:h &dq 7hdfk .lgv wr 5hdg · :h &dq 7hdfk .lgv wr 5hdg $. :helqdu -dq +dveurxfn 3k '...
Post on 26-Sep-2020
4 Views
Preview:
TRANSCRIPT
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 1
JAN HASBROUCK, Ph.D.
Webinar #1
We Can Teach Kids
to Read!
May I introduce myself…
• I’m a lucky resident of beautiful Seattle, Washington.
• I’m a member of the McGraw Hill Wonders (and Wonder Works) author team.
• I was a reading specialist and reading coach in Oregon for 15 years.
• I was a instructor at the U of Oregon then a professor at Texas A&M. Now…
• Volunteer reading coach K-8 school in Seattle.
• I have a daughter with dyslexia.
Webinar Series:
Meeting the Needs of Vulnerable Readers
1. We Can Teach Kids to Read! February 21
2. The Alaska Foundation Standards Across the Grades March 7
3. Using the RIGHT Data! March 21
4. The Most Effective Instruction and Intervention for Skillful Reading April 4
Preview:The answer is NOT a particular program or materials!
BUT…programs and materials can make a BIGdifference!
1 2
3 4
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 2
ALL reading skills
have ONE purpose:
To facilitate and support
COMPREHENSION(and motivation)
My conclusions from reading research:
Compelling evidence from a convergence of reading research is indicating that 90% to 95% of all students can achieve literacy skills at or approaching grade level. These statistics include students with dyslexia and other learning disabilities. Students succeed when they receive intensive, comprehensive, and high-quality prevention and early intervention instruction, provided by well-informed and well-supported teachers. The most powerful instruction is systematic, explicit, and intensive, designed to appropriately integrate elements of oral language development, phonemic awareness, phonics and decoding, fluency, vocabulary development, and reading comprehension skills and strategies.
Jan Hasbrouck, Ph.D. Torgesen, 2007; Vellutino & Fletcher, 2007; Rashotte, MacPhee, Torgeson, 2001; Al Otailba, Connor, Foorman, Schatschneider, Greulich, Sidler, 2009; Every Child
Reading: An Action Plan and Every Child Reading: A Professional Development Guide. Available online from Learning First Alliance
www.gha-pd.com
Come on…is this even possible in the REAL WORLD?
Apr 27, 2014
5 6
7 8
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 3
THE FACTS Gildo Rey Elementary in Auburn, WA
Spring 2013:
531 students
88.3% poverty
38.6% ELL
Latino 51 %
White 25 %
Asian/Pacific Isnd 15 %
2+ Races 7%
Black 5 %
HOW?
New principal (former reading coach) started with behavior, then reading, then math.
Principal “charming but unrelenting”.
Collaboration mandated: “Teachers jointly plan lessons, pore over student work, test students frequently, and adjust the curriculum weekly and sometimes daily.”
HOW? “To help…students catch
up…[teachers] didn’t have a minute to waste.”
“…teachers conduct class at a quick clip.”
Lots of instruction in small groups and “the most experienced teachers work with the groups that need the most help.”
“When the small reading groups started, the school’s passage rates on state reading tests, which had dipped to a little over 50 percent, jumped up to the 80s.”
But, in our real world, without enough time, money or people…how can we REPLICATE this success?
Impressive.
9 10
11 12
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 4
Let’s just
COPYwhat the effective
schools are doing!!
EFFECTIVE SCHOOLS RESEARCH
Highly Effective School
Few Challenges
90%+ Academic Success
EFFECTIVE SCHOOLS RESEARCH
Highly Effective School
Many Challenges
Set your
SAILSfor success!
S TANDARDSA SSESSMENTS
I NSTRUCTION & INTERVENTION
L EADERSHIP
S USTAINED COMMITMENTHasbrouck & Denton (2005 & 2009)
13 14
15 16
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 5
STANDARDSApply key grade level expectations for what students should know and be able to do at key benchmarks
Use standards to set high performance goals for
ALL students
SAILS
Alaska Reading Standardshttps://education.alaska.gov/standards
ASSESSMENTS
Assess to
screen
diagnose
continuously evaluate
measure the outcomes
of students’ skills and performance
SAILS
ASSESSMENTSBenchmark/Screening
WHO needs help?
Diagnostic
WHAT help do they need?
Progress Monitoring
Is the work WORKING?
Outcome
Did students make progress toward STANDARDS ?
SAILS
ASSESSMENTSAssess to Screen
Diagnose
Continuously evaluate
Measure outcomes
SHARE DATAin frequent, public, nonjudgmental, collaborative meetings
SAILS
USE results to make all key instructional decisions
17 18
19 20
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 6
SHARING Student Data
Research shows data teams have a powerful and positive effect on the school & students:
Reduced referrals to special education
Improved academic performance
Improved behavioral performance
Burns & Symington (2002)
McDougal, Clonan & Martens (2000)
INSTRUCTION & INTERVENTION
Effectively ORGANIZE & MANAGEthe classroom environment.
PLAN lessons and interventions DIFFERENTIATED to meet
the identified needs of ALLstudents, at all ability & skill levels.
DELIVER instruction using validated, effective instructional STRATEGIES & MATERIALS.
SAILS
LEADERSHIP
Provides VISION, GUIDANCE & SUPPORT to ensure that:
Effective instruction & interventions designed
to meet standards are implemented for ALL students.
Instructional decisions are based on continuous
assessment data.
Focused & sustained professional development provided to support S-A-I.
SAILS SUSTAINED COMMITMENTAdopt a system-wide
“no excuses” model to sustain progress.
Administrators, teachers,
parents, and staff partnerto help ALL students achieve success.
Encourage and support
collaboration across classrooms, special programs, and home.
SAILS
21 22
23 24
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 7
of SAILS must be incorporated into an instructional system to ensure that ALLstudents achieve success
SAILS must be launched into a
safe and positive school environment
ALL 5 Elements SAILSNeeds Assessment
Indicator Low Need
Some Need
High Need
S tandards
A ssessments
I nstruction & Intervention
L eadership
S ustained Commitment
plus
Social & Emotional Issues
Download at gha-pd.com
Dyslexia?
• Reversals b/d p/q
• Text moves on the page
• Reading backwards
• Eye or vision issues
• Boys more than girls
• Need to try harder
Chapter 9
Defining dyslexia has been confusing-- because
explanations keep changing
as the research advances.
Mark Seidenberg (2017)
p. 213
25 26
27 28
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 8
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
Dyslexia?
The International Dyslexia Associationhttps://dyslexiaida.org/
Dyslexia?
The International Dyslexia Association
• Not a visual/spatial issue
• Varies in intensity and impact
• 15-20% of the population
• Emotional consequences; confidence
• Can affect speaking fluency
• Genetic
Dyslexia?
“Scientific evidence DOES NOT SUPPORT the efficacy of:
• eye exercises
• behavioral vision therapy, or
• special tinted lenses or filters
for improving the long-term educational performance in these complex pediatric neurocognitive conditions.”
Fletcher & Currie (2011)
Dyslexia Defined!
• Poor reading, writing, spelling.
• Early lack of interest in literacy activities.
• Poor writing (handwriting); poor spelling; slow, inaccurate reading.
• EARLY identification and intervention key!
• It’s NEVER too late for intervention.
• NOT a special education issue!
29 30
31 32
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 9
Dyslexia?
David A. Kilpatrick NASP list serve January 2018
“Dyslexia refers to poor word-level reading despite adequate effort and opportunity. That's it. Pretty simple.
…not primarily due to a hearing or visual impairment (i.e., blindness or deafness), or severe intellectual disability…”
Chapter 1
“The primary issue is NOT whether biologically based
reading difficulties exist (the answer is an
unequivocal “YES”)
Elliott & Grigorenko (2014)
Magnetic Source ImagingMagnetoencephalography
Functional magnetic-resonance imaging (f-MRI)
Safe, painless, non-invasive
Detects small bio-magnetic brain signals (blood flow or electrical currents)
Provides real-timeinformation about which brain areas are active and when during task performance
Chapter 1
“The primary issue is NOT whether biologically based
reading difficulties exist (the answer is an
unequivocal “YES”) but rather how we
should best understand and address literacy
problems…”
p. 4
Elliott & Grigorenko (2014)
33 34
35 36
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 10
Chapter 6
“How do children learn to read?...The answer is the
same for all children.
Cultural, economic, and educational circumstances obviously affect children’s
progress, but what they need to learn does not change.”
p. 101
Mark Seidenberg (2017)
Identifying students as reading disabled, learning disabled, ordyslexic is not justified by assessment or instructional research
NO JUSTIFICATION FOR “LABELING”
National Research & Development Centre for Adult Literacy & Numeracy--UK (2004)
“…there is little evidence that children experiencing difficulties learning to read, even those with identifiable learning disabilities, need radically different sorts of supports than children at low-risk, although they may need much more intensive support.”
EFFECTIVE STRATEGIES WORK FOR ALL STUDENTS
Snow, Burns, & Griffin (1998) p. 32
“What we know from these syntheses is that the instructional practices that enhance learning outcomes for students with LD result in improved outcomes for all students.”
Vaughn, Gersten, & Chard (2000)
EFFECTIVE STRATEGIES WORK FOR ALL STUDENTS
37 38
39 40
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 11
Good instruction
is good instruction!
“Beginning readers can already comprehend spoken language. They will be able to read if they can just gain access to language from print. Their task is to build a new circuit linking the visual code to existing neural systems for language...”
Chapter 6p. 118
2017
Neural Response to InterventionPatterns of brain activation change
in response to instruction & intervention—
NEUROPLASTICITY
“Brain surgery by instruction”
8 children with severe dyslexia
8 week intense phonologically-based intervention
2 hours a day = up to 80 hours of instruction
Ages 7- 17 years old
Simos et al., Neurology (2002)
“significant improvement in reading [decoding] skills…” 2015 2016
41 42
43 44
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 12
2017
BLOGS:
shanahanonliteracy.com
gleaneducation.com/blog (Dyslexia)
LISTSERVE “Professional Discussion Group:
Spelltalk
SUPPORT:
The Reading League
www.thereadingleague.org
@reading_league and YouTube
COURSEWORK:
The Reading Teacher’s Top Ten Tools
readingteacherstoptentools.com
Glean Education (Dyslexia)
gleaneducation.com/collections
POD CAST:Hard Words: Why Aren’t Kids Being Taught to Read? (2018)
Emily Hanford APM Reports
ARTICLE:
Empathy and Resilience, Responsibility and Self-Care: Resources for Social and Emotional Learning
Natalie Proulx and Katherine SchultenThe New York Times/The Learning NetworkJanuary 23, 2019
45 46
47 48
We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.
© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com janhasbrouck@gmail.com 13
COMMISSION REPORT:
How Learning Happens: Supporting Students’ Social, Emotional, and Academic Development
National Commission on Social, Emotional, and Academic Development January 23, 2018
https://www.aspeninstitute.org/publications
THANK YOU!!Jan Hasbrouck, Ph.D.
• Gibson Hasbrouck & Associates www.gha-pd.com
• janhasbrouck@gmail.com
• @janhasbrouck
49 50
top related