Lessons Learned From Cognitive, Neurobiological, and Instructional Sciences Friday- Oct 14, 2011

1. I Lessons Learned From Cognitive, Neurobiological, and Instructional Sciences Friday- Oct 14, 2011 10:30 a.m. - 12:30 p.m. SESSION : I Reid Lyon, Ph.D. Distinguished Professor Of Education Policy and Leadership and Associate Dean, Southern Methodist University Distinguished Scientist in Cognition and Neuroscience, Center for Brain Health, University of Texas, Dallas

2. I How Do Children Learn to Read, Why Do Some Children Have Difficulty, and What Can We Do to Prevent and Remediate Reading Failure? www.ReidLyon.com www.centerforbrainhealth.org

3. Reading Is Fundamental Reading is a gateway to success

4. “Courage is the power to let go of the familiar” --Raymond Lindquist

5. 16 43 39 40 38 15 2009 National Assessment of Educational Progress 26 Percent of 8th grade readers below Basic 10 20 30 40 50 60 70 80 90 100 White Black Hispanic American Indian Poor Non-poor

6. 14 43 39 31 33 2009 National Assessment of Educational Progress 20 Percent of Kansas 8th grade readers below Basic 10 20 30 40 50 60 70 80 90 100 White Black Hispanic American Indian Low Income

7. KS STATE TEST – 85% Proficient NAEP - 33% Proficient Why Do We Need National Common Core Standards? Kansas Eighth-Grade Proficiency as Measured by Minnesota State Tests and NAEP for SY 2008–2011(Alliance for Excellent Education, 2010) 10 20 30 40 50 60 70 80 90 100

8. Over 9,500 students did not graduate from Kansas’ high schools in 2010; the lost lifetime earnings in Kansas for that class of dropouts alone total nearly $2.5 billion. Kansas could save as much as $126 million in health care costs over the lifetimes of each class of dropouts had they earned their diplomas. If Kansas’ high schools graduated all of their students ready for college, the state could save as much as $42.8 million a year in community college remediation costs and lost earnings. Kansas’ economy could see a combination of crime-related savings and additional revenue of about $62.7 million each year if the male high school graduation rate increased by just 5% The Impact of Limited Literacy Development on Kansas Children, Society, and Economy:

9. Critical “Take-Aways” From the NAEP Data • The NAEP is as much a language and critical thinking measure as a measure of essential “reading skills”- Low scores on the NAEP can be predicted by difficulties in: • word reading skills • and/or vocabulary limitations • and/or reading fluency • and/or background knowledge • and/or insufficient use of reading comprehension strategies • Mismatch between text characteristics within NAEP questions and text characteristics of student’s instructional texts • Mismatch between level of cognitive complexity within NAEP questions and the Cognitive complexity of student’s instructional texts

10. Reading is Fundamental An alarming 44.7 percent of high school dropouts score in the bottom quarter of reading ability measures (Center for Educational Statistics, 2009).

11. 1 out of 3 prison inmates have the lowest level of reading proficiency (Center for Educational Statistics, 2009).

12. Does It Have To Be This Way? NO! We Now Know Enough About Reading Development & Reading Difficulties & Reading Instruction to Significantly Decrease Reading Failure!

13. Dyslexia and Other Reading Difficulties • Our Scientific Research in Dyslexia Has Led to Significant Advances in Understanding and Identifying Reading Difficulties AND Increasing the Reading Achievement of Students from All Races, Ethnicities, and Socioeconomic Strata. • Dyslexia Accounts For Approximately 10% to 17% of Reading Failure in the United States • The Significantly Larger Number of Students Who Have Reading Difficulties Struggle Because of Environmental and Economic Disadvantage.

14. How Was The Scientific Evidence Obtained and Under What Conditions? A Commitment to Focus on Four Research Questions: How Do Children Learn to Read? Why Do Some Children Have Difficulties Learning To Read? How Can Reading Failure Be Prevented? How Can Persistent Reading Difficulties be Remediated?

15. NIH-NICHD Multidisciplinary Research Program (North America; Lyon, 1985-2005) Children’s Hospital/ Harvard LDRC Waber U of Washington Berninger U of Massachusetts Rayner Emerson College Aram Toronto Lovett Beth Israel Galaburda Mayo Clinic Kalusic Tufts Wolf Yale Shaywitz Syracuse U Blachman Haskins Labs Fowler/Liberman U of Michigan Morrison SUNY Albany Vellutino U of WisconsinJohnson-Glenburg Stanford Reiss Carnegie-Mellon Boy’s Town Smith Northwestern UBooth Rutgers UScarboro-ugh Johns Hopkins Denckla U of Southern California Manis/Seidenberg Purdue U Hynd D.C./Houston Forman/Moats Colorado LDRC Defries Duke UGoldston U of KansasShumaker U of Missouri Geary Georgetown U Eden U of Louisville Molfese Univ of California – IrvineFilipek ColoradoMoats Gallaudet ULaSasso San FranciscoHerron Bowman Gray Wood U of California – San Diego, Salk Institute Bellugi U of Arkansas – Med Ctr Dykman Georgia State R. Morris U of GeorgiaStahl U of Houston Francis Yale Methodology Fletcher Florida State Torgesen/Wagner U of Texas – Med Ctr Foorman/Fletcher Univ of Florida Alexander/Conway NICHD Sites U of TexasVaughn

16. THE NICHD SCIENTIFIC INVESTMENT Number of Research Sites: 44 sites Children and Adults Studied: 57,000 studies Proficient Readers: 22,000 readers At-Risk/Struggling Readers 35,000 readers Average Years Studied/Followed: 9 years Max Longitudinal Span to Date: 34 years Current Prevention/Intervention Trials 12 trials Schools Currently Participating: 266 schools Classrooms Currently Participating: 985 classes Classroom Teachers Participating: 1,012 teachers Annual Research Budget: $60 Million Dollars

17. Language Knowledge Fluency Metacognition Life Experience Content Knowledge Activation of Prior Knowledge Knowledge about Texts Oral Language Skills Knowledge of Language Structures Vocabulary Written Expression Cultural Influences Reading Comprehension And Critical Thinking Prosody Automaticity / Rate Accuracy Spelling Decoding Phonemic Awareness Motivation Engagement Active Reading Strategies Monitoring Strategies Fix-Up Strategies Florida Reading Initiative

18. Starting with ORAL LANGUAGE AND VOCABULARY Development! How Do Children Learn To Read?

19. Most Underprivileged Children: . 1. Are delayed in the development of phonemic awareness 2. Have had less exposure to print and the alphabet 3. Have vocabulary that are usually less well developed – ½ in poor children compared to other children 4. Have a range of experience and conceptual knowledge that is often limited or different compared to other students 5. Frequently do not have good models of reading or support for academics in their homes

20. The Effects of Weaknesses in Oral Language on Reading Growth 16 15 14 13 12 11 10 9 8 7 6 5 High Oral Language in Kindergarten 5.2 years difference Reading Age Level Low Oral Language in Kindergarten 5 6 7 8 9 10 11 12 13 14 15 16 Chronological Age Hirsch, 1996

21. Patricia Kuhl - U. Washington

23. How Many Words Should Teachers Teach Per Day To Help Close The Gap? • In 1st and 2nd grade, children need to learn 800+words per year, about 2 per day. • Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6–8 per day. • Research has shown that most typically developing children need to encounter a word about 12 timesbefore they know it well enough to improve their comprehension. Biemiller; Nagy & Anderson

24. Vocabulary Words: Three Tiers • Tier One – In spoken vocabulary: mother, clock, jump • Tier Two – Words with wide usage that most readers do not have in their spoken vocabularies: dismayed, paradoxical, absurd, wary. Estimated 7,000 words • Tier Three – Highly specialized and are almost never used outside of the disciplines where they are encountered: monozygotic, tetrahedron, bicameral

25. Selecting Tier 2 Words Tier 2 words are: Frequently encountered; Crucial to understanding the main idea of text; Not a part of students’ prior knowledge (not Tier 1 words); and Unlikely to be learned independently through the use of context or structural analysis. REMINDER: Tier 2 words should be taught before students read, and discussed and used frequently afterward. (Beck, McKeown, & Kucan, 2002)

26. Vocabulary (Boardman et al., 2008)

27. Vocabulary Instruction Students Have Ample Opportunities To Engage In Oral Vocabulary Activities That Encourage: • Repeated Exposure To Words In Multiple Contexts; • Using Everyday Language To Explain Word Meanings; And, • Connecting Word Meanings To Prior Knowledge.

28. The Ways Words Are Learned By reading a lot (reading volume influences differences in children’s vocabulary) • Rarity and variety of words in children’s books is greater than that in adult conversation • at the right level of difficulty • in sufficient amounts • with sufficient motivation to pursue understanding Through multiple exposures and multiple examples in context, spoken and written through explicit instruction: • Constructing definitions and using a dictionary • Analyzing word structure • Exploring word relationships

29. Components of Effective Vocabulary Instruction

30. VOCABULARYFramework Questions • Is Instruction Explicit? • Is Instruction Systematic? • Does Instruction Integrate All Literacy Components? • Does Instruction Include Coordinated Instructional Sequences And Routines? • Is Instruction Scaffolded? • Does Instruction Include Cumulative Review? • Are Assessments Included To Measure And Monitor Progress?

31. How Do Children Learn To Read? Phonemic and Phonological Awareness !

32. I NEED TO KNOW MY SOUNDS TO READ!

33. Phonological vs. Phonemic Awareness Phonological Awareness: the understanding of the different ways that spoken language can be broken down into smaller units (sentences to words, words to syllables, syllables to phonemes).  PhonemicAwareness: a more specific term; the ability to hear, identify, and manipulate individual sounds in spoken language (blending, segmenting, manipulating). 

34. How Do Children Learn To Read? Phonological Awareness and The Alphabetic Principle • Print represents speech through the alphabet • Words are composed of internal units based on sound called “phonemes” • In learning to read, children must make explicit an implicit understanding that words have internal structures linked to sounds • Children vary considerably in how easily they master this principle

35. Why Teach Phonological Awareness? • Accelerate reading growth of ALL children. • 20% to 30% of children will remain poor readers without it. • Coarticulation makes it difficult for some students to hear individual sounds.

36. Phonological AwarenessFramework Questions • Is instruction explicit? • Is instruction systematic? • Does instruction integrate all literacy components? • Does instruction include coordinated instructional sequences and routines? • Is instruction scaffolded? • Does instruction include cumulative review? • Are assessments included to measure and monitor progress?

37. How Do Children Learn To Read? PHONICS

38. The Alphabetic Principle: Do We Know It? Can We Teach It? • Print represents speech through the alphabet • Words are composed of internal units based on sound called “phonemes” • In learning to read, children must make explicit an implicit understanding that words have internal structures linked to sounds • Children vary considerably in how easily they master this principle

39. PHONICS AND THE ALPHABETIC PRINCIPLEFramework Questions • Is instruction explicit? • Is instruction systematic? • Does instruction integrate all literacy components? • Does instruction include coordinated instructional sequences and routines? • Is instruction scaffolded? • Does instruction include cumulative review? • Are assessments included to measure and monitor progress?

40. How Do Children Learn to Read? HOW DO CHILDREN LEARN TO READ? FLUENCY A common definition of reading fluency: “Fluency is the ability to read text quickly, accurately, and with proper expression” National Reading Panel

41. Why Teach Fluency? • Fluency is a bridge between word recognition and comprehension. • A fluent reader can concentrate on comprehending the text rather than decoding the words.

42. Fundamental Discoveries : The challenge of continuing growth in fluency becomes even greater after 3rd grade. • 4th, 5th, and 6th graders encounter about 10,000 words they have • never seen before in print during a year’s worth of reading. • Furthermore, each of these “new” words occurs only about 10 times • in a year’s worth of reading. • Sadly, its very difficult to correctly guess the identity of these • “new words” just from the context of the passage.

43. Fluency • Fluent and automatic reading frees up “cognitive space” so that conscious attention can be devoted to textual meaning • If decoding and word recognition are slow and labored, material will be forgotten before it is understood • The most powerful way to increase reading fluency is through reading and reading and reading (see NRP)

44. READING FLUENCY AND AUTOMATICITYFramework Questions • Is instruction explicit? • Is instruction systematic? • Does instruction integrate all literacy components? • Does instruction include coordinated instructional sequences and routines? • Is instruction scaffolded? • Does instruction include cumulative review? • Are assessments included to measure and monitor progress?

45. How Do Children Learn To Read? READING COMPREHENSION

46. Comprehension Comprehension is the “process of simultaneously extracting and constructing meaning through interaction and involvement with written language. It consists of three elements: the reader, the text, and the activity or purpose for reading.” (RAND, 2002, p. xiii)

47. Which skills, knowledge, and attitudes are required for good reading comprehension, or proficient “grade level reading”?

48. Proficient comprehension of text is influenced by: Accurate and fluent word reading skills Oral language skills (vocabulary, linguistic comprehension) Extent of conceptual and factual knowledge Knowledge and skill in use of cognitive strategies to improve written expression and comprehension Reasoning and inferential skills Motivation to understand and interest in task and materials

49. In Other Words, a student’s reading comprehension depends on: • How well they read the words on the page • How much knowledge they have, and how well they think • How motivated the students are to do “the work” of comprehending

50. Comprehension Strategies • 1970-80s: the idea of comprehension strategies emerges • Idea is that students need to learn flexible, complex, responsive routines to guide their thinking (rather than firing off a sequential series of skills)