featured presentation d. ray reutzel, ph.d. hb - international dyslexia association march 6, 2010...

Featured PresentationFeatured PresentationD. Ray Reutzel, Ph.D.D. Ray Reutzel, Ph.D.

HB - International Dyslexia HB - International Dyslexia AssociationAssociation

March 6, 2010March 6, 2010Houston, TXHouston, TX

Preventing Reading Difficulties in Young Children Preventing Reading Difficulties in Young Children (National Research Council)(National Research Council)

Teaching Children to Read: An Evidence-Based Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Reading and Its Implications for Reading Instruction Instruction (National Reading Panel)(National Reading Panel)

The Voice of Evidence in Reading ResearchThe Voice of Evidence in Reading Research (National Institute of Child Health and Human (National Institute of Child Health and Human Development).Development).

National Assessment of Educational Progress 2007 National Assessment of Educational Progress 2007 Reading Results for 4Reading Results for 4thth Grade Grade

““The mission of public schooling is to offer The mission of public schooling is to offer

every child full and equal educational every child full and equal educational

opportunity, regardless of the background, opportunity, regardless of the background,

education, and income of their parents. To education, and income of their parents. To

achieve this goal, no time is as precious or achieve this goal, no time is as precious or

as fleeting as the first years of formal as fleeting as the first years of formal

schooling. Research consistently shows that schooling. Research consistently shows that

children who get off to a good start in children who get off to a good start in

reading rarely stumble. Those who fall reading rarely stumble. Those who fall

behind tend to stay behind for the rest of behind tend to stay behind for the rest of

their academic lives.” their academic lives.”

—Burns, Griffin, & Snow, 1999, p. 61

UUntil the turn of the millennia, ntil the turn of the millennia, NAEP trend data in 4NAEP trend data in 4thth grade grade

reading scores suggested reading scores suggested unacceptably high rates of unacceptably high rates of

below basic reading below basic reading proficiency among vast proficiency among vast

segments of the population of segments of the population of children. The achievement gap children. The achievement gap

was widening, particularly in was widening, particularly in rural and urban centers and in rural and urban centers and in

specific ethnic populations.specific ethnic populations.

The Nation’s The Nation’s Report CardReport Cardon Reading – on Reading – NAEP 1971-NAEP 1971-

20082008

http://nces.ed.gov/

4-6 Overview

NAEP, 2008: Trends

http://nces.ed.gov/nationsreportcard/pubs/2005/2005463.asp©2006 Utah State Office of Education & Emma Eccles Jones Center USU

4-6 Overview

14

For those nine-year-olds tested under NAEP, SBRR is the only form of reading instruction they have ever known. Their instruction and their teachers' professional development has been evidence based and rooted in our strongest scientific principles. We have applied what works in their classrooms, and used scientific measures to determine instruction, PD, and resource acquisition. We've let the research chart the path, and now we're arriving at the destination. Reading scores are up, and they are up in a way far more significant than we have seen in past years. The only significant change to the process or variable in the formula between 2004 and now is the successful implementation of SBRR.

Retrieved from http://nrrf.org/eduflak4-29-09.htm, 2.1.10

http://nrrf.org/eduflak4-29-09.htm

The only logical conclusion from this is that SBRR, and Reading First, actually work. We focused our dollars and our efforts on teaching children in the elementary grades to read with scientifically based reading instruction. We've hemmed and hawed and questioned and doubted for years now about the effects. But if one looks at the Long-Term NAEP trends, the only logical conclusion one can make, at least looking at the recent gains on elementary reading scores, is that SBRR works. And the drop-offs in reading achievement gains in the later grades only speak to a greater need to expand the reach of SBRR and fund and implement scientifically based reading programs in our middle and secondary grades as well.



But these positive outcomes for elementary school reading (and don't let anyone fool you, they are indeed positive outcomes) still can't mask the far greater concerns raised by these NAEP scores. The achievement gap is still staggering, and we seem to have made no effort in closing such gaps over the last two decades. If we look at our middle schoolers, white students are scoring nearly 25 percent higher on math and reading tests than their African-American and Hispanic friends. For African-American and Hispanic students, the achievement gap seems to grow over the years, and is at its worst in high school.



TThe he

Nation’s Nation’s Report Report CardCard

oon Reading n Reading

– NAEP – NAEP 1971-20071971-2007

The most expensive burden we place on society The most expensive burden we place on society is those students we have failed to teach to read is those students we have failed to teach to read well. The silent army of low readers who move well. The silent army of low readers who move

through our schools, siphoning off the lion’s through our schools, siphoning off the lion’s share of administrative resources, emerge into share of administrative resources, emerge into society as adults lacking the single prerequisite society as adults lacking the single prerequisite for managing their lives and acquiring additional for managing their lives and acquiring additional

training. They are chronically unemployed, training. They are chronically unemployed, underemployed, or unemployable. They form the underemployed, or unemployable. They form the single largest identifiable group of those whom single largest identifiable group of those whom

we incarcerate, and to whom we provide we incarcerate, and to whom we provide assistance, housing, medical care, and other assistance, housing, medical care, and other

social services. They perpetuate and enlarge the social services. They perpetuate and enlarge the problem by creating another generation of poor problem by creating another generation of poor

readers.” readers.”

FFielding, L., Kerr, N., & Rosier, P. (1998). ielding, L., Kerr, N., & Rosier, P. (1998). The 90% reading goal, p. 6-7. The 90% reading goal, p. 6-7.

Kennewick, WA: National Reading Foundation.Kennewick, WA: National Reading Foundation.

During During the 1990s and early 2000s the “Reading Wars” were the 1990s and early 2000s the “Reading Wars” were raging. Why have we turned to evidence-based raging. Why have we turned to evidence-based practices in reading instruction? practices in reading instruction?

RResolving disputes in practice shouldesolving disputes in practice should be grounded in evidence rather than be grounded in evidence rather than the product of political processes. the product of political processes.

We need quality control mechanisms We need quality control mechanisms

and and consumer protection in educational consumer protection in educational

research and practice.research and practice.

What does the evidence say What does the evidence say about Reading Fluency about Reading Fluency

Instruction?Instruction?

““Because the ability to obtain Because the ability to obtain meaning from print depends so meaning from print depends so strongly on the development of strongly on the development of word recognition and word recognition and reading reading fluencyfluency, both of the latter , both of the latter should be regularly assessed in should be regularly assessed in the classroom, permitting the classroom, permitting timely and effective timely and effective instructional response.. (p. instructional response.. (p. 323).323).

SSnow, Burns, and Griffin, 1998now, Burns, and Griffin, 1998

Practices Recommended in the Report as

“Research-Validated”

Focused on analysis on:

1) Guided oral repeated reading;

2) Independent reading (encouraging more reading on their own).



77 guided, oral repeated reading studies were analyzed.

Results show that guided, oral, repeated reading is effective in promoting reading fluency.

The Effect Size was = .41 of a standard deviation or approximately 14 percentile points difference).



14 studies were located and analyzed looking at independent reading practice (SSR, Dear, Accelerated Reader, voluntary reading).Mostly of the studies were of poor quality. Only studies 3 found differences.The differences weren’t large enough to be considered educationally significant (Effects of less than 5% difference).

Accuracy and Automaticity

Readers decode words accurately. Readers decode words effortlessly.

Reading Speed or Rate

Readers read with an age or grade level appropriate rate.

Reading speed is adjusted for purpose and text difficulty.

Expression and Prosody

Readers read with smoothness, phrasing, and inflection.

Comprehension

Readers comprehend important ideas.

Skilled readers can read words in context Skilled readers can read words in context threethree times faster and read words in lists times faster and read words in lists twotwo times times faster than can struggling readers. faster than can struggling readers.

With this distribution of fluency in a classroom With this distribution of fluency in a classroom whole class instruction and singular approaches whole class instruction and singular approaches will not be likely to meet the needs of all will not be likely to meet the needs of all children. children.

Struggling readers are slower because of Struggling readers are slower because of problems in problems in list list reading as context doesn’t reading as context doesn’t make any unique contribution to fluency rates make any unique contribution to fluency rates and accuracy.and accuracy.

Jenkins, J.R., Fuchs, L. S., Van den Broek, P., Espin, C., & Deno. S. L. (2003). Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels. Learning Disabilities Research and Practice, 18 (4), 237-245.

25 words 25 words make up make up 33% of 33% of

the the words words you you

read!read!

Thorndike-Lorge Thorndike-Lorge magazine count. Ed. E.L magazine count. Ed. E.L

Thorndike & I. Lorge. New Thorndike & I. Lorge. New York, 1944: Columbia York, 1944: Columbia

Univ.. [entries from "The Univ.. [entries from "The teacher's word book of teacher's word book of

30,000 words"; on RLIN]30,000 words"; on RLIN]

107 107 words words

make up make up 50% of 50% of

the the words words you you

read!read!* Zeno, S. M., Ivens, S. H., Millard, R. T., & Duvvuri, R. (1995). The educator’sword frequency guide. New York: Touchstone Applied Science Associates,Inc.

99

30 words make up 65% of the words you read!30 words make up 65% of the words you read!

55

,000 words make up 80% of the words you read?,000 words make up 80% of the words you read?

11

3% of words occur only once in one million words3% of words occur only once in one million words

Zeno, S. M., Ivens, S. H., Millard, R.T., & Duvvuri, R. (1995). The educator’s word guide. New York: Touchstone Applied Science Associates, Inc.

Hiebert, E. H. (2004). Texts for Fluency and Vocabulary: Selecting Instructional Texts that Support Reading Fluency

THE SIGHT WORD STRATEGY

See the word

Say the word

Spell

the word

Cover the word Uncover

the word and check it

Look at the word again

Spell the word

Cover the word

Write the word Uncov

er the word and check it

Pass out a card with the word on it.

Cut the word into letters

Scramble the letters

Spell the word

Do this 3 times

Find the word in a book, on a wall, on a chart—highlight it or color it

Dictation: Students write the word and show it

Do this 3 times

Effective fluency lessons include practice Effective fluency lessons include practice and explicit instruction on the elements of and explicit instruction on the elements of fluency.fluency.

Fluency practice is effectively Fluency practice is effectively accomplished using a variety of effective accomplished using a variety of effective practices such as readers’ theater, oral practices such as readers’ theater, oral repeated readings, buddy or paired repeated readings, buddy or paired reading, assisted reading, closed caption reading, assisted reading, closed caption TV, choral reading, etc.TV, choral reading, etc.

Worthy, J., & Broaddus, K. (2002). The Reading Teacher, 55(4), 334-343. Worthy, J., & Prater, K. (2002). The Reading Teacher, 56(3), 294-297.

EExplanations – explicit teaching of xplanations – explicit teaching of the terms and components of fluency.the terms and components of fluency.

MModeling – teacher demonstrations of odeling – teacher demonstrations of fluency and disfluency fluency and disfluency characteristics. characteristics.

SScaffolding caffolding MEME, YOU and , YOU and MEME, YOU, YOU Easier texts to more difficultEasier texts to more difficult Charts, visuals, diagrams to convict Charts, visuals, diagrams to convict you of teaching fluency terms, you of teaching fluency terms, concepts, and fluency fix-up concepts, and fluency fix-up strategiesstrategies

EEffective fluency lessons include practice ffective fluency lessons include practice and explicit instruction on the elements and explicit instruction on the elements of fluency.of fluency.

LessLesson Planon Plan

ExplaExplanation:nation:

What:What:TT

oday boys and girls, we are going to be learning about how to read oday boys and girls, we are going to be learning about how to read expressively. Important parts of reading expressively are pausing, expressively. Important parts of reading expressively are pausing, stopping, and raising or lowering our pitch as we read. Pitch is how stopping, and raising or lowering our pitch as we read. Pitch is how high or low the sounds are that we make with our voices (demonstrate high or low the sounds are that we make with our voices (demonstrate high and low pitch). Marks on the page called punctuation marks (point high and low pitch). Marks on the page called punctuation marks (point to) help us to know when we need to pause, stop, raise or lower our to) help us to know when we need to pause, stop, raise or lower our pitch.pitch.

Why:Why:WW

e need to read expressively so that we can show that we understand e need to read expressively so that we can show that we understand what we are reading. Punctuation tells us what we need to know what we are reading. Punctuation tells us what we need to know about how to express the words, phrases, and sentences with the right about how to express the words, phrases, and sentences with the right pauses, stops, and pitch.pauses, stops, and pitch.

When/When/Where:Where:

WWhenever we read, we should pay attention to the punctuation so that henever we read, we should pay attention to the punctuation so that we know where to pause, stop, and raise or lower our pitch.we know where to pause, stop, and raise or lower our pitch.

ModelModeling:ing:

EExamplexample

To To begin, I am going to read this page with good expression paying begin, I am going to read this page with good expression paying attention to what the punctuation tells me to do, such as pause, stop attention to what the punctuation tells me to do, such as pause, stop and or raise or lower my pitch. Please look at the page on the and or raise or lower my pitch. Please look at the page on the overhead. Notice that I have colored each punctuation mark with a overhead. Notice that I have colored each punctuation mark with a different color to help you see them more clearly. Follow what I read different color to help you see them more clearly. Follow what I read with your eyes. Listen very carefully to see if I stop, pause, or change with your eyes. Listen very carefully to see if I stop, pause, or change my pitch where I should.my pitch where I should.

NNon-example on-example

Now I am going to read this page with poor expression paying no or Now I am going to read this page with poor expression paying no or little attention to what the punctuation tells me to do. I won’t pause, little attention to what the punctuation tells me to do. I won’t pause, stop or raise or lower my pitch. Please look at the page on the stop or raise or lower my pitch. Please look at the page on the overhead. Notice that I have colored each punctuation mark with a overhead. Notice that I have colored each punctuation mark with a different color to help you see them more clearly. Follow what I read different color to help you see them more clearly. Follow what I read with your eyes. Listen very carefully to see where I should have with your eyes. Listen very carefully to see where I should have changed my reading to stop, pause, or raise or lower my pitch.changed my reading to stop, pause, or raise or lower my pitch.

ScaffoldiScaffoldingng

Whole Whole Group Group (Me & You)(Me & You)

NNow that I have shown you how and how not to read this page, ow that I have shown you how and how not to read this page, let’s practice it together! We will begin reading this page all let’s practice it together! We will begin reading this page all together. (Point) Watch my pen so that we can all stay together. (Point) Watch my pen so that we can all stay together.together.

NNow we will read this again using echo reading. How many of ow we will read this again using echo reading. How many of you have ever heard an echo? Show me if you know what an you have ever heard an echo? Show me if you know what an echo is by putting your hands on your head like this. So if I echo is by putting your hands on your head like this. So if I say, HELLO..the echo will say HELLO. I will read and you will say, HELLO..the echo will say HELLO. I will read and you will echo me… Let’s begin…echo me… Let’s begin…

Small Small Group/ Partners/TeamsGroup/ Partners/Teams (Me & You) (Me & You)

NNow turn to your neighbor. Partner 1 will read and the other will ow turn to your neighbor. Partner 1 will read and the other will echo. After Partner 1 reads, Partner 2 reads. echo. After Partner 1 reads, Partner 2 reads.

IIndividualndividual (You) (You)

NNext, take your ext, take your fluency phone and fluency phone and read this page again read this page again to yourself listening to yourself listening carefully to see carefully to see where of IF you are where of IF you are stopping, pausing, stopping, pausing, and raising or and raising or lowering your pitch. lowering your pitch.

Select an appropriately challenging,

engaging, and short reading selection.

Start with:

Choral reading – echoic, unison, antiphonal, and mumble reading


brief, and engaging piece of reading.

Paired Reading – Buddy, Peer, Tutor

Assisted Reading - NIM, Read along tapes, CDs, etc.



Individual Recorded Reading

Cassette tapes/Audio Computer Files



Reader’s Theater

Radio Reading

Recitation

What does the evidence say What does the evidence say about Reading Vocabulary about Reading Vocabulary

Instruction?Instruction?

““Learning new concepts Learning new concepts and the words that and the words that encode them is encode them is essential for essential for comprehension comprehension development” (p. 217).development” (p. 217).

SSnow, Burns, and Griffin, now, Burns, and Griffin, 19981998



•Vocabulary should be taught both directly and indirectly.•Repetition and multiple exposures are important to learning new vocabulary.



•Learning vocabulary in rich contexts is valuable.•Vocabulary learning tasks should be restructured when necessary.•Vocabulary tasks should entail active engagement.

IIncidental Vocabulary Learningncidental Vocabulary Learning

EExamples: xamples: Read AloudRead AloudInteractionsInteractionsWide ReadingWide Reading

The Weighty Word Book

ByPaul M. Levitt

Douglas A. BergerElissa S. Guralnick

Illustrated by Janet Stevens

ISBN:0-917665-13-9

EExplicit Vocabulary Instructionxplicit Vocabulary Instruction

TTypical Teacher Questionsypical Teacher Questions

Word Selection – Which words? (Tier 2) Strategy Selection – Which strategies? (Definition,

Contextal & Conceptual) How many per day? (2 -3) How many per week? (10-11) What does explicit vocabulary instruction look like?

Explain the word meanings, model how to get word meaning from multiple exposures – contextual, conceptual, and definitional.

Provide guided practice with words in multiple task formats

Albasa

Albasa will usually be found at grocery stores and resturants.

People like to eat albasa on their hamburgers, although

albasa are tasty with a variety of dishes.

Since albasa are a vegetable, they are also nutritious. One

disadvantage of albasa is the strong odor whic

h has been known to produce crying symptoms among those who slice them.

Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398-402.

Albasa

Albasa will usually be found at grocery stores and

resturants. Pe

ople like to eat albasa on their hamburgers, although albasa are tasty with a variety of dishes.

Since albasa are a vegetable, they are also nutritious.

One disadvantage of albasa is the strong odor

which has been known to produce crying symptoms

among those who slice them.Gipe,

J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398-402.

D Ray Reutzel

Both have foods...

D Ray Reutzel

Ah, I think these might be condiments you put on a hamburger and in other dishes.

D Ray Reutzel

Ah, vegetables that stink... Hum, maybe cooked cabbage, brocolli, peppers, onions, garlic?

D Ray Reutzel

Hum, onions make people cry when they slice them! Albasa must mean onions.

Hochspannungstrohmabnehmer

Example: lightning rod, Ben Franklins’ kite and key

Non-example: wooden post, plastic pole

Relevant attributes: metal, touches an exposed electrical wire, found on top of a streetcar or light rail train

Irrelevant attributes: slender, lets off sparks

Superordinate term: electrical conductor

Coordinate term: electrical plug

Frayer, F. D. & Klausmeir, H.J. (1969). A shema for testing the level of concept mastery. University of Wisconsin.

Ainslie, D. (2001). Word detectives. The Reading Teacher, 54(4), 360-62.

Definitions

Dictionary Look UpDictionary Look Up

Student FriendlyStudent Friendly Vocabulary WordVocabulary Word

Use Word in Context

Find and Read it in the Book/StoryFind and Read it in the Book/Story

Write the Word in a SentenceWrite the Word in a Sentence

ExamplesExamples

Context Clue from ReadingContext Clue from Reading

Category/Class/Part of

Speech

Category/Class/Part of

Speech

CharacteristicsCharacteristics

Conceptual UnderstandingConceptual Understanding

Word Awareness and Word Learning Strategies

Examples

Word Awareness Word Play Word Study

Word Learning Strategies – When I don’t know what a word means, how can I find out? Dictionary use Thesaurus use Using context clues

Copy the cover of a book for a vocabulary word wall (black and white copy will do) . Put the cover and the words from the book at the top of the word wall.

Write children’s names down the left hand side of the vocabulary word wall.Beck, I. L., Perfetti, C., & McKeown, M. (1982). Effects of long-term vocabulary

instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521.

When children use one of the words on the wall in their conversation or in their written work they get a star, check, or some other mark.

The student with the most marks at the end of the designated time period (say a day or week) is given the honor becoming the WORD WIZARD.

Beck, I. L., Perfetti, C., & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521.

JamieJamie √ √ √√ √ √

JacksonJackson √ √ √ √ √ √ √ √ √ √

CambryCambry √ √ √ √ √ √ √ √ √ √ √ √ √ √

ShaniaShania √ √ √√ √ √

Inventions

Technology

Electricity

Appliances

What does the evidence say What does the evidence say about Reading about Reading

Comprehension Instruction?Comprehension Instruction?

Reading comprehension is the process of Reading comprehension is the process of simultaneously extracting and constructing simultaneously extracting and constructing meaning. Comprehension involves three elements:meaning. Comprehension involves three elements:

1.1.The The readerreader who is doing the who is doing the comprehensioncomprehension

2. 2. The The text text that is to be comprehendedthat is to be comprehended

3.3.The The activityactivity in which comprehension is a in which comprehension is a partpart

-Sweet & Snow, 2003, pp. 2-3

“Comprehension is a complex

process…often viewed as ‘the essence of reading’. Reading comprehension is…intentional thinking during which

meaning is constructed through interactions between text and reader.

Meaning resides in the intentional, problem-solving, thinking processes of the reader that occur during and

interchange with a text.”TT

he National Reading Panel Report, 2000, p. 4-5he National Reading Panel Report, 2000, p. 4-5

“The content of meaning is

influenced by the text and by the reader’s prior knowledge and

experience that are brought to bear on it. Reading comprehension is the

construction of the meaning of a written text through a reciprocal interchange of ideas between the

reader and the message in a particular text.”

TThe National Reading Panel Report, 2000, p. 4-5he National Reading Panel Report, 2000, p. 4-5

““Throughout the early Throughout the early grades, reading curricula grades, reading curricula should include explicit should include explicit instruction on strategies instruction on strategies such as summarizing the such as summarizing the main idea, predicting main idea, predicting events, and events, and monitoring…” (p. 323).monitoring…” (p. 323).

SSnow, Burns, and Griffin, now, Burns, and Griffin, 19981998

Practices Recommended in the Report as “Research-

Validated”•Six Cognitive Strategies:

• Graphic organizers. (11 studies)

• Comprehension monitoring. (22 studies)

• Question answering. (17 studies)

• Question generation. (27 studies)

• Story structure. (17 studies)

• Summarization. (18 studies)

Practices Recommended in

the Report as “Research-Validated”

•Two Conditions of Instruction

• *Cooperative learning. (10 studies)

• *Multiple strategies. (38 studies)

TTeach Story each Story StructureStructure SettingSettingProblemProblemGoalGoalEventsEventsResolutioResolutionn

Story Story MapMap

Raphael, Raphael, T.E., & Au, T.E., & Au, K. H. (2005). K. H. (2005).

QAR: QAR: Enhancing Enhancing comprehensicomprehension and test on and test taking taking across grade across grade and content and content areas. areas.

The Reading The Reading Teacher, Teacher, 5959(3), 206-(3), 206-221.221.

““……an extensive knowledge base now an extensive knowledge base now

exists to show us the skills children must exists to show us the skills children must learn in order to read well. These skills learn in order to read well. These skills provide the basis for sound curriculum provide the basis for sound curriculum decisions and instructional approaches decisions and instructional approaches that can help prevent the predictable that can help prevent the predictable

consequences of early reading failure.”consequences of early reading failure.”(

National Institute for Literacy, NIFL, 2001, p. ii)

D. Ray D. Ray Reutzel, Ph.D.Reutzel, Ph.D.

Emma Eccles Jones Endowed Chair Professor

Utah State University

www.coe.usu.edu/ecc

Presentations Button Left Hand Side

orD. Ray D. Ray

Reutzel, Ph.D.Reutzel, Ph.D.IRA Board

of DirectorsInternati

onal Reading Associationrreutzel@

reading.org

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