learning to read
DESCRIPTION
Learning to Read. Fill in the Blank Anticipatory Set/Bluebook Presentation Evaluation Form Development Learning to Read Reading to Learn (Comprehension). Relationship between Schooling and Income. U.S. Bureau of the Census, 2000. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/1.jpg)
Learning to ReadFill in the Blank Anticipatory
Set/BluebookPresentation Evaluation Form
DevelopmentLearning to Read Reading to Learn (Comprehension)
![Page 2: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/2.jpg)
Relationship between Schooling and Income
U.S. Bureau of the Census, 2000
![Page 3: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/3.jpg)
"CHILDREN ARE MADE READERS ON THE LAPS OF THEIR PARENTS.“
— EMILIE BUCHWALD
![Page 4: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/4.jpg)
Outcomes of Early Exposure
Number 1 predictor of success in school is how much a child is read to prior to entering Kindergarten
Age 7 reading ability predicts school achievement in High School
![Page 5: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/5.jpg)
Literacy Learning to Read
Reading Fluency (Ch 2)Early Literacy: Concepts of PrintPhonemic AwarenessDecoding skillsAccessing word meaningSentence Integration
Reading to Learn Reading Comprehension (Ch 3)
Prior knowledge Inference makingComprehension monitoring
![Page 6: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/6.jpg)
Literacy: Learning to Read
Reading FluencyAcquiring skills
![Page 7: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/7.jpg)
"Babies are born with the instinct to speak, the way spiders are born with the instinct to spin webs. You don't need to train babies to speak; they just do. But reading is different."
— Steven Pinker
![Page 8: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/8.jpg)
Early Literacy in the Home Lists Entertainment School-related
tasks Sunday
activities Communication Story Time
Shopping, Things to Do Magazines, TV guide, Rules for
Games Sibling homework, playing
school Bible reading, Sunday school
activities Letters, notes, messages,
holiday cards Children’s books, pre-reading
![Page 9: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/9.jpg)
Learning to Read Prereading: Must realize that there is a correspondence
between printed page and spoken language “Concepts of Print”
Phonemic awareness: Must establish letter-sound correspondences English has 26 letters,
but 42 basic phonemes
![Page 10: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/10.jpg)
Learning to Read Prereading: Must realize that there is a correspondence
between printed page and spoken language “Concepts of Print”
Phonemic awareness: Must establish letter-sound correspondences English has 26 letters,
but 42 basic phonemes Decoding: Must realize that a
printed word corresponds tospecific combination of sounds
![Page 11: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/11.jpg)
Bottom-Up vs. Top-Down Bottom-up: start with the basic units and build up
Bottom-up models operate on the principle that the written text is hierarchically organized (i.e., on the grapho-phonic, phonemic, syllabic, morphemic, word, and sentence levels) and that the reader first processes the smallest linguistic unit, gradually compiling the smaller units to decipher and comprehend the higher units (e.g., sentence syntax).” (Dechant 1991)
letters units of sound words phrases sentences etc.
Emphasizes “word-attack skills”, use texts that emphasize phonemic
analysis…
![Page 12: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/12.jpg)
Bottom-Up vs. Top-Down Bottom-up: basic units and build up
Phonics first letters units of sound words
phrases sentences etc. Emphasizes “word-attack skills”,
use texts that emphasize phonemic analysis… Top-down: proceeds from information already stored in
memory (prior knowledge) to decipher unit level input Using meaning and syntax to figure out unfamiliar words Whole language: meaning first Emphasizes many rich opportunities to experience
written language (e.g., authentic literature, song)
![Page 13: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/13.jpg)
Learning to Read Prereading: Must realize that there is a correspondence
between printed page and spoken language “Concepts of Print”
Phonemic awareness: Must establish letter-sound correspondences English has 26 letters,
but 42 basic phonemes Decoding: Must realize that a
printed word corresponds tospecific combination of sounds
Meaning Making: Must understand what they read Semantic and syntactic knowledge
![Page 14: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/14.jpg)
Reading: A Challenging TaskI’m trying hard to learn to readBut what’s a kid to doWhen there’s a NO and a GO and a SO and a HOAnd then there’s a word like TO?Reading BONE and CONE and LONE and TONECan almost be kind of fun.But I get upset when I have to believe That D-O-N-E spells DONE!It’s plain to see a kid like meSure needs a helping hand.No matter how much I really try, I just don’t understandI’m trying hard to learn to readSomehow that’s what I’ll do.But for now if you’ll just read to me,Someday I’ll read to you.
![Page 15: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/15.jpg)
Tomorrow was the annual,
one-day fishing contest
and fisherman
would invade the place.
Some of the best bass
guitarists in the country
would came to this spot.
![Page 16: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/16.jpg)
The actress received praise for being an outstanding _______.
![Page 17: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/17.jpg)
performer
![Page 18: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/18.jpg)
Jack and Jill ran up the ______.
![Page 19: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/19.jpg)
stairs
![Page 20: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/20.jpg)
Happy _______!
![Page 21: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/21.jpg)
Holidays!
![Page 22: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/22.jpg)
Be my _________ .
![Page 23: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/23.jpg)
Avocado
![Page 24: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/24.jpg)
Study Results (Tulving & Gold, 1963)
30
40
50
60
70
80
90
100
1 2 4 8
number of context words
Tim
e to
read
in m
illis
econ
ds
InappropriateAppropriate
![Page 25: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/25.jpg)
Bottom-Up vs. Top-Down Bottom-up: basic units and build up
Phonics first letters units of sound words
phrases sentences etc. Emphasizes “word-attack skills”,
use texts that emphasize phonemic analysis… Top-down: proceeds from information already stored in
memory (prior knowledge) to decipher unit level input Whole language: meaning first Emphasizes many rich opportunities to experience
written language (e.g., authentic literature, song) Main issue: How to combine these two
processes effectively
![Page 26: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/26.jpg)
Learning to Read Prereading: Must realize that there is a correspondence
between printed page and spoken language “Concepts of Print”
Phonemic awareness: Must establish letter-sound correspondences English has 26 letters,
but 42 basic phonemes Decoding: Must realize that a
printed word corresponds tospecific combination of sounds
Meaning Making: Must understand what they read Semantic and syntactic knowledge
Sentence Integration:
![Page 27: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/27.jpg)
Automaticity The key to effective reading is automaticity
The more automatic our reading and recognizing words, the less space taken in working memory. Then the mind can spend more time on meaning and
context, as well as making inferences about the text or passage, leading to comprehension
![Page 28: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/28.jpg)
Scaffolding the Beginning Reader
How do we help students obtain automaticity? Assess first (running record)
Teach students to attend to cues by prompting Mediators in the form of spoken language
Phonics- “get your mouth ready” or “sound it out” Semantic- “what makes sense” or “look at the picture” Syntactic- “skip it, read on and then go back” or “go back and
reread”
![Page 29: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/29.jpg)
“Once you learn to read, you will be forever free.”
-Frederick Douglas
![Page 30: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/30.jpg)
Literacy: reading to Learn
Reading Comprehension Academic Outcomes
![Page 31: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/31.jpg)
Perception
Knowledge(memory)
The Perception-Knowledge Cycle
Learning
Perception-Knowledge Cycle
• Many view learning as a bottom-up process; starting from the basic unit of perception and building upon it
• Efficient learning requires extensive use of top-down processing or the use existing knowledge to facilitate new learning (expectations, aims, goals)
bottom
up
down
top
![Page 32: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/32.jpg)
Reading to Learn Prior Knowledge: Influences what is
remembered (learned) Priming exercise
![Page 33: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/33.jpg)
Memory Demonstration
![Page 34: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/34.jpg)
![Page 35: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/35.jpg)
![Page 36: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/36.jpg)
Perceptual Priming as Expectation Bias
Study
Test
Expectations can influence what you perceive!
![Page 37: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/37.jpg)
Reading to Learn Prior Knowledge: Influences what is
remembered (learned) Priming exercise Topic Priming
![Page 38: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/38.jpg)
Topic Priming: Title of Text
No Topic Topic After
Topic Before
Maximum Score
Comprehension ratings 2.29 2.12 4.50 7.00
Number of Idea Units recalled 2.82 2.65 5.83 18.00
Comprehension and Recall Scores for the Passage
Bransford and Johnson (1972)
![Page 39: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/39.jpg)
Perception
Knowledge(memory)
The Perception-Knowledge Cycle
LearningPerception-Knowledge Cycle
• Problem: Most view learning as a “bottom-up” process
• Efficient learning requires extensive use of top-down processing (expectations, aims, goals)
Conceptual Learning• Involves the interplay between
bottom-up and top-down processing
• Knowing what you expect to learn (goals, aims) will facilitate learning.
bottom
up
down
top
![Page 40: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/40.jpg)
Using Prior KnowledgeUsing prior knowledge
provides us with context and meaning while we are reading. Background knowledge is
imperative to effective learning.
Class discussions and activity increases comprehension.
If we have no prior knowledge to “hook” our new information into, we will be challenged to understand, comprehend, or learn.
What people know influences what they will remember about a passage
Therefore, we must provide background knowledge.• Make sure it is
appropriate• Make sure it is
interesting• At grade level
![Page 41: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/41.jpg)
Reading to Learn Prior Knowledge: Influences what is remembered
(learned) Priming exercise Topic Priming
Inference Making: Drawing conclusions beyond the text Background Knowledge
![Page 42: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/42.jpg)
Making Inferences
This is the cornerstone of reading comprehension
Keys: This skill improves as children develop It improves with TRAINING and assisted
performance Teach students to begin to generate their own
questions about a passage It helps for them to practice and explain how
inferences are made [Gregory, A. & Cahill, M.A.(2010) K-schema,
connections, visualize, ask questions, infer]
![Page 43: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/43.jpg)
Reading to Learn Prior Knowledge: Influences what is remembered
(learned) Priming exercise Topic Priming
Inference Making: Drawing conclusions beyond the text Background Knowledge
Comprehension Monitoring: Teach strategies
![Page 44: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/44.jpg)
Reading and Vocabulary Development
Content Comic Books Children’s Books Preschool Books Prime-time Adult TV Prime-time Children’s TV Conversation College
Grad (spouse/friends)
Rare words/1000 53.5 30.9 16.3 22.7 20.2 17.3
![Page 45: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/45.jpg)
Reading and Academic Achievement
Minutes/Day Words/Year Rank (standardized exams)
65 4,358,000 98%
21.1 1,823,000 90%
9.6 622,000 70%
4.6 282,000 50%
1.3 106,000 30%
![Page 46: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/46.jpg)
Reading and Literacy
Early exposure predicts school success Reading as both Bottom-Up and Top-Down
Processing Comprehension comes with experience and training Reading strongly promotes Vocabulary Development Direct relationship between time spent reading and
standardized achievement
Take Home Message
![Page 47: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/47.jpg)
10 Ways to Get Your Child to READ and READ and READ1. Let your child see you read and read and read2. Read to you child every day3. Make reading for pleasure part of your daily routine4. Read to your child every day5. Make books available to your child6. Read to your child every day7. Talk about books with your child8. Read to you child every day9. Take your child to the public library on a regular basis10. Read to your child every day
(thanks to Dr. Bohlmann for use of some of her lecture slides, 2010)
![Page 48: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/48.jpg)
Learning to Read Fill in the Blank Anticipatory Set/Bluebook Presentation Evaluation Form Development Learning to Read Reading to Learn (Comprehension) Group Presentation planning (if time)
For Tuesday: Read Chapter 4
![Page 49: Learning to Read](https://reader036.vdocuments.net/reader036/viewer/2022062323/568165a4550346895dd88689/html5/thumbnails/49.jpg)
“To learn to read is to light a fire; every syllable that is spelled out is a spark.”
-Victor Hugo, Les Miserables