Leaving No Child Behind in Reading: What Every Teacher Should Know Dr. Joseph K. Torgesen Florida State University and Florida Center for Reading Research.

Leaving No Child Behind in Leaving No Child Behind in Reading: What Every Teacher Reading: What Every Teacher

Should KnowShould Know

Dr. Joseph K. TorgesenDr. Joseph K. Torgesen

Florida State University andFlorida State University and

Florida Center for Reading ResearchFlorida Center for Reading Research

Success for Struggling Readers, Aiken, SC, Sept, 2004Success for Struggling Readers, Aiken, SC, Sept, 2004

First ReaderFirst ReaderBy Billy CollinsBy Billy Collins

I can see them standing politely on the wide pages that I was still learning to I can see them standing politely on the wide pages that I was still learning to turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball or exploring the cosmos of the backyard, unaware they are the first characters, or exploring the cosmos of the backyard, unaware they are the first characters, the boy and girl who begin fiction.the boy and girl who begin fiction.

Beyond the simple illustrations of their neighborhood, the other protagonists Beyond the simple illustrations of their neighborhood, the other protagonists were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams carrying a fishing rod, Emma Bovary riding into Rouen.carrying a fishing rod, Emma Bovary riding into Rouen.

But I would read about the perfect boy and his sister even before I would read But I would read about the perfect boy and his sister even before I would read about Adam and Eve, garden and gate, and before I heard the name Gutenberg, about Adam and Eve, garden and gate, and before I heard the name Gutenberg, the type of their simple talk was moving into my focusing eyes.the type of their simple talk was moving into my focusing eyes.

It was always Saturday and he and she were always pointing at something It was always Saturday and he and she were always pointing at something and shouting, “Look!” pointing at the dog, the bicycle, or at their father as and shouting, “Look!” pointing at the dog, the bicycle, or at their father as he pushed a hand mower over the lawn, waving at aproned mother framed he pushed a hand mower over the lawn, waving at aproned mother framed in the kitchen doorway, pointing toward the sky, pointing at each other.in the kitchen doorway, pointing toward the sky, pointing at each other.

They wanted us to look but we had looked already and seen the shaded They wanted us to look but we had looked already and seen the shaded lawn, the wagon, the postman. We had seen the dog, walked, watered and lawn, the wagon, the postman. We had seen the dog, walked, watered and fed the animal, and now it was time to discover the infinite, clicking fed the animal, and now it was time to discover the infinite, clicking permutations of the alphabet’s small and capital letters. Alphabetical permutations of the alphabet’s small and capital letters. Alphabetical ourselves in the rows of classroom desks, we were forgetting how to look, ourselves in the rows of classroom desks, we were forgetting how to look, learning how to read.learning how to read.

Why is this country currently engaged in Why is this country currently engaged in the largest initiative to prevent reading the largest initiative to prevent reading

problems ever conducted?problems ever conducted?

1. Far too many poor and minority children are 1. Far too many poor and minority children are being “left behind” when it comes to growth being “left behind” when it comes to growth of proficient reading skillsof proficient reading skills

Right now, all over the United States, we are leaving too Right now, all over the United States, we are leaving too many children behind in reading—2003 NAEP resultsmany children behind in reading—2003 NAEP results

10 20 30 40 50 60 70 80 90 10010 20 30 40 50 60 70 80 90 100

WhiteWhite

Percent of Students Performing Below Basic Level - 37%Percent of Students Performing Below Basic Level - 37%

BlackBlack

HispanicHispanic

PoorPoor

Non-poorNon-poor

5757

6161

2626

5656

2525

And, a large share of those children come from poor and And, a large share of those children come from poor and minority homesminority homes

2626

6060

5555

2424

5252

““Current difficulties in reading Current difficulties in reading largely originate from rising largely originate from rising demands for literacy, not from demands for literacy, not from declining absolute levels of declining absolute levels of literacy” literacy” Report of the National Research CouncilReport of the National Research Council

The nature of our current reading crises….The nature of our current reading crises….

Increasing demands for higher Increasing demands for higher levels of literacy in the levels of literacy in the workforce require that we workforce require that we do do better than we have ever done better than we have ever done beforebefore in teaching all children in teaching all children to read well.to read well.

Factors that limit literacy outcomes in the Factors that limit literacy outcomes in the United StatesUnited States

1. Many elementary schools are 1. Many elementary schools are not organized or focusednot organized or focused in in ways that most effectively promote literacy in all childrenways that most effectively promote literacy in all children

2. Teachers often do 2. Teachers often do not possess the special knowledge or teaching not possess the special knowledge or teaching skillskill to effectively teach children who experience difficulties to effectively teach children who experience difficulties learning to readlearning to read

3. Many families and neighborhood environments do not provide 3. Many families and neighborhood environments do not provide experiences that experiences that prepare childrenprepare children to learn to read well to learn to read well

5. Many schools 5. Many schools do not really expectdo not really expect children from low wealth or children from low wealth or minority backgrounds to learn to read well.minority backgrounds to learn to read well.

6. Teachers often do not have 6. Teachers often do not have adequate materials or instructional adequate materials or instructional timetime available to them to effectively promote literacy in all their available to them to effectively promote literacy in all their childrenchildren

4. There is significant 4. There is significant variability in the language-based talentsvariability in the language-based talents required for learning to read.required for learning to read.

Factors that limit literacy outcomes in the Factors that limit literacy outcomes in the United StatesUnited States

1. Many elementary schools are 1. Many elementary schools are not organized or focusednot organized or focused in in ways that most effectively promote literacy in all childrenways that most effectively promote literacy in all children

2. Teachers often do 2. Teachers often do not possess the special knowledge or teaching not possess the special knowledge or teaching skillskill to effectively teach children who experience difficulties to effectively teach children who experience difficulties learning to readlearning to read

3. Many families and neighborhood environments do not provide 3. Many families and neighborhood environments do not provide experiences that experiences that prepare childrenprepare children to learn to read well to learn to read well

5. Many schools 5. Many schools do not really expectdo not really expect children from low wealth or children from low wealth or minority backgrounds to learn to read well.minority backgrounds to learn to read well.

6. Teachers often do not have 6. Teachers often do not have adequate materials or instructional adequate materials or instructional timetime available to them to effectively promote literacy in all their available to them to effectively promote literacy in all their childrenchildren

4. There is significant 4. There is significant variability in the language-based talentsvariability in the language-based talents required for learning to read.required for learning to read.

““soft bigotry of low expectations”soft bigotry of low expectations”

2. Prevention of reading problems is far 2. Prevention of reading problems is far more effective and humane than trying to more effective and humane than trying to remediate after children failremediate after children fail




Reading Reading stimulates stimulates general general cognitive cognitive growth—growth—particularly particularly verbal skillsverbal skills

3. New discoveries from scientific research 3. New discoveries from scientific research about reading can provide the basis for about reading can provide the basis for improved outcomes for all children improved outcomes for all children

2. Prevention of reading problems is far 2. Prevention of reading problems is far more effective and humane than trying to more effective and humane than trying to remediate after children failremediate after children fail




How the “new research” is How the “new research” is different--different--1. It is much, much more extensive1. It is much, much more extensive

2. It has been much better funded, so it has 2. It has been much better funded, so it has been of higher quality – better measures, been of higher quality – better measures, longitudinal designs, larger samples of longitudinal designs, larger samples of childrenchildren

3. It has involved a convergence of findings 3. It has involved a convergence of findings from both from both basic science on the nature of basic science on the nature of readingreading and from and from instructional studies instructional studies that implement those findingsthat implement those findings

Report from the National Report from the National Research CouncilResearch Council

19981998

In 1995, the U.S. In 1995, the U.S. Department of Education Department of Education and the National Institutes and the National Institutes

of Health of Health

National Academy of National Academy of SciencesSciences

In 1997, United In 1997, United States CongressStates Congress

National Institute of Child National Institute of Child Health and Human Health and Human

Development & U.S. Development & U.S. Department of EducationDepartment of Education

Report of the National Report of the National Reading PanelReading Panel

Available from:Available from:

National Institute for National Institute for LiteracyLiteracy

1-800-228-88131-800-228-8813

EdPubOrders@[email protected]

www.nifl.govwww.nifl.gov

The top 5 discoveriesThe top 5 discoveries1. Skilled, fluent reading by third grade depends on the 1. Skilled, fluent reading by third grade depends on the

development of many thousands of highly specified development of many thousands of highly specified orthographic representations for wordsorthographic representations for words


development of many thousands of development of many thousands of highly specifiedhighly specified orthographic representationsorthographic representations for words for words

The The orthographyorthography of a language refers to the way of a language refers to the way the language is represented in printthe language is represented in print

An An orthographic representationorthographic representation is a representation is a representation of a word’s spelling that is stored in memoryof a word’s spelling that is stored in memory

A fully developed A fully developed orthographic representationorthographic representation allows a word to be read accurately “at a single allows a word to be read accurately “at a single glance”glance”


development of many thousands of “sight words” that can be development of many thousands of “sight words” that can be recognized at a single glance.recognized at a single glance.

The The orthographyorthography of a language refers to the way of a language refers to the way the language is represented in printthe language is represented in print

An An orthographic representationorthographic representation is a representation is a representation of a word’s spelling that is stored in memoryof a word’s spelling that is stored in memory

A fully developed A fully developed orthographic representationorthographic representation allows a word to be read accurately “at a single allows a word to be read accurately “at a single glance”glance”

These are iNTirEStinG and cHallinGinG times for anyone whose pRoFEshuNle responsibilities 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.



Which is the real word?

smoak smoke

circus cercus

wagon wagun

first ferst

traid trade


development of many thousands of highly specified development of many thousands of highly specified orthographic representations for wordsorthographic representations for words

2. Skilled reading by third grade also depends upon the 2. Skilled reading by third grade also depends upon the development of extensive word knowledge (vocabulary)-this development of extensive word knowledge (vocabulary)-this becomes particularly important to comprehension becomes particularly important to comprehension performance at about third gradeperformance at about third grade

3. Skilled reading by third grade also depends on skill in the use 3. Skilled reading by third grade also depends on skill in the use of a variety of comprehension strategies and thinking skillsof a variety of comprehension strategies and thinking skills

5. Many children struggle in learning in acquiring phonics skills 5. Many children struggle in learning in acquiring phonics skills because they are slow to develop phonemic awarenessbecause they are slow to develop phonemic awareness

4. Early establishment of efficient phonemic decoding skills is 4. Early establishment of efficient phonemic decoding skills is critical to the development of later accurate and fluent readingcritical to the development of later accurate and fluent reading

Taught by methods Taught by methods that are…that are…

engaging & motivatingengaging & motivating

Effective early reading instruction must build reading Effective early reading instruction must build reading skills in five important areas by providing instruction skills in five important areas by providing instruction that is both engaging and motivating.that is both engaging and motivating.

Phonemic AwarenessPhonemic Awareness

PhonicsPhonics

FluencyFluency

VocabularyVocabulary

Comprehension strategiesComprehension strategies

Identifying words Identifying words accurately and accurately and fluentlyfluently

Constructing Constructing meaning meaning once words once words are identifiedare identified

What we know from science about the growth of What we know from science about the growth of reading skills:reading skills:

1. It is very important to get off to a strong start in learning to 1. It is very important to get off to a strong start in learning to read during early elementary schoolread during early elementary school

Children who “catch on to reading” early get much more Children who “catch on to reading” early get much more reading practice than those who “catch on” late reading practice than those who “catch on” late

Children who “catch on early” are more accurate readers-Children who “catch on early” are more accurate readers-accuracy is important as children form memories for words accuracy is important as children form memories for words that allow them to identify words “by sight.”that allow them to identify words “by sight.”

Children who read more have more opportunities to add Children who read more have more opportunities to add words to their vocabularywords to their vocabulary

Children who “catch on to reading” early develop stronger Children who “catch on to reading” early develop stronger motivation for readingmotivation for reading

What we know from science about the growth of What we know from science about the growth of reading skills:reading skills:

1. It is very important to get off to a strong start in learning to 1. It is very important to get off to a strong start in learning to read during early elementary schoolread during early elementary school

““From all these different perspectives, two inescapable From all these different perspectives, two inescapable conclusions emerge. The first is that mastering the conclusions emerge. The first is that mastering the alphabetic principle is essential to becoming proficient alphabetic principle is essential to becoming proficient in the skill of reading….”in the skill of reading….” (Rayner, et al., 2001)(Rayner, et al., 2001)

2. It is critical that children acquire skill in use of the 2. It is critical that children acquire skill in use of the alphabetic principle to help accurately identify unknown alphabetic principle to help accurately identify unknown words early in development of reading skillwords early in development of reading skill

Raynor, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. 2001. Raynor, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. 2001. How psychological science informs the teaching of reading. How psychological science informs the teaching of reading. Psychological Science Psychological Science in the Public Interest, 2:in the Public Interest, 2: 31-73. 31-73.

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 everydayeveryday encounters 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 “accurate The most efficient way to make an “accurate first attempt” at the identity of a new word is:first attempt” 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 Then, close in on the exact right word by finding one containing the right by finding one containing the right sounds, that also makes sense in the sounds, that also makes sense in the sentence.sentence.

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

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 sight”“by sight”

These are iNTirEStinG and cHallinGinG times for anyone whose pRoFEshuNle responsibilities 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 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 sight”“by sight”

Children must correctly identify words 3-8 Children must correctly identify words 3-8 times before they become “sight words”times before they become “sight 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 “sight word vocabulary” will growth of their “sight word vocabulary” will be delayed—they will not become fluent be delayed—they will not become fluent readersreaders

animalanimal

fasterfaster

happyhappy

nevernever

timetime

sleepsleep

rabbitrabbit

Words likely Words likely to be to be encountereencountered for the d for the first time in first time in first gradefirst grade

amazeamaze

beachbeach

comfortablecomfortable

exampleexample

interestinginteresting

greasegrease

stiffstiff

sweepsweep

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

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 ______ – even in times of______! in ______ – even in times of______! When a ______ believed he was When a ______ believed he was _____ friends, he would ______ his _____ friends, he would ______ his ______. This ______ of __________ ______. This ______ of __________ showed that the ______ felt ______ showed that the ______ felt ______ and safe.and safe.

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 – even in times of of peacepeace ! When a ! When a knightknight believed believed he was he was amongamong friends, he would friends, he would removeremove his his helmethelmet. This . This symbolsymbol of of friendshipfriendship showed that the showed that the knightknight felt felt welcomewelcome and safe. and safe.

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

What we know about the growth of reading skills:What we know about the growth of reading skills:

1. It is very important to get off to a strong start in learning 1. It is very important to get off to a strong start in learning to read during early elementary schoolto read during early elementary school

3. Children who are delayed in the development of 3. Children who are delayed in the development of alphabetic understanding and skill struggle to become alphabetic understanding and skill struggle to become fluent readersfluent readers


Assess 4 ORF

4000

3000

2000

1000

0

Std. Dev = 36.87

Mean = 105.3

N = 29745.00

Oral Reading Fluency – Assess4, Third Grade

29,475 students

Ave. WPM = 105 35th percentile

23% high risk

Paths to poor reading fluency in 3Paths to poor reading fluency in 3rdrd gradegrade1. Don’t learn phonetic decoding strategies very well 1. Don’t learn phonetic decoding strategies very well

at all. That way, you will remain an inaccurate at all. That way, you will remain an inaccurate reader, and you won’t read independently because reader, and you won’t read independently because there are too many words you can’t decode on there are too many words you can’t decode on your own.your own.

2. Wait until mid second grade or early third grade to 2. Wait until mid second grade or early third grade to learn to use phonemic decoding strategies – that learn to use phonemic decoding strategies – that way you will miss out on 1 or 2 years of productive way you will miss out on 1 or 2 years of productive reading practice.reading practice.

3. Go ahead and learn phonemic decoding skills early 3. Go ahead and learn phonemic decoding skills early and well, but don’t read very much. That way you and well, but don’t read very much. That way you won’t have the opportunity to learn to recognize won’t have the opportunity to learn to recognize 1000’s of words at a single glance.1000’s of words at a single glance.

At the end of second grade, we still have more than 20% of our students who have not achieved the first grade benchmark in phonemic decoding

At the beginning of 2nd grade, most of our students had not achieved the 1st grade benchmark for phonemic decoding


1. It is very important to get off to a strong start in learning 1. It is very important to get off to a strong start in learning to read during early elementary schoolto read during early elementary school

3. Children who are delayed in the development of 3. Children who are delayed in the development of alphabetic understanding and skill struggle to become alphabetic understanding and skill struggle to become fluent readersfluent readers


4. Accurate and fluent word reading skills contribute 4. Accurate and fluent word reading skills contribute importantly to the development of reading importantly to the development of reading comprehensioncomprehension

The very best teachers of children who The very best teachers of children who struggle in learning to read arestruggle in learning to read are

RelentlessRelentless

in their pursuit of every childin their pursuit of every child

The first commandment of The first commandment of

RelentlessnessRelentlessness

Let no child “escape” from first Let no child “escape” from first grade without being proficient in grade without being proficient in

phonemic decoding skillsphonemic decoding skills

The second commandment of The second commandment of


As children become accurate and As children become accurate and independent readers, independent readers, encourageencourage, , cajolecajole, , leadlead, , begbeg, , supportsupport, , demanddemand, , rewardreward them them

for reading as broadly and deeply as for reading as broadly and deeply as possiblepossible


5. Oral language vocabulary and other forms of verbal and 5. Oral language vocabulary and other forms of verbal and conceptual knowledge also contribute importantly to the conceptual knowledge also contribute importantly to the development of reading comprehension. development of reading comprehension.

Relationship between Vocabulary Score Relationship between Vocabulary Score (PPVT) measures in Kindergarten and later (PPVT) measures in Kindergarten and later

reading comprehensionreading comprehension

End of Grade One -- .45End of Grade One -- .45

End of Grade Four -- .62End of Grade Four -- .62

End of Grade Seven End of Grade Seven -- .69-- .69

The relationship of vocabulary to reading The relationship of vocabulary to reading comprehension gets stronger as reading comprehension gets stronger as reading material becomes more complex and the material becomes more complex and the vocabulary becomes becomes more vocabulary becomes becomes more extensive extensive (Snow, 2002)(Snow, 2002)



6. Children must also develop and actively use a variety of 6. Children must also develop and actively use a variety of comprehension monitoring and comprehension building comprehension monitoring and comprehension building strategies to reliably construct the meaning of text.strategies to reliably construct the meaning of text.

As students develop, As students develop, reading comes more and reading comes more and more to be…more to be…

““Thinking guided by Thinking guided by print”print”



6. Children must also develop and actively use a variety of 6. Children must also develop and actively use a variety of comprehension monitoring and comprehension building comprehension monitoring and comprehension building strategies to reliably construct the meaning of text.strategies to reliably construct the meaning of text.

7. Motivation for learning to read is important to early reading 7. Motivation for learning to read is important to early reading development, and continued motivation to read is critical for development, and continued motivation to read is critical for reading development after basic skills are well established – reading development after basic skills are well established – growth of reading skills after 3-4growth of reading skills after 3-4thth grade is heavily grade is heavily influenced by amount of reading the child does.influenced by amount of reading the child does.

The third commandment of The third commandment of


Beginning in Kindergarten, teach Beginning in Kindergarten, teach vocabulary and thinking skills as vocabulary and thinking skills as

intensely, and robustly as intensely, and robustly as possiblepossible

What we know about things that make reading difficult:What we know about things that make reading difficult:

1. Early weaknesses in phonemic awareness and knowledge 1. Early weaknesses in phonemic awareness and knowledge about letter sounds makes it very difficult to acquire skill in about letter sounds makes it very difficult to acquire skill in phonemic decoding that leads to the development of phonemic decoding that leads to the development of reading fluencyreading fluency

Children can have difficulties acquiring phonemic Children can have difficulties acquiring phonemic awareness and phonemic decoding skills for at least awareness and phonemic decoding skills for at least two reasons:two reasons:

Biologically based lack of “talent” in the phonological Biologically based lack of “talent” in the phonological language domainlanguage domain

Lack of language and print experience in the pre-school Lack of language and print experience in the pre-school environmentenvironment

Development of Phonological Development of Phonological SensitivitySensitivity

Children at Risk for Reading Children at Risk for Reading DifficultiesDifficulties

Development of Phonological Development of Phonological SensitivitySensitivity

SES Differences in Phonological SES Differences in Phonological SensitivitySensitivity

Cross-sectional study comparing the Cross-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 two- and Children were between two- and five-years of age.five-years of age.


Children completed tests of Children completed tests of phonological awareness that phonological awareness that assessed their ability to detect, assessed their ability to detect, blend, or elide words, syllables, blend, or elide words, syllables, onset-rimes, or phonemes.onset-rimes, or phonemes.


Children from lower SES backgrounds Children from lower SES backgrounds have significantly less well developed have significantly less well developed phonological sensitivity.phonological sensitivity.

Children from lower SES backgrounds Children from lower SES backgrounds experience significantly less growth in experience significantly less growth in these skills during the preschool years these skills during the preschool years compared to their higher SES compared to their higher SES counterparts.counterparts.

What we know about what makes reading difficult:What we know about what makes reading difficult:

1. Weaknesses in phonemic awareness and knowledge about 1. Weaknesses in phonemic awareness and knowledge about letter sounds makes it very difficult to acquire skill in letter sounds makes it very difficult to acquire skill in phonemic decodingphonemic decoding

2. Weaknesses in vocabulary and oral language interfere with 2. Weaknesses in vocabulary and oral language interfere with the development of reading comprehension skillsthe development of reading comprehension skills

The Effects of Weaknesses in Oral Language on Reading Growth

(Hirsch, 1996)

5 6 7 8 9 10 11 12 13 14 15 16

16

15

14

13

12

11

10

9

8

7

6

5

Read

ing

Ag

e

Level

Chronological Age

Low Oral Language in Kindergarten

High Oral Language in Kindergarten

5.2 years difference

What we know about what makes reading difficult:What we know about what makes reading difficult:

1. Weaknesses in phonemic awareness and knowledge about 1. Weaknesses in phonemic awareness and knowledge about letter sounds makes it very difficult to acquire skill in letter sounds makes it very difficult to acquire skill in phonemic decodingphonemic decoding

2. Weaknesses in vocabulary and oral language interfere with 2. Weaknesses in vocabulary and oral language interfere with the development of reading comprehension skillsthe development of reading comprehension skills

3. Lack of appreciation for the importance of learning to read, 3. Lack of appreciation for the importance of learning to read, or failure to acquire a motivation and interest in reading or failure to acquire a motivation and interest in reading also limits reading growthalso limits reading growth

What we know about reading instruction:What we know about reading instruction:

1. Systematic and explicit approaches to instruction are 1. Systematic and explicit approaches to instruction are consistently more effective than approaches that depend consistently more effective than approaches that depend on student discovery and inference.on student discovery and inference.

““From all these different perspectives, two From all these different perspectives, two inescapable conclusions emerge. The first is that inescapable conclusions emerge. The first is that mastering the alphabetic principle is essential to mastering the alphabetic principle is essential to becoming proficient in the skill of reading….becoming proficient in the skill of reading….

This seems to be especially the case for children This seems to be especially the case for children who are at risk in some way for having difficulty who are at risk in some way for having difficulty learning to readlearning to read

and the second is that instructional techniques and the second is that instructional techniques (namely phonics) that teach this principle directly are (namely phonics) that teach this principle directly are more effective than those that do not.” more effective than those that do not.” (Rayner, et al., 2001)(Rayner, et al., 2001)

What we know about reading instruction:What we know about reading instruction:

1. Systematic and explicit approaches to instruction 1. Systematic and explicit approaches to instruction are consistently more effective than approaches are consistently more effective than approaches that depend on student discovery and inference.that depend on student discovery and inference.

2. The need for explicit instruction extends beyond 2. The need for explicit instruction extends beyond phonics to fluency, vocabulary and comprehension phonics to fluency, vocabulary and comprehension strategiesstrategies

Bringing Bringing Words to LifeWords to Life

Isabel BeckIsabel Beck

M. McKeownM. McKeown

L. KucanL. Kucan

Guilford PressGuilford Press

Big ideas from “Bringing Words to Life”Big ideas from “Bringing Words to Life”

First-grade children from higher SES groups know First-grade children from higher SES groups know about twice as many words as lower SES childrenabout twice as many words as lower SES children

Poor children, who enter school with vocabulary Poor children, who enter school with vocabulary deficiencies have a particularly difficult time deficiencies have a particularly difficult time learning words from “context”learning words from “context”

Research has discovered much more powerful Research has discovered much more powerful ways of teaching vocabulary than are typically ways of teaching vocabulary than are typically used in classrooms – used in classrooms – generalization to reading generalization to reading comprehensioncomprehensionA “robust” approach to vocabulary instruction A “robust” approach to vocabulary instruction involves directly explaining the meanings of involves directly explaining the meanings of words along with thought-provoking, playful, words along with thought-provoking, playful, interactive follow-up.interactive follow-up.

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

Select the right words to teach – Tier 2 wordsSelect the right words to teach – Tier 2 words

Develop child-friendly definitions for these wordsDevelop child-friendly definitions for these words

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

An anecdote from a An anecdote from a friend..friend..

““While teaching a learning support lesson to my 6While teaching a learning support lesson to my 6 thth grade struggling grade struggling readers, the word carpenter was used. I ask my students to tell me readers, the word carpenter was used. I ask my students to tell me what a carpenter did. They said, "A person who lays carpet." This what a carpenter did. They said, "A person who lays carpet." This happened in more than one class.”happened in more than one class.”

““These same students are being ask to learn primogeniture, These same students are being ask to learn primogeniture, degenerate, and omnipotent in their regular 6th grade Language Arts degenerate, and omnipotent in their regular 6th grade Language Arts class. Wow! This is a tough situation. I work with my students to class. Wow! This is a tough situation. I work with my students to learn these required words so that they can pass their language arts learn these required words so that they can pass their language arts class but what a waste of good learning time. When I returned today, class but what a waste of good learning time. When I returned today, not one of the students in my second period class remembered what not one of the students in my second period class remembered what a carpenter did. I got the correct answer in my third period class. a carpenter did. I got the correct answer in my third period class. Hurray! How long do you think they will remember theirHurray! How long do you think they will remember theirregular language arts words?” regular language arts words?”

Noreen Beattie, 6Noreen Beattie, 6thth grade learning support, Tallahassee, FL grade learning support, Tallahassee, FL

“…“…. Although some children . Although some children will learn to read in spite of will learn to read in spite of incidental teaching, others incidental teaching, others never learnnever learn unless they are unless they are taught in an organized, taught in an organized, systematic, efficient way by a systematic, efficient way by a knowledgeable teacherknowledgeable teacher using using a a well-designed instructionalwell-designed instructional approach.” approach.” (Moats, 1999)(Moats, 1999)

A final concluding thought….A final concluding thought….

There is no question but that “leaving no There is no question but that “leaving no child behind in reading” is going to be a child behind in reading” is going to be a significant challenge…significant challenge…

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 child…individual needs of every child…

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

Thank Thank YouYou

Leaving No Child Behind in Reading: What Every Teacher Should Know Dr. Joseph K. Torgesen Florida State University and Florida Center for Reading Research.

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minority children

reading problems

reading research success

literacy outcomes

current reading crises

higher levels of literacy

minority backgrounds

minority homes