Evidence based reading practices.cr4 yr,jan18, 2013
Making a Difference in Reading: Evidence-Based Practices CHANGING RESULTS FOR YOUNG READERS SYMPOSIUM January 18, 2013 RICHMOND HILTON HOTEL Faye Brownlie
Learning Intentions• I can ﬁnd evidence of current reading research in my prac6ce • I have polished my mental model of what is eﬀec6ve teaching of reading • I have an enhanced idea of how to collaborate with another educator in my building • I am leaving with a ques6on and a plan
• Research • Recall • Rant • Recharge• Risk and rejoice
PIRLS, 2011 Progress in International Reading Literacy Study• Grade 4, every 5 years • 2011 – 45 countries • 2600 students in 148 schools in BC in 2011 • BC also par6cipated in 2006 • Measures trends in reading achievement • Examines policies and prac6ces related to literacy hKp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm
PIRLS, 2011 Progress in International Reading Literacy Study • 2 – 40 minute sessions • Mul6ple-‐choice and constructed response • 4 passages – 2 ﬁc6on; 2 non-‐ﬁc6on • Ques6onnaire for students, teachers, principals, parents – to beKer understand the prac6ces associated with reading performance
PIRLS, 2011 – BC Results Progress in International Reading Literacy Study • Mean score signiﬁcantly above interna6onal AND Canadian averages • No change from 2006 to 2011, but other countries did increase from 2006 • 15% -‐ Advanced Benchmark; 55% -‐ High Benchmark (4 Interna6onal Benchmarks) • Performed beKer in literary reading than in informa6onal reading
PIRLS, 2011 – BC Results Progress in International Reading Literacy Study • Reported high levels of enjoyment of reading and self-‐conﬁdence • The more o_en students read stories or novels, the beKer they tended to perform in reading • 26% of students reported not speaking En/Fr at home. No diﬀerence in their level of achievement!!!!
PIRLS, 2011 – BC Results Progress in International Reading Literacy Study • Comprehension Processes – retrieving and straighborward inferencing – interpre6ng, integra6ng, and evalua6ng *Most high performing countries, including BC, did beKer on the laKer.
What Happens to the Basics? – Elfrieda H. Hiebert & P David Pearson . Ed. Leadership, Dec/ Jan 2012/13• Common Core primary classrooms are characterized by – Building knowledge – Increasing students’ responsibility for reading (capacity and stamina) – Providing more 6me for student involvement with text
What Happens to the Basics? – Elfrieda H. Hiebert & P David Pearson . Ed. Leadership, Dec/ Jan 2012/13• NCLB taught us that a simple view of reading instruc6on – in which skills come ﬁrst and learning from text comes next – does not create engaged readers.
What Happens to the Basics? – Elfrieda H. Hiebert & P David Pearson . Ed. Leadership, Dec/ Jan 2012/13• As schools incorporate Common Core standards into the primary grades, teachers and students will experience how powerful literacy can be when texts are not only used to teach basic skills, but also viewed as a source of knowledge.
What Happens to the Basics? – Elfrieda H. Hiebert & P David Pearson . Ed. Leadership, Dec/ Jan 2012/13• …since NCLB, 6me devoted to reading instruc6on in many schools had doubled, whereas 6me students actually spent reading text had increased by only about 15%. • Brenner, Hiebert, and Tompkins (2009)
What Happens to the Basics? – Elfrieda H. Hiebert & P David Pearson . Ed. Leadership, Dec/ Jan 2012/13• To aKain this automa6c word recogni6on, most 2nd graders and some 3rd graders need a substan6al amount of reading of accessible text that they can handle without much teacher scaﬀolding.
The struggling reader, no maKer what grade the child is in, has not built an eﬃcient reading process system to make meaning from texts or help him or her solve problems when stuck… For teachers, that means learning how to teach in support of the child as he or she gains more control of strategic ac6ons. -‐Johnson & Keier
What Happens to the Basics? – Elfrieda H. Hiebert & P David Pearson . Ed. Leadership, Dec/ Jan 2012/13• …instruc6on in grades 2-‐3 should focus on the goals – consolida6on of word knowledge and the use of text to acquire world knowledge – not on pushing for texts that have par6cular readability levels.
M – meaning Does this make sense? S – language structure Does this sound right? V – visual informa6on Does this look right?
Language Cautions…• Based on scien6ﬁc research • Scripted skills • All achieve mastery • A program for all students • Either a teacher or a paraprofessional can teach this
K – Building Connections/Response to Reading• Prac6ce making connec6ons • Choose a symbol • Talk about how this helps our reading • Read together and make connec6ons • Students show their connec6ons by drawing and wri6ng • with Jessica Chan, Burnaby
Timetables• What do you no6ce? • What works for you in this 6metable? • What would you adapt? • What beneﬁts do you see to each?
• Choose a 6metable and think of your class and your context. When would you most like to have support join you in the class?
Working Together• Think big, start small • Build a rela6onship • Celebrate diﬀerences • Aim for consistency
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