT CUES ARE HELPFUL WHEN TEXT CONTENT IS FAMILIAR BUT OF LITTLE USE WITH UNKNOWN CONTENT EXAMPLE: Although Mary was very thin, her sister was obese. Is “obese”: a. normal b. fat c. gracious d. unconcerned e. jealous CONTEXT MAY NOT GIVE ENOUGH INFORMATION OR MAY ALLOW FOR TOO MANY CHOICES TO BE POSSIBLE. CONTEXT MUST GUIDE INFERENCE Gordon Pershey '05 Literacy For All

17. Implementing Effective Vocabulary Instruction: Fact and Fallacy REAL TEXTS AND NATURAL CONTEXTS ARE NOT ALWAYS GOING TO TEACH THE DENOTATIVE MEANING AND CONNOTATIVE USAGE OF A WORD EXAMPLE: Denotative meaning is given: cater: to act with special consideration Connotative meaning is lost when a student writes this sentence: “The mayor catered when the corporate executives visited the city.” Gordon Pershey '05 Literacy For All

18. Implementing Effective Vocabulary Instruction: Fact and Fallacy FACT: EFFECTIVE VOCABULARY INSTRUCTION PROVIDES MULTIPLE CONTEXTS FOR LEARNING WORDS (BEFORE READING, DURING READING, AFTER READING) (REPETITION, DEPTH) FACT: DEFINITIONS NEED TO BE PAIRED WITH ILLUSTRATIONS OF HOW WORDS ARE ACTUALLY USED (MEANINGFUL USE, DEPTH) FACT: SUPPLEMENTAL INSTRUCTION ON COMMON INFERENCE PATTERNS IS HELPFUL SO THAT CONTEXTUAL REASONING IS ENHANCED (CONTRAST, CLASS, EXAMPLE, GENERALIZATION) Gordon Pershey '05 Literacy For All

19. Implementing Effective Vocabulary Instruction: Fact and Fallacy FACT: EFFECTIVE VOCABULARY INSTRUCTION TEACHES THAT WORDS ARE LABELS FOR CONCEPTS; WHEN POSSIBLE, CONCEPTS ARE LIVED THROUGH BY DIRECT EXPERIENCE, SIMULATION OR DRAMATIZATION, DEMONSTRATION, MULTI-SENSORY EXPERIENCES (MEANINGFUL USE, DEPTH) FACT: EFFECTIVE VOCABULARY INSTRUCTION FEATURES WORDS THAT READERS ARE LIKELY TO ENCOUNTER OFTEN (REPETITION, INTEGRATION) FACT: EFFECTIVE VOCABULARY INSTRUCTION IS BOTH CONVERGENT AND DIVERGENT Gordon Pershey '05 Literacy For All

20. Implementing Effective Vocabulary Instruction: Fact and Fallacy FACT: EFFECTIVE VOCABULARY INSTRUCTION TEACHES USEFUL WORDS (MEANINGFUL USE) FACT: EFFECTIVE VOCABULARY INSTRUCTION TEACHES KEY WORDS FOR A TEXT OR UNIT OF STUDY (INTEGRATION, DEPTH, BREADTH) FACT: EFFECTIVE VOCABULARY INSTRUCTION TEACHES INTERESTING WORDS (PERSONAL MEANING, MELODIOUSNESS, UNIQUE ORIGINS, PIQUE CURIOSITY) (MEANINGFUL USE) FACT: EFFECTIVE VOCABULARY INSTRUCTION TEACHES VOCABULARY-BUILDING WORDS (IN RELATION TO STRUCTURAL ANALYSIS) (INTEGRATION, REPETITION, BREADTH) Gordon Pershey '05 Literacy For All

21. Implementing Effective Vocabulary Instruction: Fact and Fallacy FACT: EFFECTIVE VOCABULARY INSTRUCTION TEACHES WORDS IN RELATION TO OTHER WORDS (IN RELATION TO STRUCTURAL ANALYSIS) (INTEGRATION, REPETITION) FACT: EFFECTIVE VOCABULARY INSTRUCTION TEACHES WORDS THAT RELATE TO STUDENTS’ BACKGROUND KNOWLEDGE (INTEGRATION, REPETITION) FACT: EFFECTIVE VOCABULARY INSTRUCTION TEACHES WORDS SYSTEMATICALLY AND IN DEPTH (IN RELATION TO STRUCTURAL ANALYSIS) (INTEGRATION, REPETITION) Gordon Pershey '05 Literacy For All

22. Integration ViaConcept Development: Techniques For Interconnecting Ideas With Vocabulary Terms SEMANTIC MAPS OR WEBS PROCESS: COLLABORATIVE BRAINSTORM PURPOSE: RELATES A NEW CONCEPT TO PRIOR KNOWLEDGE OUTCOME: ORGANIZES ASPECTS OF A CONCEPT – INDUCTIVE (MIND MAP, LIST) OR DEDUCTIVE CLASS–EXAMPLE RELATIONS; ATTRIBUTE RELATIONS CARRY OVER: ALLOWS FOR FURTHER STUDY OF THE CONCEPT Gordon Pershey '05 Literacy For All

23. Semantic Map or Web: Deductive – Attribute Relations Gordon Pershey '05 Literacy For All

24. Semantic Map or Web: Deductive or Inductive – Class-Example Relations Gordon Pershey '05 Literacy For All

25. Semantic Map or Web: Deductive or Inductive – Concept Hierarchy Map Gordon Pershey '05 Literacy For All

26. Semantic Map or Web: Deductive – Venn Diagram Concepts that require multiple comparisons to show similarities and differences among characteristics Gordon Pershey '05 Literacy For All

27. Semantic Map or Web: Inductive Prereading: Spot A Theme, Then Web: Listen To A Few Paragraphs of a Story Spot a Theme Web the Theme First Continue Reading Add to the Web Example: Dog Years Prereading Web: Properties of a concept are described, then the concept is identified “Have you ever had the feeling something is about to go wrong?” (Premonition) Then web allied concepts and words Gordon Pershey '05 Literacy For All

28. Semantic Map or Web: Structural Analysis CONCEPTS THAT CAN BE JOINED TO SHOW MEANING, ORIGIN, OR STRUCTURAL FEATURES CONCEPTUAL NETWORKS TO SHOW: SYNONYMY ANTONYMY COMMON ROOTS COMMON AFFIXES COMMON DERIVATIONS Gordon Pershey '05 Literacy For All

29. Semantic Map or Web: Conceptual Analysis CONCEPT NETWORKS CAN BE MAPPED TO SHOW EXCLUSION, FOR EXAMPLE, ITEMS THAT DO NOT BELONG IN A GROUP zoo igloo zoo teepee palace Gordon Pershey '05 Literacy For All

30. Semantic Map or Web: Conceptual Analysis Via Semantic Feature Analysis EXAMPLE: SEMANTIC FEATURE ANALYSIS – MANY TYPES Gordon Pershey '05 Literacy For All

31. Integration ViaConcept Development: Techniques For Interconnecting Ideas With Vocabulary Terms WORD SORTS PROCESS: COLLABORATIVE LEARNING PURPOSE: DETERMINE THE RELATIONSHIP OF WORDS WITHIN CATEGORIES AND BETWEEN CATEGORIES; SORT BY ELEMENTS OF MEANING OR OF WORD STRUCTURE OUTCOME: ORGANIZE ASPECTS OF RELATED CONCEPTS (SUPERORDINATES AND SUBORDINATES) CARRY OVER: ALLOWS FOR FURTHER STUDY OF CONCEPTS Gordon Pershey '05 Literacy For All

32. Word Sorts Two Main Types of Word Card Sorts Closed Sorts: Superordinate categories are given – Place words in category Gordon Pershey '05 Literacy For All

33. Word Sorts Two Main Types of Word Card Sorts Open Sorts: Superordinate categories are not given – Group words and then determine a category heading Gordon Pershey '05 Literacy For All

34. Word Sorts BEFORE READING – ALLOWS FOR SCHEMA ACTIVATION, PREDICTION DURING READING – ALLOWS FOR IN-DEPTH STUDY OF TERMS AFTER READING - ALLOWS FOR CONCEPT DEVELOPMENT, WORD STUDY, DISCUSSION   Gordon Pershey '05 Literacy For All

35. Gordon Pershey '05 Literacy For All

36. Integration ViaConcept Development: Techniques For Interconnecting Ideas With Vocabulary Terms LINEAR ARRAYS (SEMANTIC GRADIENTS) Arrange ideas by degree Students are given all items to arrange, or given some (first two or three; first and last) and asked to generate others HOTTEST scorching sunny balmy cool nippy raw freezing frigid COLDEST Gordon Pershey '05 Literacy For All

37. Integration ViaConcept Development: Techniques For Interconnecting Ideas With Vocabulary Terms T-Chart – Shows what a concept is and is not FREEDOM IS IS NOT Gordon Pershey '05 Literacy For All

38. Integration ViaConcept Development: Techniques For Interconnecting Ideas With Vocabulary Terms CHOOSING TEXT VOCABULARY TO EMPHASIZE KEY OR IMPORTANT WORDS WHAT IS THE BEST WORD TO USE AMONG CHOICES? JUSTIFY YOUR CHOICE EXAMPLE: “CASE HILL IS A BOY WHO IS ___” (LONESOME AGGRESSIVE CONTENT) WORDS THAT GUIDE A READER THROUGH A TEXT WHAT WORDS ILLUSTRATE THE KEY EVENTS IN A STORY? EXAMPLE: CONNECT TWO Gordon Pershey '05 Literacy For All

39. Connect Two Your Preparation Read the Story Pick out 6-12 Vocabulary Words that Sequence the Story Events Words the Story Hinges Upon Gordon Pershey '05 Literacy For All

40. Connect Two Gordon Pershey '05 Literacy For All

41. Connect Two Gordon Pershey '05 Literacy For All

42. Connect Two Gordon Pershey '05 Literacy For All

43. Connect Two Your Session Schema Activation Discussion Preview Words or Not? Read the Text Words Are Reviewed One by One Key Points Are Revisited Look Back in Text to the Place Where Each Word Occurred Write a Sentence that Summarizes the Passage in which the Word Appeared Gordon Pershey '05 Literacy For All

44. Connect Two Gordon Pershey '05 Literacy For All

45. Connect Two Underlying Language Skills Vocabulary Comprehension of Story Main Ideas and Details Story Sequence Sentence Construction Text Look-Back Beginning, Middle, End Word Study More Difficult: Students Select All or Some Words; Words on Cards Students Sequence onto Spokes Easier: Sentence Strips Gordon Pershey '05 Literacy For All

46. Studying Word Structure:Structural Activities EXAMPLES: STRUCTURES TO BE STUDIED (AS RELATING TO CONCEPTS UNDER STUDY) LATIN AND GREEK ROOTS “ROOT OF THE WEEK” “AFFIX OF THE WEEK” OR, SORT WORDS USED IN UNITS BY THEIR ORIGINS, ROOTS, AFFIXES, ESP. TECHNICAL TERMS, ASSIMILATED PREFIXES “accompany” “occur” “offer” Gordon Pershey '05 Literacy For All

47. Studying Word Structure:Structural Activities SUFFIXATION THAT CHANGES PARTS OF SPEECH “fear” = verb; “fearful” = adj 3 COLUMNS: MAKE AS MANY WORDS AS YOU CAN PREFIX ROOTS SUFFIXES in- junc -(t)(s)ion im- voc -ive pre- cept -or con- tract -ive Gordon Pershey '05 Literacy For All

48. Studying Word Structure:Structural Activities Gordon Pershey '05 Literacy For All

49. Studying Word Structure:Structural Activities SEMANTIC SHIFT (WORDS WHOSE MEANINGS HAVE CHANGED) “villain” = farm labor “guest” = enemy, stranger “slim” = crafty, crooked “gay” = happy   Gordon Pershey '05 Literacy For All

50. Studying Word Structure:Structural Activities THREE KINDS OF HOMONYMS HOMOPHONES (SOUND SAME, SPELLED DIFFERENTLY) “bear, bare” NON-HOMOPHONIC HOMOGRAPHS (HETERONYMS) “preSENT, PRESent” (SHIFTIES) HOMOPHONIC HOMOGRAPHS (MULTIPLE MEANING WORDS) “root” “brand” “trip” Gordon Pershey '05 Literacy For All