spring conference march 17, 2005 mcdaniel college w. dorsey hammond
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Literacy Matters What Teachers and Parents Need To Know Maryland State Steering Committee for Deaf and Hard of Hearing Students. Spring Conference March 17, 2005 McDaniel College W. Dorsey Hammond. Skilled Readers are:. Constructive Fluent Strategic Motivated Lifelong - PowerPoint PPT PresentationTRANSCRIPT
Literacy MattersWhat Teachers and Parents Need To Know
Maryland State Steering Committee for Deaf and Hard of Hearing Students
Spring Conference
March 17, 2005
McDaniel College
W. Dorsey Hammond
Skilled Readers are:
Constructive
Fluent
Strategic
Motivated
Lifelong ANDERSON, BNR ‘85
Constructivism
Tony ordered the $9.95 Lasagna Special. By the time is order finally arrived he was quite
upset. He left a very small tip.
Sam knew his wife’s minor operation would be expensive. However, there was always Uncle Fred. He picked up the phone and dialed long distance
Common Middle Grade Profile
Grade 6 75% 80% 5 85% 60% 85% 4 80% 75% 60% 90% 3 90% 80% 70% 90% 2 95% 85% 75% 95% 1 100% 95% 85% 100% Word Comp Comp Lang. Rec(Iso) Oral Rdg. Silent Rdg. Comp.
Stage or Linear View of Literacy
Phonological Awareness- Phonics
Fluency Vocabulary Comprehension
National Reading Panel (2000), NICHD, Chall (83),
Moats,(03,04)
Process of Reading
Top Down Interactive Bottom Up
meaning V ^ meaning
language V ^ words(lexicon)
phonics V ^ phonics
__ ___ ___ I I I
Reading of Text---Multiple Cues
The boy saddled his _______. horse, pony, mare, mustang, stallion house horse The boy saddled his m____. …saddled his
m_r_.
Phonics Irregularity
mare no care so are to too blue knew through
gave bone that paid save tone what said have gone done
Interactive Model of Reading
Phonological Awareness-- Lang. Experiences
Lang. Exp.---------------------PA. & Phonics
Fluency-------------------------- Comprehension
Comprehension-------------------------- Fluency
Vocabulary -----------------------Comprehension
Comprehension------------------ Vocabulary
Implications of Interactive/Recursive Model
Multiple aspects of learning to read are complementary
Major components of learning to read addressed at beginning stages
Redundant system more “fail safe” Learning to read and write inherently more
satisfying to the learner
What An Early Literacy Program Should Look Like
Experience stories Early writing Reading of Predictable Texts Closely Supported Guided Reading Word Study (PA, Phonics and particularly known to
unknown strategies) Repeated Reading Modeled Reading Metacognitive Strategies
A Middle Years Literacy Curriculum
Directed and Guided Reading Writing and Revision Independent Reading Responses to Text( multiple responses in terms of concepts/ideas and medium) Reading and investigation across the Curr. (accessing prior knowledge, predicting,dialogue) Vocabulary and Word Study Metacognition
Metacognition
As a skilled reader: I always begin with what I already know I always try to make sense of what I read I ask myself questions before during and after reading I predict and think ahead I know what I am reading to find out I know that good readers often reread two, three or
more times in order to construct meaning.
Contemporary Myths of Literacy
There has been a major “Salk vaccine type”
breakthrough in literacy research. Research in Reading is a relatively recent
phenomenon. The only acceptable research methodology is
the model used in science and medicine.
Additional Cautions
Is explicit systematic phonics a type of phonics or a process of teaching?
Is there congruency between full reports,as for example, NRP and abridged versions such as Put Reading First?
Is our focus too short term rather than investigating long term consequences
Have we learned from history?
Guiding Principles of Literacy Instruction
Engage in literacy acts at every opportunity “Engage in” rather than “teach about.” Understand that reading is fundamentally a
process of thinking and language Celebrate new learning and new insights Connect reading to the real world of the
learner.