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What doesn't work and why

  1. 1. Lowest Literacy Learners: What Doesn't Work and Why Jean Marrapodi  jmarrapodi@applestar.org  @jmarrapodi 401-440-61615
  2. 2. How is Reading Taught? Theories and Methodology
  3. 3. Brainstorm Work with a neighbor to list all of the necessary skills for reading
  4. 4. During Reading “Every moment of reading involves interpreting print through neural networks that assign sounds to the letters and bring meaning from the lexicon, the language dictionary that develops in the brain through life. When a word does not make sense, the reader sounds it out in an effort to connect it to the lexicon and may bring an alternative interpretations to make sense of the message. An expert reader does this within milliseconds without being conscious of the process.” Abadzi, H. (2009). Improving Adult Literacy Outcomes, p 22
  5. 5. Phonics Methods of Teaching Reading
  6. 6. Sight Words Methods of Teaching Reading
  7. 7. Language Experience Methods of Teaching Reading
  8. 8. Methods of Teaching Reading Whole Language
  9. 9. Reading Today: Four Areas Alphabetics Comprehension Vocabulary Fluency
  10. 10. Label Your List Alphabetics Comprehension A C Vocabulary Fluency V F
  11. 11. Scarborough, H. 2001. Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. Pp. 97-110 in S. B. Neuman & D. K. Dickinson (Eds.) Handbook of Early Literacy. NY: Guilford Press.
  12. 12. http://www.sedl.org/reading/framework/
  13. 13. What DOESN’T Work If at first you don’t succeed, try, try again, & again & again.
  14. 14. Context  Faith-based setting  Adult Sunday School Class  Liberian refugees  Senior citizens, age unknown (not tracked in Liberia)  Meet 1 hour/week for past 6 years
  15. 15. Preamble: Spring 2006  Lesson One: Palm Sunday  Story told with help of an interpreter  Draw a picture to illustrate the story  Could not do.  Through a translator: “We can’t do that. We haven’t practiced like you have to be able to do that.”
  16. 16. Preamble Two  Lesson Two: Easter  Ok, let’s copy some drawings to tell the story.  We can’t do that.
  17. 17. Preamble Three  Let’s try to copy some symbols then.  Could not complete unless dots were drawn to connect the lines.  Circles were misshapen and barely recognizable.
  18. 18. Why Didn’t That Work?  Never touched pencil, paper or book  No experience drawing  Did not know what markers did  No concept of symbols representing things Better Approach  Demonstrate writing tools  Allow to experiment with drawing materials
  19. 19. From the research “The learner who knows how to learn comes to class with tools for tackling the different process of mastering learning to read in a new language. The learner who does not have some educational experience usually has less information upon which to draw in coping with concepts as well as fewer techniques with which to tackle the job.” (Brod, 1999, p5)
  20. 20. Adult Non-literates Have Not Developed Most School Skills • Awareness of individual sounds in words; a sense of language associated with print • Visual processing and discrimination skills (e.g. seeing what is important in pictures, seeing differences in letters and words) • Fine motor skills for holding writing utensils, writing on lines, in boxes • Thinking and processing skills which are learned in school (Lovrien Schwarz, 2012)
  21. 21. Some Differences Literate Learners Non-literate Learners Learn from print Learn by doing and watching Tend to be visually oriented Tend to be aurally oriented Make lists to remember Repeat to remember Spend years learning to read Have limited time for learning to read Know they can learn Lack confidence in their learning ability Can distinguish between May accept all content as important and less important being of equal value points Brod, 1999, p6
  22. 22. Even their brains are different • “…Schooling and in particular the knowledge of orthography introduces in the brain new strategies for information processing…” (Castro-Caldas & Reis, 2003) • “…Learning to read and write during childhood influences the functional organization of the adult human brain.” (Castro-Caldas, Petersson, Reis, Stone-Elander & Ingvar,1998) • “…Brains of illiterate subjects show patterns of activation that are different from those of literate subjects, thus reflecting that environmental conditions can influence brain organization.” (Ostroski-Solis, Garcia & Perez, 2004)
  23. 23. Some Similarities Literate learners Non-literate learners •Have varying needs and goals •Learn best when content is relevant to their lives •Come with life experiences and skills that can be leveraged •Want to succeed
  24. 24. Sight Word Approach Elizabeth loves Jesus Switched cards: Jesus loves Elizabeth Said: Elizabeth loves Jesus.
  25. 25. Why Didn’t That Work?  No print awareness  No idea that language is made of words  No connection between word and concept  Too much, too fast Better Approach  Need foundation of symbolism  Introduce idea of words as print
  26. 26. Language Experience
  27. 27. Why This Worked  Began with the familiar  Used photographs  Repetitive patterns Some Issues  Reading pictures, not words  Memorized patterns, leveraged storytelling skills
  28. 28. Working With Words
  29. 29. Why Didn’t That Work?  Words were not by the picture  Did not make sense they were out of order  Didn’t understand concept of drawing the line to the word Better Approach  Practice matching cards to pictures  Explicit explanation of the concept in a group  Draw lines after concept of matching words to pictures is wholly understood
  30. 30. Limited Memory Resources “People’s level of education influences their ability to solve abstract problems, use readily presented data in decisions, recognize and name pictures of objects and understand radio broadcasts. Most important, the unschooled perform less well in most memory tasks: recalling a series of digits backward and forward, remembering lists of words, reproducing a short story, reproducing complex figures that were presented, recalling common objects, remembering sequences. The limited memory and cognitive resources probably also reduce performance in literacy classes.” Abadzi, H. (2003). Adult Literacy Outcomes, p 2
  31. 31. Learn the Alphabet
  32. 32. Find the A’s
  33. 33. Find
  34. 34. Impossible!
  35. 35. Not seeing letters, but shapes Frances turned the word vertically to copy the shapes of the letters.
  36. 36. Elizabeth did the same thing
  37. 37. Why Didn’t That Work?  Letters were things – new words to learn  Capital or lower case, no connections  No ideal of what a letter was  Unable to discriminate between letters Better Approach  Need foundation of symbolism  Need to learn phonological concepts – words, sounds  Introduce idea of words made of letters  Talk about how letters look  Learn to listen for sounds slowly
  38. 38. From the research •Young-Scholten and Strom found that while all of their study participants “demonstrated solid knowledge of the alphabet in their ability to read letters in different fonts and out of order . . . many demonstrated no phonemic awareness and no decoding ability” (p. 63). •Such findings indicate that knowledge of the alphabet alone does not lead to phonological awareness and the ability to decode words. (Vinegrov and Bigelow, 2010)
  39. 39. Key Words
  40. 40. Match letter to picture Not successful Used puzzle shape clues, not letters.
  41. 41. Why Didn’t That Work?  No phonemic awareness  Unable to differentiate all sounds  Pictures did not connect with real things  No phonemic manipulation skills Better Approach  Learn to listen for sounds  Need foundation of symbolism  Introduce idea of words made of letters  Work with photographs  Build visual literacy
  42. 42. From the research •Adults with limited literacy are generally lacking some critical skills, such as sound-symbol association and decoding skills (Gombert, 1994; Kurvers & van de Craats, 2007; Young-Scholten & Strom, 2006). •“Children learning in their first language have a natural facility for distinguishing and reproducing language sounds (Minnesota Literacy Council, 1994). They can work easily with the sounds they hear. Adults learning in a second language have limited abilities; they are conditioned to hear only the sounds that occur in their native languages and have less facility in reproducing unfamiliar sounds.” (Brod, 1999)
  43. 43. Learners Have Limited Visual Literacy Silver (1999) points out that learners from pre-literate societies may also have problems in “seeing” the third dimension in pictures: a simple line drawing of a chair on the chalkboard may not convey the concept of “chair” to someone without experience with print media.
  44. 44. What does this mean? a) Headache b) Fever c) Worried d) Sleep e) Busy
  45. 45. What does this mean? a) Headache b) Fever c) Worried d) Sleep e) Busy These were actual answers from learners describing the picture
  46. 46. Actual Answers a) Talking b) Screaming c) Woman’s brain d) Something about to hit the woman’s head e) Rain is coming
  47. 47. Actual Answers a) Basketball b) Basketball backboard and court c) Computer monitor d) Tire e) Book and stereo speaker
  48. 48. Actual Answers a) Clock b) Arrow counts minutes c) Arrow shows direction of movement d) Guidance for the short hand e) Shadow cast by hand
  49. 49. Actual Answers a) Family b) Teacher and students c) Watching something d) Screaming e) Taking a picture
  50. 50. Students must have mental models of the concept
  51. 51. Teach them to read pictures Students did not know this was autumn.
  52. 52. Four Stages of Reading Development Students begin to make correlations Emergent among oral, written, and printed stimuli Beginning to read, uses problem Early solving to collect clues about meaning of new words Make sense of longer, more complex Transitional texts; employs strategies to support meaning Reads independently for extended Fluent periods; relies on text more than illustrations Ellery, V. (2009). Creating Strategic Readers, Newark, DE: International Reading Association. P.34.
  53. 53. LESLLA STUDENTS Pre-emergent! Students begin to make correlations Emergent among oral, written, and printed stimuli Beginning to read, uses problem Early solving to collect clues about meaning of new words Make sense of longer, more complex Transitional texts; employs strategies to support meaning Reads independently for extended Fluent periods; relies on text more than illustrations Ellery, V. (2009). Creating Strategic Readers, Newark, DE: International Reading Association. P.34.
  54. 54. Available in Ellery, V. (2009). Creating Strategic Readers
  55. 55. 6 Essential Pre-Reading Skills  Narrative Skills  Print Motivation  Vocabulary  Print Awareness  Letter Knowledge  Phonological Awareness From Every Child Ready to Read a joint project of the Public Library Association and the Association for Library Service to Children.
  56. 56. 6 Essential Pre-Reading Skills Narrative Skills Being able to describe things and events and tell stories. How can we encourage this in our learners? Image by Eric Westbrook http://www.ericwestbrook.com/p590.html
  57. 57. 6 Essential Pre-Reading Skills Print Motivation Being interested in and enjoying books. How can we encourage this in our learners?
  58. 58. 6 Essential Pre-Reading Skills Vocabulary Knowing the name of things. How can we encourage this in our learners?
  59. 59. 6 Essential Pre-Reading Skills Print Awareness Noticing print, knowing how to handle books & how to follow words on a page. How can we encourage this in our learners?
  60. 60. 6 Essential Pre-Reading Skills Letter Knowledge Knowing letters are different from each other, knowing their names and sounds and recognizing letters everywhere. How can we encourage this in our learners?
  61. 61. 6 Essential Pre-Reading Skills Phonological Awareness Being able to hear and play with the smaller sounds in words. Wait! What’s the difference between phonological awareness, phonemic awareness, and phonics?
  62. 62. Being phonologically aware means knowing ways in which oral language is divided into smaller components and is manipulated. (Chard & Dickson, 1999) • This is a sentence. • It is made up of words. • Words are made of syl la bles. • Syllables are made of /s/ /n/d/z/
  63. 63. http://www.readingfirst.virginia.edu/prof_dev/phonemic_awareness/images/pyramid_low.gif
  64. 64. Vocabulary: Phonological Awareness Ellery, V. (2009). Creating Strategic Readers, Newark, DE: International Reading Association. P.34.
  65. 65. Helping Things Work Begin at the beginning
  66. 66. Adult Learners are Swiss Cheese We need to teach to the holes
  67. 67. Task Analysis  Process of identifying elements required to complete a task  Step by step procedure or list of knowledge and skills  Used in special education and training programs Compare with learner abilities. This identifies the holes. Teach to the holes!!
  68. 68. Picture Recognition Task Analysis  Identify pictures  Know what items in pictures are [mental model] (elephant!?!)  Know English word for item Sound Recognition  Hear differences between sounds  Isolate initial phoneme Word Recognition Letter Recognition  Connect word to picture  Visually differentiate letters  Identify letters Association  Recognize capital and lower  Connect letter, sound, case letters and picture for six items
  69. 69. What skills are needed to play? Card game Find the detail in the picture
  70. 70. What works?  Whole-Part-Whole Vowels  Connect to real life Concept But FIRST Vocabulary 1. Do a deep task analysis 2. Ensure the foundation is in place…… 3. Or it all just rolls away.
  71. 71. Connect with me! Jean Marrapodi jmarrapodi@applestar.org @jmarrapodi 401-440-616 5

Editor's Notes

  • Gesell (1948) used "drawing to investigate the child mind. When he asked three year olds to copy geometric shapes - squares, circles, triangles, crosses, diamonds - they did rather poorly. Yet the normal child of this age spontaneously draws esthetic versions of these geometric forms except for the diamond. Apparently, the mental activity involved in copy work differs from that needed for spontaneous art.“ Kellogg, p 179
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