teaching all students to read: working together as a ... all students to read: working together as a...

Teaching all students to read: Teaching all students to read: Working together as a school Working together as a school

level systemlevel systemDr. Joseph K. TorgesenDr. Joseph K. Torgesen

Florida State University and Florida State University and Florida Center for Reading ResearchFlorida Center for Reading Research

ASHA, November, 2006ASHA, November, 2006

When we say that our goal is to teach all When we say that our goal is to teach all students to read, what do we really mean?students to read, what do we really mean?

We want students to be able to read grade level text We want students to be able to read grade level text with a reasonable level of understandingwith a reasonable level of understanding

We usually also mean we want them to be able to do We usually also mean we want them to be able to do this fluently, so that reading the text doesnthis fluently, so that reading the text doesn’’t take an t take an inordinate amount of time.inordinate amount of time.

And we would like them to find pleasure in reading, And we would like them to find pleasure in reading, which also means we would like them to be able to which also means we would like them to be able to read a book like we read books, without having to read a book like we read books, without having to struggle with the words, and be able to focus on struggle with the words, and be able to focus on the meaningthe meaning

What skills, knowledge, and

attitudes are required for good

reading comprehension?

What we know about the factors that What we know about the factors that affect reading comprehensionaffect reading comprehension

Proficient comprehension of text is influenced by:Proficient comprehension of text is influenced by:

Accurate and fluent word reading skillsAccurate and fluent word reading skillsOral language skills (vocabulary, linguistic comprehension)Oral language skills (vocabulary, linguistic comprehension)

Extent of conceptual and factual knowledgeExtent of conceptual and factual knowledge

Knowledge and skill in use of cognitive strategies to Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.improve comprehension or repair it when it breaks down.

Reasoning and inferential skillsReasoning and inferential skills

Motivation to understand and interest in task and Motivation to understand and interest in task and materialsmaterials

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE

LANGUAGE STRUCTURES

VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING)

SIGHT RECOGNITION

SKILLED READING:fluent execution andcoordination of word recognition and textcomprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasinglystrategic

Skilled Reading-fluent coordination of

word reading and comprehension

processes

Text Reader

Context

Comprehension

Text structure, vocabulary, print style and font, discourse, genre, motivating features

Word recognition, vocabulary, background knowledge, strategy use, inference-making abilities, motivation

Environment, purpose, social relations, cultural norms, motivating features (e.g. school/classroom climate, families, peers)

Where do our most significant challenges lie?Where do our most significant challenges lie?

A central problem in reading instruction A central problem in reading instruction arises, not from the arises, not from the absoluteabsolute level of level of childrenchildren’’s preparation for learning to s preparation for learning to read, but from the read, but from the diversitydiversity in their in their levels of preparationlevels of preparation(Olson, 1998)(Olson, 1998)

What are the most important ways children are What are the most important ways children are diversediverse--when it comes to learning to read?when it comes to learning to read?

1. They are diverse in their talent and their preparation 1. They are diverse in their talent and their preparation for learning to read words accurately and fluentlyfor learning to read words accurately and fluently

2. They are diverse in their oral language knowledge 2. They are diverse in their oral language knowledge and abilitiesand abilities--vocabulary and world knowledgevocabulary and world knowledge

3. They are diverse in their abilities to manage their 3. They are diverse in their abilities to manage their learning behaviors and their motivation to apply learning behaviors and their motivation to apply them selves to learning to readthem selves to learning to read

Problems in this area begin with difficulties Problems in this area begin with difficulties mastering the use of mastering the use of ““phonicsphonics”” skills as an aid skills as an aid to early, independent readingto early, independent reading

•• difficulties with the skills of blending and analyzing difficulties with the skills of blending and analyzing the sounds in words (phonemic awareness).the sounds in words (phonemic awareness).

•• difficulties learning letterdifficulties learning letter--sound correspondencessound correspondences

Slow development of Slow development of ““sight vocabularysight vocabulary””arising from:arising from:

••limited exposure to textlimited exposure to text••lack of strategies to reliably identify words in textlack of strategies to reliably identify words in text

The nature of the underlying difficulty for most The nature of the underlying difficulty for most children who struggle in learning to read words children who struggle in learning to read words

accurately and fluentlyaccurately and fluently

Weaknesses in the phonological area of language Weaknesses in the phonological area of language competencecompetence

inherent, or intrinsic, disabilityinherent, or intrinsic, disabilitylack of opportunities to learn in the prelack of opportunities to learn in the pre--school school environmentenvironment

Expressed primarily by delays in the development Expressed primarily by delays in the development of phonemic awareness and phonics skillsof phonemic awareness and phonics skills

A three part definition of phonemic awarenessA three part definition of phonemic awareness

1. Understanding that words are composed of segments of 1. Understanding that words are composed of segments of sound smaller than a syllable. Also involves the ability to sound smaller than a syllable. Also involves the ability to identify the individual sounds in wordsidentify the individual sounds in words

Phonological Awareness ≠ Phonics


1. Understanding that words are composed of 1. Understanding that words are composed of segments of sound smaller than a syllable. Words are segments of sound smaller than a syllable. Words are made up of small reusable chunks of sound.made up of small reusable chunks of sound.

““point to the pictures showing words that being with /f/point to the pictures showing words that being with /f/

““what is the first sound in the word mat?what is the first sound in the word mat?

““tell me the sounds in the word tell me the sounds in the word fastfast??

2. Awareness of the way phonemes are 2. Awareness of the way phonemes are coarticulatedcoarticulatedwhen they are blendedwhen they are blended

Blending c Blending c –– l l –– a a -- mm


1. Understanding that words are composed of 1. Understanding that words are composed of segments of sound smaller than a syllable. Words segments of sound smaller than a syllable. Words are made up of small reusable chunks of sound.are made up of small reusable chunks of sound.

2. Awareness of the way phonemes are 2. Awareness of the way phonemes are coarticulatedcoarticulatedwhen they are blendedwhen they are blended

3. Increasing awareness of the critical distinctive 3. Increasing awareness of the critical distinctive features of phonemes so that their identity, order, and features of phonemes so that their identity, order, and number can be specified in words of increasing number can be specified in words of increasing complexity complexity

lap

clap

pulverize

Important fact about talent in the Important fact about talent in the phonological language domain:phonological language domain:

It is like most other talents in that it is It is like most other talents in that it is distributed distributed normallynormally in the populationin the population

“Phonological talent” is normally distributed in the population

100

50th

85

16th

70

2nd

130

98th

115

84th

Children can be strong in this talent-like my grandson Andrew

Percentile Ranks

Standard Scores

“Phonological ability” is normally distributed in the population

50th

10085

16th

70

2nd

130

98th

115

84th

Percentile Ranks

Children can be moderately weak in this talent-like David

Standard Scores

Each of these kinds of weakness is normally distributed in the population

50th

16th

1008570

2nd

130

98th

115

84th

Percentile Ranks

Serious difficulties-probably require special interventions and a lot of extra support-like Alexis

Standard Scores

AlexisAlexis……..

Another important fact about talent in the Another important fact about talent in the phonological language domain:phonological language domain:

It is only weakly correlated with broad It is only weakly correlated with broad verbal ability or general intelligenceverbal ability or general intelligence

Phonological Language Ability is not highly Correlated with General Verbal Ability as measured by IQ tests

High

LowVerbal Intelligence

Pho

nolo

gica

lA

bilit

y

Low High

Dyslexic

One more important fact about talent in One more important fact about talent in the phonological language domain:the phonological language domain:

ChildrenChildren’’s ability in this area when they s ability in this area when they come to school is influenced both by come to school is influenced both by

biologically based talent, and by biologically based talent, and by opportunities to learn from their preopportunities to learn from their pre--

school environmentschool environment

Children come to school very Children come to school very different from one another in the different from one another in the

experience they have had that experience they have had that prepares them for learning to readprepares them for learning to read

Development of Phonological SensitivityDevelopment of Phonological Sensitivity

CrossCross--sectional study comparing the sectional study comparing the performance of 250 children from performance of 250 children from

higher income families to 170 higher income families to 170 children from lower income families.children from lower income families.

Children were between twoChildren were between two-- and and fivefive--years of age.years of age.

SES Differences in Phonological SES Differences in Phonological SensitivitySensitivity

Children completed tests of phonological Children completed tests of phonological sensitivity and awareness that assessed sensitivity and awareness that assessed their ability to identify and blend words, their ability to identify and blend words, syllables, onsetsyllables, onset--rimes, or phonemes.rimes, or phonemes.

To summarize:To summarize:

Children can come to school weak in Children can come to school weak in phonological ability either because of their phonological ability either because of their biology or their language experiencebiology or their language experience

Regardless of whether they also have Regardless of whether they also have broader weaknesses in verbal ability, both broader weaknesses in verbal ability, both types of children need similar intensive early types of children need similar intensive early reading support in order to prevent reading reading support in order to prevent reading failurefailure

One area in which they need special One area in which they need special support is support is ““phonicsphonics””PhonicsPhonics--a two part definitiona two part definition

It is a kind of It is a kind of knowledgeknowledgeWhich letters are used to represent Which letters are used to represent which phonemeswhich phonemes

It is a kind of It is a kind of skillskillPronounce this wordPronounce this word……

blitblit fratchetfratchet

Words that are part of, or related Words that are part of, or related to, the to, the ““phonicsphonics”” familyfamilyAlphabetic Principal Alphabetic Principal –– when we say children have when we say children have acquired the acquired the ““alphabetic principalalphabetic principal”” we mean they we mean they have acquired understanding and skill in phonicshave acquired understanding and skill in phonics

Phonemic decodingPhonemic decoding–– the process of identifying the process of identifying unfamiliar words in text by using letterunfamiliar words in text by using letter--sound sound relationships and blendingrelationships and blending

DecodingDecoding–– this word is often used to refer to the this word is often used to refer to the entire process of identifying words in text. entire process of identifying words in text. Preferred use is to describe the complete Preferred use is to describe the complete process of identifying unfamiliar wordsprocess of identifying unfamiliar words

Why is it important for children to acquire Why is it important for children to acquire good phonemic decoding skills (phonics) good phonemic decoding skills (phonics) early in reading development?early in reading development?

Because learning to read involves Because learning to read involves everydayeverydayencounters with words the child has encounters with words the child has never never before seen in print.before seen in print.

Phonemic analysis provides the Phonemic analysis provides the most most important single clueimportant single clue to the identity of to the identity of unknown words in print.unknown words in print.

The most efficient way to make an The most efficient way to make an ““accurate accurate first attemptfirst attempt”” at the identity of a new word is:at the identity of a new word is:

First, do phonemic analysis and try an First, do phonemic analysis and try an approximate pronunciationapproximate pronunciation

Then, close in on the exact right word by Then, close in on the exact right word by finding one containing the right sounds, finding one containing the right sounds, that also makes sense in the sentence.that also makes sense in the sentence.

(chapter 10, Preventing Reading Difficulties in Young Children (chapter 10, Preventing Reading Difficulties in Young Children (2000)(2000)

The boy ________the dog in the woods.

The boy ch __d the dog in the woods

The connection to reading fluency:The connection to reading fluency:

To be a fluent reader, a child must be able to To be a fluent reader, a child must be able to recognize most of the words in a passage recognize most of the words in a passage ““by sightby sight””

These are iNTirEStinG and cHallinGinGtimes for anyone whose pRoFEshuNleresponsibilities are rEelaTed in any way to liTiRucY outcomes among school children. For, in spite of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-spread concern that public EdgUkAshuN is not as eFfEktIve as it shood be in tEecHiNg all children to read.

The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.

The connection to reading fluency:The connection to reading fluency:

To be a fluent reader, a child must be able to To be a fluent reader, a child must be able to recognize most of the words in a passage recognize most of the words in a passage ““by sightby sight””

Children must correctly identify words 3Children must correctly identify words 3--8 8 times before they become times before they become ““sight wordssight words””

Children must make accurate first attempts Children must make accurate first attempts when they encounter new words, or the when they encounter new words, or the growth of their growth of their ““sight word vocabularysight word vocabulary”” will be will be delayeddelayed——they will not become fluent readersthey will not become fluent readers

animalanimal

fasterfaster

happyhappy

nevernever

timetime

sleepsleep

rabbitrabbit

Words likely Words likely to be to be encountered encountered for the first for the first time in first time in first gradegrade

amazeamaze

beachbeach

comfortablecomfortable

exampleexample

interestinginteresting

greasegrease

stiffstiff

sweep

Words likely Words likely to be to be encountered encountered for the first for the first time in time in second gradesecond grade

sweep

Passage from 3Passage from 3rdrd grade reading grade reading comprehension testcomprehension test

______the middle ____, it was the ______the middle ____, it was the ______for a ______ to wear his full ______for a ______ to wear his full set of _____ whenever he set of _____ whenever he ________ in ______ ________ in ______ –– even in times even in times of______! When a ______ believed of______! When a ______ believed he was _____ friends, he would he was _____ friends, he would ______ his ______. This ______ ______ his ______. This ______ of __________ showed that the of __________ showed that the ______ felt ______ and safe.______ felt ______ and safe.

Passage from 3Passage from 3rdrd grade reading grade reading comprehension testcomprehension test

DuringDuring the middle the middle agesages, it was the , it was the customcustom for a for a knightknight to wear his full to wear his full set of set of armorarmor whenever he whenever he appeared appeared in in publicpublic –– even in times of even in times of peacepeace ! ! When a When a knightknight believed he was believed he was amongamongfriends, he would friends, he would removeremove his his helmethelmet. . This This symbolsymbol of of friendshipfriendship showed showed that the that the knightknight felt felt welcomewelcome and and safe.safe.

Becoming a fluent readerBecoming a fluent reader--from the bottom upfrom the bottom up

1. Students who acquire proficient phonemic decoding 1. Students who acquire proficient phonemic decoding skills in first grade become accurate and skills in first grade become accurate and independent readers by the middle or end of first independent readers by the middle or end of first gradegrade

2. Students who read accurately, and read a lot, 2. Students who read accurately, and read a lot, acquire larger and larger vocabularies of words acquire larger and larger vocabularies of words they can read they can read ““by sight.by sight.””

3. Fluent readers in third grade are those who can 3. Fluent readers in third grade are those who can read almost all of the words in third grade text read almost all of the words in third grade text ““by by sight.sight.””

One of the most important discoveriesOne of the most important discoveries……....

““One of the great mysteries to challenge One of the great mysteries to challenge researchers is how people learn to read and researchers is how people learn to read and comprehend text rapidly and with ease. A large comprehend text rapidly and with ease. A large part of the explanation lies in how they learn to part of the explanation lies in how they learn to read individual words. Skilled readers are able to read individual words. Skilled readers are able to look at thousands of words and immediately look at thousands of words and immediately recognize their meanings without any effort.recognize their meanings without any effort.””

EhriEhri, L. C. (2002). Phases of acquisition in learning to read word, L. C. (2002). Phases of acquisition in learning to read words and implications s and implications for teaching. In R. for teaching. In R. StainthorpStainthorp and P. Tomlinson (Eds.) and P. Tomlinson (Eds.) Learning and teaching Learning and teaching reading.reading. London: British Journal of Educational Psychology Monograph SeLondon: British Journal of Educational Psychology Monograph Series II.ries II.

December, 3rd GradeCorrect word/minute=60

19th percentile

The Surprise PartyThe Surprise Party

My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist wplanned a big surprise party for him. She said I could assist with ith the party but that I had to keep the party a secret. She said Ithe party but that I had to keep the party a secret. She said Icouldncouldn’’t tell my dad because that would spoil the surprise. t tell my dad because that would spoil the surprise.

I helped mom organize the guest list and write the I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps andincluded. I also addressed all the envelopes and put stamps andreturn addresses on themreturn addresses on them…….. ..

December, 3rd GradeCorrect word/minute=128

78th percentile

The Surprise PartyThe Surprise Party

My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist wplanned a big surprise party for him. She said I could assist with ith the party but that I had to keep the party a secret. She said Ithe party but that I had to keep the party a secret. She said Icouldncouldn’’t tell my dad because that would spoil the surprise. t tell my dad because that would spoil the surprise.

I helped mom organize the guest list and write the I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps andincluded. I also addressed all the envelopes and put stamps andreturn addresses on themreturn addresses on them…….. ..

Three potential stumbling blocks to becoming Three potential stumbling blocks to becoming a good readera good reader (NRC Report, 1998)(NRC Report, 1998)

1. Difficulty learning to 1. Difficulty learning to read wordsread words accurately and fluentlyaccurately and fluently

2. Insufficient vocabulary, general knowledge, and reasoning 2. Insufficient vocabulary, general knowledge, and reasoning skills to support skills to support comprehensioncomprehension of written languageof written language

3. Absence or loss of initial 3. Absence or loss of initial motivationmotivation to read, or failureto read, or failureto develop a mature appreciation of the rewards of to develop a mature appreciation of the rewards of reading.reading.

Vocabulary: The Broad ContextVocabulary: The Broad Context……....““Of the many compelling reasons for providing Of the many compelling reasons for providing students with instruction to build vocabulary, none students with instruction to build vocabulary, none is more important than the contribution of is more important than the contribution of vocabulary knowledge to reading comprehension. vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in Indeed, one of the most enduring findings in reading research is the extent to which studentsreading research is the extent to which students’’vocabulary knowledge relates to their reading vocabulary knowledge relates to their reading comprehension.comprehension.””

Lehr, F., Osborn, J., Hiebert, E.H. (2004). Focus on Vocabulary, San Francisco: Pacific Resources for Education and Learning.

3136

4145

05

101520253035404550

% at Grade level

Kgarten1st Grade2nd Grade3rd Grade

Percent of Students at Grade Level and Percent with Serious Difficulties in Oral Vocabulary across all cohorts

Sources of instruction and development Sources of instruction and development for vocabulary knowledgefor vocabulary knowledge

Incidental learning from oral language at home and Incidental learning from oral language at home and school.school.

Students from low SES environments (poor children) Students from low SES environments (poor children) enter school with vocabularies about half the size of their enter school with vocabularies about half the size of their middle class counterpartsmiddle class counterparts

The The sophisticationsophistication of language children hear and of language children hear and participate in is a stronger predictor of their later participate in is a stronger predictor of their later vocabulary knowledge than is the number of words that vocabulary knowledge than is the number of words that they hear and speak (they hear and speak (WeizmanWeizman & Snow, 2001)& Snow, 2001)


Observations of the language used by early primary and Observations of the language used by early primary and elementary school teachers indicates that it is often elementary school teachers indicates that it is often limited to commonly used wordslimited to commonly used words——occurrence of unusual occurrence of unusual words is not commonwords is not common

One recommendationOne recommendation--add more interesting words in daily add more interesting words in daily useuse

““the door is ajar, would you close it?the door is ajar, would you close it?““the plant is dehydrated, would you water it?the plant is dehydrated, would you water it?““do you want to participate in that group?do you want to participate in that group?

Why Oral language experience is not Why Oral language experience is not enoughenough

Frequency of Word Use in Major Sources of Oral and Written Language (Hayes & Ahrens, 1988)

Rare Words per 1,000I. Printed texts II. Television textsNewspapers 68.3 Adult shows 22.7Popular magazines 65.7 Children’s shows 20.2Adult books 52.7Children’s books 30.9 III. Adult speechPreschool books 16.3 College graduates 17.3

talk with friends/spouses


Teacher Read Teacher Read AloudsAlouds

A widely used method to introduce students to words that A widely used method to introduce students to words that they would not encounter in everyday oral languagethey would not encounter in everyday oral language

However, the advantage of read However, the advantage of read aloudsalouds is likely to lie in is likely to lie in the teacher/student talk about the unusual, or uncommon the teacher/student talk about the unusual, or uncommon words in the textwords in the text

An example of instructive An example of instructive ““talk about texttalk about text””(In the story, a fly tells Arthur he can have three wishes if he didn’t kill him. Arthur says that it’s absurd to think a fly can grant wishes.)

Teacher (after giving child friendly definition):

If I told you that I was going to stand on my head to teach you, that would be absurd. If someone told you that dogs could fly, that would be absurd.

I’ll say some things, and if you think they are absurd, say: “That’s absurd!” If you think they are not absurd, say: “That makes sense.”

I have a singing cow for a pet. (absurd)I saw a tall building that was made of green cheese. (absurd)

Last night I watched a movie on TV. (makes sense)This morning I saw some birds flying around the sky.

(makes sense)

Teacher:

Who can think of an absurd idea? (When a child

answers, ask other children if they think the idea is

absurd, and if so, to tell the first child: “That’s

absurd!”)

Bringing Bringing Words to LifeWords to Life

Isabel BeckIsabel Beck

M. M. McKeownMcKeown

L. L. KucanKucan

Guilford PressGuilford Press

Four Critical Elements for More Robust Four Critical Elements for More Robust Vocabulary InstructionVocabulary Instruction

Select the right words to teach Select the right words to teach –– Tier 2 wordsTier 2 wordsabsurd fortunate ridiculous

Develop childDevelop child--friendly definitions for these wordsfriendly definitions for these words

Engage children in interesting, challenging, playful Engage children in interesting, challenging, playful activities in which they learn to access the meanings of activities in which they learn to access the meanings of words in multiple contextswords in multiple contexts

Find a way to devote more time during the day to Find a way to devote more time during the day to vocabulary instructionvocabulary instruction

Evidence for instruction in comprehension Evidence for instruction in comprehension strategies comes from three sources:strategies comes from three sources:

1. Proficient readers monitor their comprehension 1. Proficient readers monitor their comprehension more actively and effectively than less proficient more actively and effectively than less proficient readersreaders

2. Proficient readers are more likely to use a variety of 2. Proficient readers are more likely to use a variety of active cognitive strategies to enhance their active cognitive strategies to enhance their comprehension and repair it when it breaks downcomprehension and repair it when it breaks down

3. Explicit instruction along with supported, 3. Explicit instruction along with supported, scaffoldedscaffoldedpractice in the use of comprehension strategies practice in the use of comprehension strategies produces improvements in reading comprehension produces improvements in reading comprehension in both younger and older studentsin both younger and older students

What are reading comprehension What are reading comprehension strategies?strategies?

““Comprehension strategies are procedures Comprehension strategies are procedures that guide students as they attempt to read that guide students as they attempt to read and writeand write””(Report of the National Reading Panel, 2000)(Report of the National Reading Panel, 2000)

••Generating questions or thinking aloudGenerating questions or thinking aloud••Connecting background knowledge & predictingConnecting background knowledge & predicting••Constructing visual representationsConstructing visual representations••SummarizingSummarizing••RereadingRereading

Comprehension instruction is most effective when:

Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what its purpose is.

Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text.

Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback.

Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of reading actual text.—lots of discussion

The role of motivation, or engagement, in The role of motivation, or engagement, in learning to be a better learning to be a better comprehendercomprehender

The Premise:The Premise:Since comprehension is an active, effortful process, Since comprehension is an active, effortful process, students are likely to apply strategies that require students are likely to apply strategies that require conscious effort if they are motivated to construct the conscious effort if they are motivated to construct the meaningmeaning

From John Guthrie:From John Guthrie:““motivated students usually want to understand text motivated students usually want to understand text

content fully and therefore, process information content fully and therefore, process information deeply. deeply. As they read frequently with these As they read frequently with these cognitive purposescognitive purposes, motivated students gain in , motivated students gain in reading comprehension proficiencyreading comprehension proficiency””

The most common model for classroom and The most common model for classroom and school activities to prevent reading problemsschool activities to prevent reading problems

1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of of instruction in every Kinstruction in every K--3 classroom3 classroom

2. Conduct timely and valid assessments of reading 2. Conduct timely and valid assessments of reading growth to identify struggling readers. Use this data growth to identify struggling readers. Use this data to improve school level and instructional planningto improve school level and instructional planning

3. Provide more intensive interventions to help 3. Provide more intensive interventions to help struggling readers struggling readers ““catch upcatch up”” to grade level to grade level standards in each grade Kstandards in each grade K--3.3.

What can speech/language pathologists What can speech/language pathologists contribute to this system?contribute to this system?

1. Help to deepen the skills of K and 11. Help to deepen the skills of K and 1stst grade teachers in grade teachers in supporting the growth of phonemic awarenesssupporting the growth of phonemic awarenessA weakness of some A weakness of some SLPSLP’’ss: don: don’’t pay enough attention t pay enough attention

to the transition between PA and phonicsto the transition between PA and phonics

Making Sense of Phonics:Making Sense of Phonics:The The HowsHows and Whysand WhysIsabel Beck: Guilford (2006)Isabel Beck: Guilford (2006)


2. Help to deepen the skills of K2. Help to deepen the skills of K--3 teachers in teaching 3 teachers in teaching vocabularyvocabulary

A Focus on Vocabulary

http://www.prel.org/programs/rel/vocabularyforum.asp


3. Provide 3. Provide ““push inpush in”” small group instruction to high risk small group instruction to high risk students in phonemic awareness, phonics, vocabularystudents in phonemic awareness, phonics, vocabulary

Classroom teacher and group of 5

Independent Learning Activity (3)

SLP teacher and group of 4



Can we alter Can we alter childrenchildren’’s lives if s lives if we provide very we provide very

strong early strong early instruction?instruction?

Recent Functional Neuroimaging findings on Adults

Temple, 2001, CONB

Visual CortexAuditory

Cortex

Magnetic Source ImagingMagnetic Source Imaging

• Detects small bio-magnetic brain signals

• Provides real-timeinformation about which brain areas are active and whenduring task performance

Early Development of Reading Skills: A Cognitive Neuroscience

ApproachJack M. Fletcher – PI

Students were identified as at risk for reading difficulties in kindergartenReceived one year of intervention in first grade

KindergartenKindergartenLeft HemisphereLeft Hemisphere Right HemisphereRight Hemisphere

S#1 Weak activationWeak activation

S#31Not Not At Risk At Risk

At Risk At Risk

Left HemisphereLeft Hemisphere Right HemisphereRight Hemisphere

KindergartenKindergarten

S#1

Strong Strong activationactivation


At Risk At Risk


KindergartenKindergarten

S#1 Weak activationWeak activation

Strong Strong activationactivation

At Risk At Risk



Left RightAt Risk Reader

Kindergarten

First Grade

Before Before InterventionIntervention

After After InterventionIntervention


A final concluding thoughtA final concluding thought……..There is no question but that There is no question but that ““leaving no child leaving no child behind in readingbehind in reading”” is going to be a significant is going to be a significant challengechallenge……

It will involve professional development for It will involve professional development for teachers, school reorganization, careful teachers, school reorganization, careful assessments, and a relentless focus on the assessments, and a relentless focus on the individual needs of every childindividual needs of every child……

But, its not the most difficult thing we could be But, its not the most difficult thing we could be faced withfaced with……

Consider this task for exampleConsider this task for example……

Thank YouThank You

www.fcrr.orgwww.fcrr.orgScience of reading sectionScience of reading section

http://www.fcrr.org/

teaching all students to read: working together as a ... all students to read: working together as a...

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