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Streamlining the language . . .

Streamlining the language. What We Know About Reading. Jump Start 2006 Gordon Gibb Brigham Young University. Assumptions. All children can learn. School exists to advance student learning. Teachers control classroom instruction.

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Streamlining the language . . .

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  1. Streamlining the language . . . Jump Start 2006 CPSE 514R

  2. What We Know About Reading Jump Start 2006 Gordon Gibb Brigham Young University

  3. Assumptions • All children can learn. • School exists to advance student learning. • Teachers control classroom instruction. • Accountability for learning rests with those who control instruction. • Accountability is driven by data. Jump Start 2006 CPSE 514R

  4. Some Stuff to Know(Carnegie Corp., 2004) • Most struggling 1st graders do not catch up. • 8 million+ struggling readers in grades 4-12 • 3,000+ students drop out of high school daily. • Students in the lowest 25% are 20 times more likely to drop out of high school. • The greatest academic concern is reading. Jump Start 2006 CPSE 514R

  5. What do we know about reading? • System of complex cognitive processes that requires recognizing and making sense of written symbols that represent speech. • Readers must decode the symbol system and grasp the writer’s intended meaning. Jump Start 2006 CPSE 514R

  6. Learning to speak is a natural process Learning to read is not Jump Start 2006 CPSE 514R

  7. Component skills for reading(National Reading Panel, 2000) • Phonemic awareness Recognizing and manipulating the sounds of language • Phonics Using letters to represent sounds • Fluency Reading with speed, accuracy, and expression • Vocabulary Recognizing and using words in print or speech • Text comprehension Understanding and enjoying what is read Jump Start 2006 CPSE 514R

  8. Two Factors for Comprehension(Torgesen, 2002) • General language comprehension skills • Ability to accurately and fluently identify individual words in print. Jump Start 2006 CPSE 514R

  9. What’s the good news? Each reading component can be assessed, and each can be taught. Jump Start 2006 CPSE 514R

  10. A Critical Reading Difficulty(Torgesen, 2002) • Acquisition of accurate and fluent word identification skills • Typical 3rd or 4th grade poor readers will: • Place too much reliance on guessing from context • Encounter too many words they cannot read “by sight” These difficulties are manifest at the earliest stages of reading instruction Jump Start 2006 CPSE 514R

  11. The Most Common Cause(Torgesen, 2002) • Early difficulties in accurate and fluent word recognition have a common cause: Individual differences in phonological knowledge and skill Jump Start 2006 CPSE 514R

  12. Reading and the Brain Dr. Sally Shaywitz Center for Attention and Learning Yale School of Medicine Jump Start 2006 CPSE 514R

  13. Neural Circuitry for Reading A Tentative Model Dorsal Region Rule-based analysis Integrates spelling and sounds Increases during phonological analysis Your brain Anterior Region Conscious, deliberate thought Yer face Ventral Region Memory-based word identification Increases with faster presentation Word and pseudoword reading Activation predicts reading skill Jump Start 2006 CPSE 514R Pugh, et al., 2001

  14. Neural Circuitry for Reading A Tentative Model Dorsal Good readers Poor readers Anterior Ventral Jump Start 2006 CPSE 514R Pugh, et al., 2001

  15. Neural Circuitry for Reading A Tentative Model Dorsal Automaticity Anterior Ventral Memory-based word identification Jump Start 2006 CPSE 514R Pugh, et al., 2001

  16. Neural Circuitry for Reading A Tentative Model Dorsal Region Rule-based analysis Integrates spelling and sounds Increases during phonological analysis Anterior Region Conscious, deliberate thought Ventral Region Memory-based word identification Increases with faster presentation Word and pseudoword reading Activation predicts reading skill Jump Start 2006 CPSE 514R Pugh, et al., 2001

  17. Good and Poor Reading • Good readers develop word automaticity • They become fluent readers • They read with speed and accuracy • Poor readers lack automaticity • They remain dysfluent readers Jump Start 2006 CPSE 514R

  18. How do readers gain automaticity? • Gaining automaticity requires: • Achievement-aligned materials • Accurate instruction • High rates of guided practice • Accurate feedback to correct errors • Practice to mastery Jump Start 2006 CPSE 514R

  19. Instruction for at-risk readers(Torgesen, 2002) More explicit • Must make the invisible visible • Modeling, responding, correction, reinforcement More intensive • Maximize teaching/learning opportunities • Must exceed the typical classroom More supportive • More systematic and sequential instruction • More feedback on correct/incorrect responses • More positive reinforcement Jump Start 2006 CPSE 514R

  20. We know what to do The problem isn’t that we don’t know what to do, it is that we don’t do what we know (Heward, 2003). • Address the 5 essential components of reading • Use explicit instructional strategies • Address specific strengths and weaknesses • Use coordinated instructional sequences • Provide ample practice with aligned student materials (Reading First, 2002) Jump Start 2006 CPSE 514R

  21. Teacher behaviors have greater impact on learning than any other factor. Jump Start 2006 CPSE 514R

  22. Reading and the Brain • Pugh, K. R., Mencl, W. E., Jenner, A. R., Lee, J. R., Katz, L., Frost, S. J., Shaywitz, S., & Shaywitz, B. (2001). Neuroimaging studies of reading development and reading disabilities. Learning Disabilities Research and Practice,16(4), 240-249.

  23. Bibliography • Biancarosa, G., & Snow, C. E. (2004). Reading Next—A vision for action and research in middle and high school literacy: A report from the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education • Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The Journal of Special Education, 36(4), 186-205. • Kuhn, M. R., & Stahl, S. A. (2000). Fluency. A review of developmental practices. Ann Arbor, MI: University of Michigan School of Education, Center for the Improvement of Early Reading Achievement. Available at www.ciera.org • Moats, L. C (1999). Teaching reading is rocket science. Washington, DC: American Federation of Teachers. • Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), 7-26. • U. S. Department of Education. (2002). Guidance for the Reading First program. Washington, DC: Office of Elementary and Secondary Education.

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