UNLOCKING READING FOR ALL STUDENTS

Unlocking Reading For All Students Thomas Baker [email_address] Colegio del Verbo Divino September 4, 2006

AIMS

To stimulate discussion about reading.

To be informative by sharing:

Scientific research on reading.

Observations on extended reading.

OVERVIEW

I. The Five Components of Reading

II. Unlocking Extended Reading

III. Summary

IV. Conclusion

Report from the National Research Council 1998 In 1995, the U.S. Department of Education and the National Institutes of Health National Academy of Sciences

In 1997, United States Congress National Institute of Child Health and Human Development & U.S. Department of Education Report of the National Reading Panel, 2000

In 2005, Australian Government Department of Education, Science and Training National Inquiry into the Teaching of Literacy, December 2005

In 2006, British Government Department for Education and Skills (DfES) Independent Review of the Teaching of Early Reading, March 2006

The Five Keys to Reading http://www.nichd.nih.gov/publications/nrp/report.htm Phonemic Awareness Phonics Fluency Vocabulary Comprehension strategies Taught by methods that are… engaging & motivating Identifying words accurately and fluently. Constructing meaning once words are identified.

The National Reading Panel: Phonemic Awareness

The ability to hear; identify; and manipulate individual sounds ( phonemes ) in spoken words.

Improves children’s word reading and reading comprehension.

Helps children learn to spell.

Identify phonemes.

Categorize phonemes.

Blend phonemes to form words. ( c+a+t  = cat )

Segment words into phonemes. ( cat  = /c / /a / /t/ )

Delete or add phonemes to form new words.

Substitute phonemes to make new words.

EX: b lack – l ack – f lack – s lack

EX: c at – h at – m at – b at – r at

EX: ca r – ha m – ma n – ba r - ra m

Phonics

Any phonics is better than no phonics.

Teaching a few phonics well is better than teaching many phonics poorly . (beginning /ending/vowels/digraphs/blends)

Regular, Systematic and Explicit phonics instruction is more effective than non-systematic phonics instruction.

Synthetic phonics is more effective than analytic phonics. (NRP, Clackmannanshire, Rose Report, California)

Instructs students in how to relate letters and sounds ( grapheme / phoneme ), how to break spoken words into sounds and how to blend sounds to form words.

Give students many opportunities to apply what they are learning about letters and sounds to the reading of words , sentences , and paragraphs .

http://www.nationalpriorities.org.uk/Resources/Priority1/1Gender/Clackmannanshire/Documents/ClCo_T001ClackmanProgress.pdf#search=%22synthetic%20phonics%20clackmannanshire%20pdf%22

http://www.standards.dfes.gov.uk/rosereview/report.pdf

http://www.syntheticphonics.com/

http://www.scotland.gov.uk/library/documents7/interchg.pdf#search=%22synthetic%20phonics%20clackmannanshire%20final%20report%20pdf%22

http://education.guardian.co.uk/primaryeducation/story/0,,1655027,00.html

http://leo.oise.utoronto.ca/~kstanovich/pdfs/reading/RdTch93. pdf

Early Reading Success

“ Early success at reading acquisition is one of the keys that unlock a lifetime of reading habits ” .

http://leo.oise.utoronto.ca/~kstanovich/pdfs/reading/RdTch93. pdf

http://leo.oise.utoronto.ca/~kstanovich/pdfs/reading/RdJEdPsy93. pdf

http://leo.oise.utoronto.ca/~kstanovich/pdfs/reading/RRQ86.pdf

Cunningham, A. E., and Stanovich, K. E. (1998) What reading does for the mind. American Educator , Spring/Summer 1-8 Available at:

www . aft . org / pubs - reports / american _ educator / spring _sum98/ index . html

Dr. Anne Cunningham & Dr. Keith Stanovich

The Matthew Effect http://leo.oise.utoronto.ca/~kstanovich/pdfs/reading/RRQ86. pdf

FLUENCY: A Bridge to Understanding

Fluency

The ability to read a text accurately and quickly .

The ability to recognize words automatically .

The ability to group words quickly to gain meaning from reading.

Allows readers to focus attention on what text means .

The Best Thing In The World contains all of the 220 Dolch Basic Sight Words . It is a 675 word passage. Retrieved from: http://teachers.net/lessons/posts/1224.html

Once upon a time, there were four brothers who lived in a far away land. Their father was an old king. One day he said, "I will not live long now. Today you must start out into the world. In a year, bring back the best thing you have found. The one who can pick the best thing shall be the new king.“

The first brother said, "I will look in every city or town. I will buy the best thing I can for my father.“

The next two brothers said, "We will both go on fast ships over the sea. We will find something better.“

The last brother said, "I am going to ask the people here in our own land to tell me the best thing."

The other three brothers began to laugh."Then you will never be king!" They said.

The last brother started off. When he had gone about six miles, he met a man, "What do you carry in those big bags?" he asked.

"The best thing in the world," said the man. "These are full of the good nuts which fall from my five nut trees.“

"I don't think that would work," said the brother to himself, "I must try again."

The brother went on another seven miles. He found a small brown bird. It had been hurt, so he put it in his coat where it could keep warm. As he went on, he saw a little girl crying. He ran to meet her. "Why are you crying?" he asked.

"I want to get some water from the well," she said. "We use so much. We drink cold water. We wash the clothes clean with hot water. But I do not know how to pull it up. Please show me.“

The brother said, "Hold this bird and I will help you. It does not fly around anymore because it got its wing hurt.!“

"Thank you. What a pretty bird!" she said. "I wish you would give it to me. If you will let me keep it, I will always be very kind to it. I will take care of it myself. I will make it grow well again.“

"Yes, you may have it," said the brother. So he gave her the bird and went on.

Nagy, 2005 Direct Teaching of Specific Words Components of Effective Vocabulary Instruction Teaching and Modeling Independent Word Learning Strategies Wide Reading High-Quality Oral Language Word Consciousness

What it means to “ know ” a word

To understand the word when it is written or spoken.

To recall it when you need it.

To know how to use it with the correct meaning.

To know how to use it in a grammatically correct way.

To know how to pronounce it correctly.

To know how to spell it correctly

To know how to use it in the right situation.

To know when (and when not) to use it.

To know if it has positive or negative connotations.

To know which other words you can and can not use with it.

http:// exchanges . state . gov /forum/ vols /vol42/no1/p02. pdf

VOCABULARY DEVELOPMENT http:// exchanges . state . gov /forum/ vols /vol42/no1/p02. pdf

Three Options

(Sheehan, A., 2004)

- Topic / Theme

- Focus on Form

- Focus on Meaning

Baker, T. 2006. Adapted from Longman Active Study Dictionary TELEPHONE Phrasal VERBS to call again call back phone back to end a phone call hang up put down to call someone call up ring up other verbs hold on get cut off

Selection Criteria for Instructional Vocabulary (Beck, McKeown, Kucan, 2002) isotope, peninsula, bucolic sinister, fortunate, adapt, obedience. clock, baby, happy Examples Uncommon words that are typically associated with a specific domain. Words that appear frequently in texts and for which students already have conceptual understanding, eg. Basic words that most children know before entering school. Description Tier 3 Tier 2 Tier 1

Vocabulary

“ To speak and write English in normal situations you need at least 2000 words . ” McCarthy and O’Dell (1999, pg4)

97.8% 15,851 89.9% 6000 88.7% 5000 86.8% 4000 84.0% 3000 79.7% 2000 72% 1000 Text Words

How much vocabulary is enough?

For fiction text (Hu & Nation, 2000)

80% - Poor comprehension

95% - Minimally acceptable

98% - Adequate comprehension

99-100% - Reading for pleasure

http://www.cambridge.org/elt/readers/placementtest.pdf

CORPUS LINGUISTICS: Vocabulary Profiler http://www.lextutor.ca/vp/eng/

Families Types Tokens Percent

K1 Words 494 690 3535 76.23% (1 to 1000):

K2 Words 119 136 201 4.33% (1001 to 2000):

AWL Words 64 71 107 2.31% (academic):

Off-List Words : ? 323 794 17.12%

677+? 1220 4637 100%

Boudicca: Warrior Queen

W hat is deemed as history is often determined by those who survived to write it . I n other words , history is written by the victors . T he R oman historian , T acitus , left us an account of the R oman victory over Q ueen B oudicca . P rasutagus , the wealthy king of the I ceni tribe had died . U pon his death , his wife , Q ueen B oudicca , became the new ruler of the I ceni tribe .

GREEN EGGS AND HAM

K1 Words 4 0 45 760 93 . 14 % (1 to 1000):

K2 Words 4 4 1 8 2 . 21 % (1001 to 2000):

AWL Words 0 0 0 0 . 00 % (academic):

Off-List Words : ? 4 38 4 . 65 %

44 +? 53 816 100%

THE CAT IN THE HAT

K1 Words 127 164 1211 89 . 44 % (1 to 1000):

K2 Words 35 38 1 12 8 . 27 % (1001 to 2000):

AWL Words 0 0 0 0 . 00 % (academic):

Off-List Words : ? 14 31 2 . 29 %

162 +? 216 1354 100%

“ .....the bulk of vocabulary growth occurs incidentally through exposure to language”. ( Cunningham, A. 2005. Teaching and Learning Vocabulary, Bringing Research to Practice, pg. 46)

What is Comprehension?

“ Active process that requires an intentional and thoughtful interaction between the text and reader . ”

National Reading Panel, 2000

Comprehension Strategies (Allington, 2001; Dowhower, 1999; Pressley, 2002, Duffy, 2003) Evaluating Synthesizing Summarizing Visualizing Drawing Inferences Finding Main Ideas Questioning Predicting Monitor & Repair Comprehension Activate Prior Knowledge

Factors that affect reading comprehension: Proficient comprehension of text is influenced by: Accurate and fluent word reading skills. Oral language skills. (vocabulary, linguistic comprehension) Conceptual and factual knowledge. (prior knowledge) Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down. Reasoning and inferential skills. MOTIVATION to understand and INTEREST in reading task and materials.

Vocabulary Knowledge and Comprehension Strategies Word-Reading Fluency and Accuracy Motivation and Interest X X = Reading Comprehension

REFLECTION TIME 3 things I’ll try to learn more about 3 things I’ve learned TODAY 3 things I knew

Part II: Unlocking Extensive Reading For Our Students

Extensive Reading

10 Principles for Teaching Extensive Reading

1. The reading material is easy.

2. A variety of reading material must be available.

3. Learners choose what they want to read.

4. Learners read as much as possible.

5. The purpose of reading is related to pleasure .

6. Reading is its own reward.

7. Reading speed is usually faster rather than slower.

8. Reading is individual and silent.

9. Teachers orient and guide their students.

10. The teacher is a role model of a reader. http://www.extensivereading.net/er/ERChar.html

Bamford, J. and Day, R. R. (Eds.) (1998). Extensive reading activities for teaching language. Cambridge: Cambridge University Press.

HOW MUCH READING?

“ ..... one graded reader every one to two weeks ” . ( Paul Nation , Victoria University of Wellington , NZ)

http:// www . jalt - publications . org / tlt /files/97/may/ benefits . html

Intensive vs Extensive reading

Intensive reading: close, deliberate study of short texts ( usually 300-500 words long).

Extensive reading: reading large quantities with focus on the meaning of the text.

Two types of extensive reading, by purpose:

1. Reading for vocabulary growth.

2. Reading for fluency development.

Reading Type & Vocabulary Coverage

Types of reading Learning goals % vocab

Intensive reading Developing language skills < 95%

Extensive reading Incidental vocab learning, 95-98%

for language growth Reading skills

Extensive reading Reading Fluency > 99%

(Paul Nation, Victoria University of Wellington, NZ)

http://www.cambridge.org/elt/readers/placementtest.pdf

Learner’s incentives for choosing whether or not to read a book.

Interest value:

Do I or will I like this book?

Attainment value:

How important is this book to me?

Utility value:

How useful is this book to me?

Extrinsic vs. Intrinsic Motivation

Extrinsic Motivation

External reasons for reading

Told to read by the teacher

Get good grades

*Less likely to continue activity outside of original context independently.

Extrinsic vs. Intrinsic Motivation

Intrinsic Motivation

Curiosity and desire to read for its own sake.

Genuine interest in reading.

Desire for mastery.

Enjoyment of challenge.

*Continuing motivation outside of the original setting to read.

Motivation and Extensive Reading: What can teachers do?

Allow for student input and choice .

Gear instructional activities to student interest .

Allow for interaction among students of varying levels.

Help students set specific, attainable reading goals .

What can teachers do? (cont.)

Give many opportunities to succeed at challenging reading tasks.

Help match challenge level of task to student skill level .

Plan higher level thinking (more complex) activities as opposed to “standard operations and procedures.”

Assessment

Many of the comprehension strategies offer alternative opportunities to monitor and assess student comprehension.

Oral and written retellings and summaries

Whole class and small group discussions

Reading response journals

Individual interviews

Assessment (cont.)

Graphic Organizers

Herringbone: Who, What, When, Where, Why, How

Venn Diagram: Compare/Contrast stories

Story Map – Exposition, Rising Action, Climax, Falling Action, Resolution

SUMMARY

When teachers know and teach the five components of reading, explicitly , systematically and regularly , we give students .....

“ THE K E Y TO UNLOCK READING ”

Keys By Ann Johnson-Tomaszewski turn away . they turn away . they turn away. they MAKE a KEY !!! Some people see a closed door and Others see a closed door and try the knob. If it doesn’t open… Still others see a closed door and try the knob. If it doesn’t open, they find a key. If the key doesn’t fit…. A rare few see a closed door and try the knob. If it doesn’t open, they find the key, and if the key doesn’t fit…..

CONCLUSION