Literacy Across the Lifespan: What Works

1. Literacy Across the Lifespan: What Works Timothy Shanahan University of Illinois at Chicago

2. Theory of literacy instruction • Learner’s experience is what matters • That experience includes amount of instruction, what is taught, quality of instruction, and how the student responds to instruction • Other variables only matter to the extent that they affect those three variables

3. Theory of literacy instruction • Amount of teaching • Content of teaching • Quality of teaching • Student motivation • Alignment and support The 5 keys to literacy success across the lifespan:

4. 1 Amount of instruction • Biggest determinant of learning is the amount of teaching • Allotting time is important • Using time is important too (engaged time on task is the key)

5. 1 Amount of instruction • Parent programs • Preschool • Full-day kindergarten • Literacy across the grades • Better use of school day • Response to Instruction models • After school and summer programs • Post high school programs

6. 2 Curriculum content • Second biggest determinant is what we teach • Literacy curriculum is different than other curricula • Major reports (NRP, NELP) are largely about what to teach

7. 2 Curriculum content Decoding: • Alphabet • Concept of print • Phonological awareness • Phonics • Sight vocabulary

8. 2 Curriculum content Oral reading fluency: • Accuracy • Speed • Expression

9. 2 Curriculum content Vocabulary: • Word meanings • Meaningful parts of words • Oral and written

10. 2 Curriculum content Reading comprehension: • Listening comprehension • How text is structured • What to remember • Strategies for thinking

11. 2 Curriculum content Writing: • Purposes • Processes • Products • Audiences

12. 3 Quality of instruction • Variations in the student’s educational experience that determine learning beyond amount of allotted time and content taught.

13. 3 Quality of instruction Student engagement • Discipline issues • Instructional management • Round robin reading vs. paired reading

14. 3 Quality of instruction Appropriateness of content to learner • Phonological awareness vs. phonemic awareness • Vocabulary instruction in primary grades • Early interventions

15. 3 Quality of instruction Level of instructional demand • Vocabulary: rich meanings vs. memory • Phonemic awareness: simple best • Comprehension: assignment vs. instruction

16. 3 Quality of instruction Appropriateness of text difficulty • Independent level • Instructional level • Frustration level

17. 4 Student motivation • Easier to be effective with students who are trying to learn than with those who are resisting • Internal versus external motivation • Our job is to encourage and support

18. 4 Student motivation • Curiosity: Engaging interest • Competence: The desire to be effective • Challenge: The urge to accomplish • Collaboration: Social connections

19. 5 Alignment and support • Other variables matter to the extent that they influence the first four variables • These variables can be positive or negative, but they don’t have a direct impact on student learning

20. 5 Alignment and support Teacher quality • Professional development matters • Teacher knowledge in areas like curriculum, instruction, assessment, management, motivation

21. 5 Alignment and support Assessments • Screening • Monitoring • Observing • Accountability • Knowing what to do with data

22. 5 Alignment and support Other candidates: • Instructional materials • Supervision • Homework • Connections…

23. Literacy success depends upon… • Amount of teaching • Content of teaching • Quality of teaching • Student motivation • Alignment and support

24. Literacy Across the Lifespan: What Works Timothy Shanahan University of Illinois at Chicago