Reading EXC 7765 Teaching & Learning II Spring 2004
Dec 25, 2015
Standards Based Reform & Special Education
IDEA 1997Establish goals for the performance of
students with disabilities that are consistent with goals & standards for all students
Address and report on the performance of students with disabilities on assessments, graduation, drop-out rates
Provide access for students with disabilities to the general education curriculum
Research-based Best Practice
“The ultimate beneficiaries of education research must be children, not the researchers themselves. Enlightened educators look to education research for well-founded evidence to help them do a better job with the children they serve” (Slavin, 2004, p. 27).
Differentiation (Tomlinson, 1995, ED38914)
• Variety of ways for students to explore curriculum content
• Variety of sense-making activities or processes through which students can come to understand and “own” information and ideas
• Variety of options through which students can demonstrate or exhibit what they have learned.
Quality vs. quantity
Differentiation (Tomlinson, 1999; Strieker, 2004)
• Readiness: Readiness for a given skill, concept, or way of thinking (ability). Begin where students are.
• Interests: Those things learners find relevant, fascinating, or worthy of their time. Engage students in instruction.
• Learning Profile: Learning style, intelligence preference, processing preferences, and/or how the learner sees himself in relation to the rest of the world. Students learn in different ways
Differentiated Instruction(Tomlinson, 1999)
GroupingInterestModalitiesRates of instructionLevel of complexityActive exploration
PLANNING PYRAMID
ALL WILL Learn
Most Important
Concepts & Skills
MOST WILL LEARN
Next important concepts or skills
FEW WILL LEARN
Functional or Access Skills
Highly complex
http://www.nrrf.org/synthesis_research.htm
A Synthesis of Research on Readingfrom the National Institute of Child
Health and Human Development
by Bonita GrossenUniversity of OregonNovember , 1997
Phonemic awareness
Children who are not phonemically aware are not able to segment words and syllables into phonemes. Consequently, they do not develop the ability to decode single words accurately and fluently, an inability that is the distinguishing characteristic of persons with reading disabilities.
Phonological Processing
Component Skill Assessment
Phonological Awareness Say cat without the /t/ sound
Phonological recoding in lexical access (Rapid naming)
Name objects, letters, colors quickly
Phonological recoding in working memory
Repeat sentences, words, or digits accurately.
Key principles of effective reading instruction identified in the research
1. Begin teaching phonemic awareness directly at an early age (kindergarten).
2. Teach each sound-spelling correspondence explicitly.3. Teach frequent, highly regular sound-spelling relationships
systematically.4. Show children exactly how to sound out words.5. Use connected, decodable text for children to practice the
sound-spelling relationships they learn.6. The use of interesting stories to develop language
comprehension.
Balance, but don't mix.
http://www.cornerstoneliteracy.org/
"To read, to write, to think critically, to
reason, to analyze and evaluate information,
to communicate effectively in a variety
of forms, and to inquire systematically into any
important matter."
Proficient Reader Research Miller (2002)
• Activating relevant, prior knowledge (schema) before, during, and after reading text (Anderson & Pearson, 1984)
• Creating visual and other sensory images from text during & after reading (Pressley, 1976)
• Drawing inferences from text to form conclusions, make critical judgments, and create unique interpretations (Hansen, 1981)
• Asking questions of themselves, the authors, and the texts they read (Raphael, 1984)
• Determining the most important ideas and themes in a text (Palinscar and Brown, 1984)
• Synthesizing what they read (Brown, Day, and Jones, 1983)
Stages of Reading Development• Readiness
Listening comprehensionPhonemic awareness
• Beginning ReadingPhonological processingAutomaticityReading comprehension
• Functional ReadingLocating informationFollowing directionsOrganizing ideas
• Recreational ReadingChoosing appropriate reading materials
Reading Comprehension
Reading comprehension is viewed as the process of using one’s own prior
knowledge and the writer’s cues to infer the author’s intended meaning
(Johnson, 1981, p. 16).
Reading comprehension requires active involvement by the reader.
Strategy Use (Keene & Zimmerman, 1997)
• Uses schema (connections)
• Infers
• Asks questions
• Determines what is important in text
• Monitors comprehension
• Visualizes & creates mental images while reading
Rand Reading Study Report (2001)http://www.rand.org/publications/MR/MR1465/index.html
Reading comprehension capacity builds on successful initial reading instruction
Text Activity
Reader
How Good Readers Process Text (Irwin, 1991)
• Microprocesses – individual sentence level• Integrative processes – use of context• Elaborative processes – interaction with
past• Macroprocesses – reading strategies for
main ideas• Metacognitive processes – self-monitoring
strategies
Building Connections (Herrell, 2000)
• Listening to proficient reader (teacher/parent)• Proficient reader stops to check understanding
of new or key vocabulary words• Role play or act out new vocabulary words• Picture or realia to represent new vocabulary
word• Repetition – reread/continue role play• Students use vocabulary in context – oral and
then written• Repetition of student use in context.
Crafting sessions
• Quality children’s literature
• Teacher model
• Student participation
• Active engagement
• Monitor
• Review
Vocabulary Journals
New words How I used my word
Flung I told my mom, “I flung my towel over the towel rack.”
I asked my dad, “What are you looking at so intently?” (He was impressed.)
Intently
Vocabulary Instruction
• Essential vocabulary– Survival– Literacy
• Reading vocabulary– Comprehension– Semantic map
• Content vocabulary– Comprehension – Relationships
Levels of Word Knowledge (Snyder, 2003)
• Unknown No idea at all what word means• Acquainted Must deliberately think about
word in order to recall its meaning• Established Recognizes word and gives
meaning to it easily• In-depth Word is thoroughly understood in
all or most contexts; uses word flexibly; can associate it with range of experiences
Processing unknown words
• Unknown word: eleemosynary• Write the word• Context sentence: The philanthropist made
an eleemosynary gesture.• Synonym: gratutious• Definition : Of or relating to alms or the
giving of alms; contributed as an act of charity
Learning New Words(Snyder, 2003)
• Label known concept• Receptive – expressive oral vocabulary• Oral – reading vocabulary• Clarification & enrichment – known words• New meanings for known words• Multiple meanings for known words• Receptive – expressive written vocabulary• New words & new concepts
Balance
• Listening
• Speaking
• Reading
• Writing
Surface skills
Deep structure
Genres
Learning to read
Reading to learn
http://www.standards.dfee.gov.uk/literacy/
ReviewClosure
Explicit Instruction
Differentiated practice activity
Dimensions of Learning (Marzano, 1992)
1. Positive attitudes and perceptions about learning
2. Thinking involved in acquiring and integrating knowledge
3. Thinking involved in extending and refining knowledge
4. Using knowledge meaningfully5. Productive habits of mind
Vocabulary Enrichment & Dimensions of Learning
(Marzano, 1992)
1. Positive attitudes and perceptions about learning
2. Thinking involved in acquiring and integrating knowledge
3. Thinking involved in extending and refining knowledge
4. Using knowledge meaningfully5. Productive habits of mind
Dimension 1: Positive attitudes and perceptions about learning
• Task value– Student interest– Product choice
• Wait time Stahl, 1994 (ED 370885)
– Processing time– Active engagement
• Guidance– Cues & prompts– Feedback
March Madness
< 1.5 > 3 seconds
Crossword, “sounds like, synonym
Vocabulary Instruction & Reading Comprehension (Smith, 1197, ED412506)
Vocabulary instruction should be included across all areas of curriculum
Direct involvement of students in constructing meaning is more effective that memorization techniques
Study of relationships is important in content area reading
Beginning with current student framework facilitates learning
Dimension 2: Acquiring and integrating knowledge
DeclarativeKnowledge
KWL
Representations
Patterns
Graphic Organizers
Memory Strategies
Vocabulary Frames are a flashcard method for learning new vocabulary. Do not use Vocabulary Frames for every vocabulary word encountered. Words that introduce new concepts are best used with Vocabulary Frames.
Top Right Corner: Write the word’s definition top Left Corner: Write the word’s opposite and cross it outLower Left Corner: Write a silly sentence that uses the definition of the wordLower Right Corner: Draw a graphic to help you visualize the conceptIn the Center: Write the word
Isolate any prefixesIsolate the rootNote the meaning of the rootIsolate any suffixesLabel the part of speech in parenthesis
http://litsite.alaska.edu/uaa/workbooks/readingvocabulary.html
Word
Things I know about the word
General category this word might belong in
Examples of other related words
My definition
WRITING YOUR OWN DEFINITIONDEFINITION WORD CHART
http://www.tandl.leon.k12.fl.us/lang/Elementary/Anchorvoc.html
Dimension 2: Acquiring and integrating knowledge
Procedural Knowledge
AlgorithmsStrategies
General rulesAnalogies
Think AloudFlow Charts
Latin & Greek Roots
• http://www.quia.com/jg/275995.html
• http://english.glendale.cc.ca.us/quizr.html
• http://hyper.vcsun.org/HyperNews/nherr/get/SED646/S99.1/104.html?nogifs
• http://www.resourceroom.net/Comprehension/index.asp
Dimension 3: Extending and refining knowledge
• Comparing• Classifying• Inducing• Deducing• Analyzing errors• Constructing support• Abstracting• Analyzing perspective
Dimension 4: Using knowledge meaningfully
• Application-oriented tasks
• Long-term tasks
• Student-directed tasks
Dimension 5: Productive habits of mind
• Self-regulated thinking and learning
• Critical thinking and learning
• Creative thinking and learning
Integrating & Weaving Vocabulary Instruction Across
the Curriculum
• Graphic organizers
• Compare/contrast
• Preview strategies
Facilitating retention, understanding & independent application
Elaboration Techniques• Teach new vocabulary in context (meaningful
subject-matter lesson)• Select vocabulary that is:
– Key to understanding– Repeated
• Facilitate student discussion to promote use of new term
• Build on previous knowledge• Use examples/non-examples• Use multiple formats
Clarifying Table (Titanic)Term Elitism
Core Idea being especially proud of belonging to a small group who thinks its superior
Use it to describe Clarifiers Knowledge connections
Example of: “Superior to others” belief Snobby acting movie stars
“more valuable” belief
Snobby acting
Aristocracy, super-rich, celebrities
Integrating & Weaving Vocabulary Instruction Across
the Curriculum
• Graphic organizers
• Compare/contrast
• Preview strategies
Facilitating retention, understanding & independent application
Elaboration Techniques• Teach new vocabulary in context (meaningful
subject-matter lesson)• Select vocabulary that is:
– Key to understanding– Repeated
• Facilitate student discussion to promote use of new term
• Build on previous knowledge• Use examples/non-examples• Use multiple formats
Clarifying Table (Titanic)Term Elitism
Core Idea being especially proud of belonging to a small group who thinks its superior
Use it to describe Clarifiers Knowledge connections
Example of: “Superior to others” belief Snobby acting movie stars
“more valuable” belief
Snobby acting
Aristocracy, super-rich, celebrities
Stages of spelling development
• Readiness 20xot7
• Prephonetic TR
• Phonetic tejr
• Transitional teechir
• Correct teacher
Communication Disorders• Language - cognitive function
• Form:• Phonology (sounds)• Morphology (parts)• Syntax (grammar)
• Content– Semantics (vocabulary)
• Use– Pragmatics (function)
Language Disorders
• Pragmatics– Function or use of language– What to say– Who to say it to– When to say it– How to say it– Under what circumstances
Expansion of Expressive Vocabulary
• Opportunity
• Model
• Expansion
• Establish
• Transfer
• Maintain
• Correction
http://toread.com/
http://www.brainconnection.com
http://www.ncrel.org/sdrs/timely/briiss.htm
http://www.ncrel.org/sdrs/timely/brires.htmhttp://www.ericfacility.net/ericdigests/ed435986.html
http://www.indiana.edu/~eric_rec/ieo/digests/d144.html
http://www.indiana.edu/~eric_rec/ieo/bibs/balanced.html
http://www.dfes.gov.uk/index.htm