how listening comprehension informs instruction june 2018

How Listening Comprehension Informs Instruction June 2018

How Listening Comprehension

Informs Instruction

Suzanne Carreker, Ph.D., CALT-QI

“The more children know about language… the

better equipped they are to succeed in reading.”

National Research Council, 1999

• Hart and Risley (1995) found that at age 3, preschoolers from professional families were exposed to or heard 30,000,000 more words than preschoolers from welfare families, a disparity that has far-reaching implications for reading achievement.

• In a longitudinal investigation of 626 Head Start children, Storch and Whitehurst (2002) reported that 95% of the variance of oral language in kindergarten was predicted by preschool oral language, and 98% of the variance of oral language in grades 1 and 2 was accounted for by oral language ability in kindergarten .

• Roth, Speece, and Cooper (2002) and Kendeou, van den Broek, White, and Lynch (2009) found that general oral language abilities (e.g., receptive language, syntactic comprehension ), not code-related abilities, were the best predictors of reading comprehension between kindergarten and second grade.

Importance of Oral Language

Decoding (D)

Language Comprehension

(LC)

Reading Comprehension

(RC)

(Gough & Tunmer, 1986; Hoover & Gough, 1990)

NECESSARY BUT

NOT SUFFICIENT ALONE

NIPPOLD (2017) • A ten-year longitudinal study tracked

children's language development, K (age 6) through Grade 10 (age 16).

• Research question: What is the evidence for underpinning language deficits and their impact on reading comprehension?

(Nippold, 2017)

1


LANGUAGE DEVELOPMENT

GROUPS Typical Language Development (TLD) • Average Nonverbal Cognition • Average Language Development (n = 274)

Specific Language Impairment (SLI) • Average Nonverbal Cognition • Low Language Development (n = 102)

Nonspecific Language Impairment (NLI) • Low Nonverbal Cognition • Low Language Development (n = 77)

(Nippold, 2017)

NIPPOLD (2017)

Underpinnings of reading comprehension

word reading

lexical development /topic knowledge

syntactic development

(Nippold, 2017)

TAKE-AWAY MESSAGE

The underlying language deficits of 6-year-old students will not go away with time.

Students who experience difficulties in any or all of the underpinnings of language may not be able to benefit from instruction in comprehension strategies unless their language deficits are addressed concurrently.

(Nippold, 2017)

TAKE-AWAY MESSAGE

When reading comprehension deficits are accompanied by weaknesses in word reading ability and in lexical and syntactic development, treatment should be designed to target each student’s area(s) of deficiency.

Although many students with poor reading comprehension have deficits in syntactic development, their syntactic deficits are rarely addressed during intervention.

(Nippold, 2017)

Domains of Language

Receptive Expressive

Language Language

Oral

Language

Written

Language


Listening comprehension

2


form

usecontent

Components of Language

Rules for Combining:

Rules for Understanding Meaning:

Rules for Communication:

Form, Content, or Use? “Good evening ladies and gentlemen, I am

delighted to be speaking to you this evening”

versus “Hey friend, we need to talk.”

Her sporadic practices slowed her progress in a sport that requires steady practice

Is the party at six versus the party is at six .

Important Ideas What is important to listening comprehension —

vocabulary, background knowledge, memory and attention—are equally important to reading comprehension.

The exception, according to Hoover and Gough (1990), is that reading comprehension is obtained through graphic representations of words that originate in speech.

Therefore, a student’s level of literacy (defined as reading only) is the contrast between what he or she is able to glean from oral language input and what he or she is actually able to glean from the text.

(Carreker, 2016)

Important Ideas Assuming a reader can decode, an increase in

listening comprehension should result in an increase in the ability to process language in print.

Increases in decoding skills alone will not increase reading comprehension beyond the student’s

listening abilities.

Although there is no denying the importance of decoding instruction, the path to increased reading comprehension will ultimately depend on a student’s understanding of oral language.

(Carreker, 2016)

1 2

Adequate Decoding Inadequate Decoding

Adequate Listening Adequate Listening Comprehension Comprehension

3 4

Adequate Decoding Inadequate Decoding

Inadequate Listening Inadequate Listening Comprehension Comprehension

Analysis A third-grade student’s end-of-year scores on a standardized reading assessment with a mean of 50 and a standard deviation of 21.06 are listed below.

Subtest Score Listening Comprehension 61 Reading Comprehension 30 Vocabulary 39 Word Attack 31 Word Identification 27 Spelling 29

Learner Profile ____

(Aaron, Joshi, & Williams, 1999; Catts , Hogan, & Fey, 2003)

3


Analysis

A third-grade student’s end-of-year scores on a

standardized reading assessment with a mean of 100 and a standard deviation of 15 are listed

below.

Subtest Score

Listening Comprehension 100 Reading Comprehension 105 Vocabulary 100 Word Attack 112 Word Identification 115 Spelling 98

Learner Profile ___

Analysis

Subtest Score




below.

Learner Profile ___

Analysis

Subtest Score



standardized reading assessment with a mean of 50 and a standard deviation of 21.06 are listed

below.

Learner Profile ___

Analysis

Subtest Score




below.

Learner Profile ___

Students may demonstrate adequate reading comprehension while struggling with

___________________________ because:

• _______________________________________________

• _______________________________________________

• _______________________________________________

A Conundrum In the Classroom

4


Beginning Developing Mastery Exemplary Objective

1 2 3 4

Uses complete Uses incomplete Uses complete and Uses complete Uses complete

sentences in sentences–many incomplete sentences with sentences with

retelling the are not sentences simple structure varied structures

passage comprehensible

Accurately Does not recall all Transcript of Student 1 Expresses one Accurately and captures the

Captures the salient ideas or salient idea salient idea of succinctly captures

inaccurately salient idea of incompletely or each event but is the salient idea of

expresses two or each event One day a lion is sleeping and catches a inaccurately verbose or not each event

more ideas specific enough mouse. The mouse begs for the lion to let it

Sequences events go. The mouse promises to help the lion Does not include Sequences events using words such

Sequences States events in all events or does using transition as then, next, someday. Um, uh. Soon the lion gets caught

events order but without not state all events words (e.g., first, therefore, that’s

cohesively any transitions in a net and roars loudly. The mouse gnaws in correct order then, next, finally) why, so, if,

because the ropes on the net. The mouse and the Does not Incorporates Uses vocabulary lion are forever friends. Incorporates Uses appropriate

incorporate any vocabulary words words from the vocabulary from synonyms for words

vocabulary words exactly as used in passage in novel the passage from the passage

from the passage the passage ways

Does not complete Restates, pauses, Retells the passage

Retells the the retelling and or self-corrects Retells the passage with ease,

may say “I can’t while retelling the passage with haltingly but confidence, and

remember” or “I passage and may prosody persistently expression

forget” overuse “um”

Transcript of Student 2 A lion and a mouse are in the story. They

are friends. Uh, the lion is…uh, uh, he want to eat him. Um, the mouse says don’t do it. The lion go…I mean, let it go and fell asleep in a net. Uh, it, it, uh, really strong. The mouse comes. The mouse lets the lion out.

The end.

Transcript Student 3

A mouse runs across a lion’s paw one day in the savanna, and the lion wakes up. The lion scoops

up the mouse and is going to eat him, but the mouse begs the lion to let him go. The lion lets

him go. And, and…later that afternoon, the lion gets caught in a net and he roars. The mouse

hears him and runs to help him. After the mouse gnaws the ropes, the lion is free. Even though

the mouse is small, he helps the fierce lion. They became good friends.

Naming

Name things in a classroom. Name fruits and vegetables.

Name animals.

Name states in the U.S.

Second grade – _____+ item named in one minute Third grade – _____+ items named in one minute

Fourth grade – _____+ items named in one minute

Fifth grade – _____+ items named in one minute

(Carreker, 2011)

The Reading Rope

5



Background Knowledge

Vocabulary Knowledge

Language Structures

Verbal Reasoning

Literacy Knowledge Background Knowledge

What do you need to know?

John couldn’t believe it fit after 20 years of marriage. When he walked down the stairs, his wife said, “Can I get you some fish?”

(adapted for Willingham, 2006)

In the Classroom

100

$$$$$$$$

1

$$

Watch Out, Benjamin Franklin!

Benjamin Franklin was a man with many ideas. In 1752, Franklin and his son William performed a kite experiment to learn more about electricity. [_________________________________]

Franklin thought that lightning and electricity were very similar. The exact purpose of the experiment was to uncover the connection between lightning and electricity. [_________________________________]

It occurred to Franklin that he could use a kite to get closer to the lightning in a thunderstorm. So, he made a kite using a silk handkerchief and two wooden rods. [_________________________________]

He found a field with a small shed. The shed would keep Franklin and his son dry and safe. [_________________________________]

Franklin wanted to conduct the experiment in secret. If the experiment failed, no one would know about it. [_________________________________]

Finally, a thunderstorm came. During the thunderstorm, Franklin and his son went to the shed in the field. Franklin attached a metal wire to the top of the kite and a metal key to the bottom of the kite. [_________________________________]

The lightning did not strike the kite. The wire at the top of the kite drew charges from the lightning to the kite and the metal key. [_________________________________]

When Franklin touched the key, he received a slight shock. The kite had been electrified. Franklin was not the first person to experiment with lightning. He did not discover electricity. However, he did invent the lightning rod that protects

buildings and ships from lightning today. [_________________________________]

6


Why?

Knowledge and vocabulary predict

comprehension of complex text.

https://www.youtube.com/watch?v=RiP-ijdxqEc

https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps

https://www.forbes.com/sites/nataliewexler/2018/04/15/if-we-want-

to-boost-reading-scores-we-need-to-change-reading-

tests/2/#6d9e027037da

Vocabulary Knowledge

In the Classroom

1. fan

2. fit

3. hit

4. lap

5. ran

6. slip

7. tap

8. tip

9. well

10. bark

11. home

12. light

13. play

14. ring

15. right

16. show

17. trip

18. trunk

Small Problems In-Between

Problems Big Problems

7















https://www.forbes.com/sites/nataliewexler/2018/04/15/if-we-want-to-boost-reading-scores-we-need-to-change-reading-tests/2/#6d9e027037da



























_________________________________________________________________

= yes

X = no

? = don’t know

VEGETABLES Gro

ws

in t

he

gro

un

d

Gro

ws

on

a v

ine

Is y

ello

w o

r o

ran

ge

Co

nta

ins

be

ta-c

aro

ten

e

Is e

ata

ble

ra

w

Co

nta

ins

an

tio

xid

an

ts

Ha

s a

hig

h s

tarc

h c

on

ten

t

carrot

spinach

corn

sweet potato

kale

tomato

plead

“Please, please! Can I get a dog!” “I’d like a dog if it’s at all possible.”

optimism

The mail will arrive as it always does.

The mail might get here if we’re lucky.

Examples/Non-examples

Do you show optimism when you take a test and think you’ve failed? Y/N

Would a teenager who wants to use the car on Friday night plead? Y/N

Yes/No

(Beck, McKeown, Kucan, 2007)

Keys to Success

Introduce words that are appropriate to students’ developmental levels and needs.

Use multiple strategies to teach and reinforce vocabulary.

Teach words thoroughly.

Use words in multiple contexts.

Provide ample opportunities for students to discuss, read, listen, and write.

(Beck, McKeown, Kucan, 2007)

Why?

Knowledge and vocabulary predict

reading comprehension.

Language Structures

8


• The mother kissed her daughter before

she got on the bus.

• The man gave a dog a bone. He liked it.

o Noun

o Verb

o Adjective

o Adverb

o Interjection

well

In the Classroom Function of Words

1. The quarterback will down the ball.

2. Let’s take the down escalator.

3. Down comes from geese and ducks.

4. The baby fell down.

5. They drove down the street.

6. Down comes the rain!

Function of Phrases

The coach at the park canceled the game.

At the park, the coach canceled the game.

The coach canceled the game at the park.

Function of Clauses

The adolescent wakes up because the alarm goes off.

The adolescent wakes up as soon as the alarm goes off.

The adolescent wakes up provided that the alarm goes off.

9


Difference in meaning? Mary had to wash the dishes, so she didn’t

finish her homework.

Mary had to wash the dishes because she didn’t finish her homework.

Why? Understanding the functions of words,

phrases, and clauses helps students connect ideas within and across sentences in complex text.

Academic Language

Less Complex More Complex Chlorofluorocarbons (CFC’s) were once used inair conditioners and plastic foam production. CFC’s destroy the ozone in the stratosphere layer of the atmosphere. According to researchers, a significant loss of ozone could result in an increased incidence in health problems like cataracts and skin cancers. The increased incidence is because more of the sun’s UV radiation would reach Earth’s surface.

Chlorofluorocarbons (CFC’s) once used in airconditioners and plastic foam production destroy ozone in the stratosphere layer of the atmosphere. Researchers say that a significant loss of ozone could result in an increased incidence of health problems like cataracts and skin cancers because more of the sun’s UV radiation

would reach Earth’s surface.

(Tarbuck & Lutgens, 2011, p. 110)

Less Complex More Complex Chlorofluorocarbons (CFC’s) were once used inair conditioners and plastic foam production. CFC’s destroy the ozone in the stratosphere layer of the atmosphere. According to researchers, a significant loss of ozone could result in an increased incidence in health problems like cataracts and skin cancers. The increased incidence is because more of the sun’s UV radiation would reach Earth’s surface.

Chlorofluorocarbons (CFC’s) once used in air conditioners and plastic foam production destroy ozone in the stratosphere layer of the atmosphere. Researchers say that a significant loss of ozone could result in an increased incidence of health problems like cataracts and skin cancers because more of the sun’s UV

radiation would reach Earth’s surface.

(Tarbuck & Lutgens, 2011, p. 110)

Verbal Reasoning

Comprehension

Text to self

Text to text

Text to world

Text to self

text

Fill in gaps and make connections

10

The red light turns green.

[A lamp is turned on.]

[Suddenly, rain begins to fall in buckets.]

[The batter hits a homerun.]


In the Classroom Filling in Gaps

All the cars come to a stop.

All the cars speed up again.

The candle flickers and lights the room.

The candle flickers but no longer lights the room.

The farmer picks the plump grapes as the clouds overhead grow darker and darker. The

soaked farmer runs for cover under a tree.

The Pirates are behind by three runs. The next batter comes to

the plate. The bases are loaded. The

Pirates win the game.

(Carreker, 2016)

Making Inferences

Maggie raced down the stairs and grabbed a

piece of toast, as once again she had to run to catch the school bus.

What time of day is it?

What time of year is it?

What has happened?

Has this happened before?

Where is Maggie going?

As the few remaining leaves drift from the

trees, tiny ants work hard gathering food to store

for the cold days ahead. A grasshopper just

fiddles on his fiddle and teases the ants. His tune

will change when the falling flakes cover the

land.

Making Inferences

1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

(Carreker, 2016)

Two hot and thirsty frogs search for water because it is always scarce at this time of year.

They come to a well. The daring frog says, “Let’s hop in!”

The cautious frog asks, “What if there’s no water in the well?”

Soon, the two frogs hop away from the well refreshed and no longer thirsty.

Making Inferences

1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

(Carreker, 2016)

Making Inferences

1._________________________________________________________

2._________________________________________________________

3._________________________________________________________

(Carreker, 2016)

The olive tree boasts that she is the better tree because her leaves stay green all year long. The

maple tree looks at his strong but bare branches and sighs. After the first heavy snow, the olive tree

looks at her green but broken branches and sighs. “I guess I am not the better tree,” she says. The maple tree smiles.

11


Literacy Knowledge

Who? – Characters

When & Where? – Setting

What? – Events & the most important event

Why? – The reason the most important event takes place

Literacy Knowledge

Literacy Knowledge

Subject

Main Idea

Supporting Ideas

Details

In the Classroom

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

12


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

Navigating Complex Text

Reader and Task

TEXT COMPLEXITY

(National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010)

Reader and Task

TEXT COMPLEXITY

(National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010)

Considerations for Text

Selection

• What will students gain from reading this text?

• Is this text worthy of students’ time?

(Hiebert, 2012, 2014)

13


QUALITATIVE QUESTIONS TO ASK ABOUT A TEXT

FEATURES

● Is the author’s purpose or meaning straightforward and easily Level or number of

identified? Purposes/ 4,000 words/word families that account for 90% of ● Is there one purpose or meaning that is revealed early or stated Meanings

explicitly? most narrative texts ● Are the life experiences or subjects common to most readers?

Knowledge ● Is the required background knowledge common to most

Demands readers?

● Is the vocabulary and language straightforward and familiar? http://www.textproject.org/assets/library/resources/WordZones_400 ● Is the language conversational? 0-simple-word-families.pdf (Hiebert, 2014)

● Are the meanings of new vocabulary words introduced or easily Overall Language

inferred?

1. What words should I teach because they are not high-● Is there limited use of figurative language?

frequency words? ● Is the sentence structure mostly simple?

● Is there one storyline and one point of view? (narrative) 2. What words should I add to students’ sight-word

Structure/Layout

● Is there one main idea with sequentially stated supporting ideas

learning? and details? (informational)

● Are there illustrations, graphs, or other visual supports?

● Is the organization of the text content consistent (e.g., no

flashbacks)?

More marked yes = not complex More marked no = complex

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Ten words not on the list

A Dog’s Tale Mark Twain

My father was a St. Bernard, my mother was a collie, but I am a Presbyterian. This is what my mother told me, I do not know these nice distinctions myself. To me they are only fine large words meaning nothing. My mother had a fondness for such; she liked to say them, and see other dogs look surprised and envious, as wondering how she got so much education. But, indeed, it was not real education; it was only show: she got the words by listening in the dining-room and drawing-room when there was company, and by going with the children to Sunday-school and listening there; and whenever she heard a large word she said it over to herself many times, and so was able to keep it until there was a dogmatic gathering in the neighborhood, then she would get it off, and surprise and distress them all, from pocket-pup to mastiff, which rewarded her for all her trouble. If there was a stranger he was nearly sure to be suspicious, and when he got his breath again he would ask her what it meant. And she always told him. He was never expecting this but thought he would catch her; so when she told him, he was the one that looked ashamed, whereas he had thought it was going to be she. The others were always waiting for this, and glad of it and proud of her, for they knew what was going to happen, because they had had experience. When she told the meaning of a big word they were all so taken up with admiration that it never occurred to any dog to doubt if it was the right one; and that was natural, because, for one thing, she answered up so promptly that it seemed like a dictionary speaking, and for another thing, where could they find out whether it was right or not? for she was the only cultivated dog there was.

Antonyms

Positive Negative https://app.box.com/s/7otr0zpyd0ypkchltpu0r4anzzbd4qjh

Further Readings

How Listening Informs Instruction by Suzanne Carreker

Academic Language: From Theory to Practice by Carlyn Friedberg, Alison

Mitchell, & Elizabeth Brooke

https://www.lexialearning.com/resources/white-papers/academic-anguage-

theory-practice

The Critical Role of Oral Language in Reading Instruction and Assessment

by Elizabeth Brooke

https://www.lexialearning.com/resources/white-papers/oral-language

Navigating Complex Text: What Students Need to Know and What to Teach

by Suzanne Carreker

https://www.lexialearning.com/resources/white-papers/navigating-

complex-text-what-students-need-know-and-what-teach

14

http://www.textproject.org/assets/library/resources/WordZones_4000-simple-word-families.pdf









https://app.box.com/s/7otr0zpyd0ypkchltpu0r4anzzbd4qjh



https://www.lexialearning.com/resources/white-papers/academic-language-theory-practice
















https://www.lexialearning.com/resources/white-papers/navigating-complex-text-what-students-need-know-and-what-teach






















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