Reading Initiatives in Florida: Possible Roles for Volunteers Dr. Joseph K. Torgesen Florida State University and The Florida Center for Reading Research.

Reading Initiatives in Florida: Reading Initiatives in Florida: Possible Roles for VolunteersPossible Roles for Volunteers

Dr. Joseph K. TorgesenDr. Joseph K. Torgesen

Florida State University and Florida State University and

The Florida Center for Reading ResearchThe Florida Center for Reading Research

Florida Partners in Education, Orlando, April, 2004Florida Partners in Education, Orlando, April, 2004

Reading First & Just Read, Florida!Reading First & Just Read, Florida!

Just Read, Florida! is Governor Bush’s reading Just Read, Florida! is Governor Bush’s reading initiative in Floridainitiative in Florida

It is a “cradle to grave” initiative with four elements:It is a “cradle to grave” initiative with four elements:

Parents and familiesParents and families

Communities and businessesCommunities and businesses

Readiness communityReadiness community

EducatorsEducators

www.justreadflorida.comwww.justreadflorida.com

Resources for Parents

Just Read, Families!• Calendar of reading

activities• Kids Page• DOS FLYP program• Recommended

reading lists

• Justreadfamilies.com

Families Building Better Readers

• For parents of 3rd grade struggling readers

• 20 cities in state 03-04• Blueprints in English,

Spanish, Haitian-Creole, French, Portuguese

Basic Premises of Just Read, Florida!Basic Premises of Just Read, Florida!

All but a very small percentage of children can be All but a very small percentage of children can be taught to be successful readerstaught to be successful readers

Prevention of reading problems is far more Prevention of reading problems is far more effective and cost efficient than remediationeffective and cost efficient than remediation

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

Basic Premises of Just Read, Florida!Basic Premises of Just Read, Florida!

All but a very small percentage of children can be All but a very small percentage of children can be taught to be successful readerstaught to be successful readers

Prevention of reading problems is far more Prevention of reading problems is far more effective and cost efficient than remediationeffective and cost efficient than remediation

Most reading failure can be prevented by making Most reading failure can be prevented by making some important changes in the way we work with some important changes in the way we work with children in our schoolschildren in our schools

Reading FirstReading First is the is the Federally Funded K-3 Federally Funded K-3

component of Just Read, component of Just Read, Florida!Florida!

Approximately $50 million per Approximately $50 million per year for six years spent in year for six years spent in

three broad areasthree broad areas

The three major spending categories The three major spending categories for Reading First grants to schools and for Reading First grants to schools and districts:districts:

Professional development for teachersProfessional development for teachers

Purchase and implementation of Purchase and implementation of assessmentsassessmentsCurriculum materials – including Curriculum materials – including software and books for librariessoftware and books for libraries

Also for paraprofessionals, volunteers, and parentsAlso for paraprofessionals, volunteers, and parents

Reading First’s model for preventing Reading First’s model for preventing reading failure in grades K-3: Three big reading failure in grades K-3: Three big IdeasIdeas

1. Increase the quality and consistency of 1. Increase the quality and consistency of instruction in every K-3 classroom. instruction in every K-3 classroom.

2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling readersreading growth to identify struggling readers

3. Provide high quality, intensive interventions 3. Provide high quality, intensive interventions to help struggling readers catch up with their to help struggling readers catch up with their peerspeers

What is the big problem that Reading What is the big problem that Reading First is trying to address?First is trying to address?

1. Far too many poor children are not becoming 1. Far too many poor children are not becoming proficient readers within the current systemproficient readers within the current system

2. Far too many minority children are not 2. Far too many minority children are not becoming proficient readers within the becoming proficient readers within the current systemcurrent system

3. We want to dramatically improve reading 3. We want to dramatically improve reading outcomes in schools that serve high outcomes in schools that serve high proportions of poor and minority studentsproportions of poor and minority students

Currently have approx. 400 schools Currently have approx. 400 schools in 32 districts participating in in 32 districts participating in Reading FirstReading First

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

2525

6060

5151

2323

4545

Three main reasons children Three main reasons children struggle in learning to read struggle in learning to read (NRC (NRC report)report)

2. Lack of preparation, or lack of talent in the 2. Lack of preparation, or lack of talent in the general verbal domain (i.e. vocabulary) that general verbal domain (i.e. vocabulary) that limits comprehension of written materiallimits comprehension of written material

1. Lack of preparation, or lack of talent that 1. Lack of preparation, or lack of talent that interferes with ability to understand the interferes with ability to understand the alphabetic principal (phonics) and learn to read alphabetic principal (phonics) and learn to read words accurately and fluentlywords accurately and fluently

3. Low motivation to learn or behavior problems 3. Low motivation to learn or behavior problems that interfere with learning in the classroomthat interfere with learning in the classroom

Five critical components:Five critical components:

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

Research indicates that students need to acquire Research indicates that students need to acquire skills and knowledge in at least five main areas in skills and knowledge in at least five main areas in

order to become proficient readersorder to become proficient readers

What is Phonemic Awareness?

Phonemic AwarenessPhonemic Awareness – “ability – “ability to identify, think about, and to identify, think about, and manipulate the individual manipulate the individual sounds in words”sounds in words”

Having phonemic awareness Having phonemic awareness means that you means that you understandunderstand that that words are made up of small bits of words are made up of small bits of sound, and it also implies a sound, and it also implies a growing growing abilityability to identify to identify individual sounds in words.individual sounds in words.

In the English language, all In the English language, all spoken words are constructed spoken words are constructed from about 44 different from about 44 different phonemesphonemes

fogfog

f - o - gf - o - g

golfgolf

In the English language, all In the English language, all spoken words are constructed spoken words are constructed from about 44 different from about 44 different phonemesphonemes

f - o - gf - o - g

g-o- l- fg-o- l- f

The English writing system is based on the The English writing system is based on the discovery that we can represent words using discovery that we can represent words using marks (letters) to stand for the sounds in marks (letters) to stand for the sounds in wordswords

In the English language, all In the English language, all spoken words are constructed spoken words are constructed from about 44 different from about 44 different phonemesphonemes

Children must understand that the words Children must understand that the words in their oral language are composed of in their oral language are composed of small segments of sound in order to small segments of sound in order to comprehend the way that language is comprehend the way that language is represented by printrepresented by print. .

Why is phonemic awareness important in Why is phonemic awareness important in learning to read?learning to read?

Without at least emergent levels of Without at least emergent levels of phonemic awareness, the rationale for phonemic awareness, the rationale for learning individual letter sounds, and learning individual letter sounds, and “sounding out” words is not “sounding out” words is not understandableunderstandable. .

Without PA, “Phonics” doesn’t make Without PA, “Phonics” doesn’t make sensesense

Measuring Phonemic Measuring Phonemic AwarenessAwareness – – Easy itemsEasy items

What is the first sound in What is the first sound in manman??

If you put these sounds together, what word If you put these sounds together, what word do they make – do they make – f – a - nf – a - n??

Easy itemsEasy itemsTell me all the different sounds in the word Tell me all the different sounds in the word scratch?scratch? S-k-r-a-chS-k-r-a-ch

What word is left if you say split, without What word is left if you say split, without saying /l/?saying /l/?spitspit

Stress?Stress? S-t-r-e-ss?S-t-r-e-ss?

What is “Phonics”?What is “Phonics”?

It is a kind of It is a kind of knowledgeknowledge

Which letters are used to represent Which letters are used to represent which phonemeswhich phonemes

It is a kind of It is a kind of skillskill

Pronounce this Pronounce this word…word…

blitblit fratchetfratchet

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.

Facts about reading from scientific research:Facts about reading from scientific research:

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 guesses Children must make accurate first guesses 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

Facts about reading from scientific research:Facts about reading from scientific research:

The most efficient way to make an “accurate The most efficient way to make an “accurate first guess” of the identity of a new word is:first guess” of 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 selecting a word with the right by selecting a word with the right sounds in it, that also makes sense in sounds in it, that also makes sense in the passagethe passage

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

33rdrd Grade FCAT passage Grade FCAT passage

______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.

33rdrd Grade FCAT passage Grade FCAT passage

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.

Poor children come to school Poor children come to school less acquainted with the less acquainted with the

alphabet and less sensitive to alphabet and less sensitive to the sounds in wordsthe sounds in words

We tested children’s sensitivity We tested children’s sensitivity to the sounds in words in a large to the sounds in words in a large group of middle class (250) and group of middle class (250) and poor (170) childrenpoor (170) children

Childern were 2, 3, 4, and 5 when Childern were 2, 3, 4, and 5 when testedtested

SES Differences in Phonological SES Differences in Phonological SensitivitySensitivity

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

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

Diversity in knowledge of letter names

bottom 10%

next 10%

top 25%

2

5

26

next 10%

next 10%

next 10%

next 25%

Individual differences in vocabularyIndividual differences in vocabulary

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

There are enormous difference in pre-school language There are enormous difference in pre-school language experience that dramatically affect children’s vocabulary experience that dramatically affect children’s vocabulary by the time they enter schoolby the time they enter school

Vocabulary refers to children’s knowledge of the Vocabulary refers to children’s knowledge of the meaning of wordsmeaning of words

Children differ from one another in the breadth, Children differ from one another in the breadth, depth, and fluency of their word knowledgedepth, and fluency of their word knowledge

LanguageLanguage

Hart and Risley (1995) conducted

a longitudinal study of children and families from

three groups:•Professional families•Working-class families•Families on welfare

Hart & Risley compared the mean number of interactions initiated per hour in each of the three groups.

0

10

20

30

40

50

Welfare Working Professional

InteractionsInteractions

InteractionsInteractionsHart & Risley also compared the mean number of minutes of interaction per hour in the three groups.

0

10

20

30

40

50

Welfare Working Professional

Cumulative Language Cumulative Language ExperiencesExperiences

Cumulative Words Per Hour

0

500

1000

1500

2000

2500

Welfare Working Professional

Cumulative Language Cumulative Language ExperiencesExperiences

Different words used per hour

0

100

200

300

400

500

Welfare Working Professional

Cumulative Language Cumulative Language ExperiencesExperiences

Cumulative Words Spoken to Child (in millions)

0

10

20

30

40

50

0 12 24 36 48

Age of child (in months)

Professional

Working

Welfare

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

One of our biggest challenges in One of our biggest challenges in Reading First is going to involve Reading First is going to involve finding the resources to provide finding the resources to provide the extra interventions and extra the extra interventions and extra instruction required by many of instruction required by many of our children who come to school our children who come to school already behind in important pre-already behind in important pre-literacy skillsliteracy skills

Diversity in Preparation and Ability for Learning to Read

1 100

Diversity of Educational Response

30 70

Diversity in Preparation and Ability for Learning to Read

1 100

Diversity of Educational Response

1 70

30

A range of methods can be used to provide A range of methods can be used to provide immediate, intensive interventionsimmediate, intensive interventions

Small group work with the classroom teacherSmall group work with the classroom teacher

Small group work with a reading resource (Title 1) teacherSmall group work with a reading resource (Title 1) teacher

Small group work with a special education teacherSmall group work with a special education teacher

Small group work with an aide or paraprofessional Small group work with an aide or paraprofessional

1:1 work with volunteers1:1 work with volunteers

1:1 work with classroom or cross age peers1:1 work with classroom or cross age peers

Individual work with computer assisted instructionIndividual work with computer assisted instruction

A range of methods can be used to provide A range of methods can be used to provide immediate, intensive interventionsimmediate, intensive interventions

Small group work with the classroom teacherSmall group work with the classroom teacher

Small group work with a reading resource (Title 1) teacherSmall group work with a reading resource (Title 1) teacher

Small group work with a special education teacherSmall group work with a special education teacher

Small group work with an aide or paraprofessional Small group work with an aide or paraprofessional

1:1 work with volunteers1:1 work with volunteers

1:1 work with classroom or cross age peers1:1 work with classroom or cross age peers

Individual work with computer assisted instructionIndividual work with computer assisted instruction

Elements that help to improve the effectiveness of Elements that help to improve the effectiveness of volunteer’s work with studentsvolunteer’s work with students

Consistent supervision and support at the school levelConsistent supervision and support at the school level

Well structured activities and materials to useWell structured activities and materials to use

A commitment to work several times per week with the same A commitment to work several times per week with the same child or childrenchild or children

Even brief training in the use of the materialsEven brief training in the use of the materials

Some important ways that volunteers could Some important ways that volunteers could contribute effectively to Florida’s reading initiativescontribute effectively to Florida’s reading initiatives

Help to increase children’s vocabularies in pre-Help to increase children’s vocabularies in pre-school by using a simple technique like dialogic school by using a simple technique like dialogic readingreading

Dialogic reading techniques guide the parent or teacher to engage in “dialogue” about the pictures and stories in books.

Dialogic reading is based on the idea that “How we read to children is as important as how frequently we read to them.”

Dialogic Reading - Level 1

Requires books with lots of colorful, interesting pictures

Ask questions about objects pictured in the book

avoid “yes”-”no” questions, or pointing questionsFollow a child’s answer with another question

Help when needed

Repeat what the child says

Praise and encourage the child

Follow the child’s interest

Have Fun!

Dialogic Reading - Level 2

Ask open-ended questions

“Tell me what’s going on here”

Ask the child to say more

Expand what the child says

Child says: “Duck swimming” You say, “Right, the duck is swimming”

Have Fun!

Some important ways that volunteers could Some important ways that volunteers could contribute effectively to Florida’s reading initiativescontribute effectively to Florida’s reading initiatives

Help to increase children’s vocabularies in pre-Help to increase children’s vocabularies in pre-school by using a simple technique like dialogic school by using a simple technique like dialogic readingreading

Work individually or with very small groups in Work individually or with very small groups in kindergarten and first grade to teach about letters, kindergarten and first grade to teach about letters, sounds, and word worksounds, and word work

One approach for Regulars: TAILS or One approach for Regulars: TAILS or Tutor Assisted Learning Strategies Tutor Assisted Learning Strategies

(Dr. Stephanie Al Otaiba)(Dr. Stephanie Al Otaiba)

Materials are prepared for K-2 reading levelsMaterials are prepared for K-2 reading levelsPlacement “test” to help you judge where to startPlacement “test” to help you judge where to start

Behavioral, motivational, progress monitoring tips Behavioral, motivational, progress monitoring tips built in to materialsbuilt in to materials

Directly linked to kids in-class reading program Directly linked to kids in-class reading program (SBRR)(SBRR)

•Built on prior research Built on prior research –(Peer-Assisted Learning Strategies by Fuchs, et al., (Peer-Assisted Learning Strategies by Fuchs, et al., 2001)2001)

Includes explicit & systematic instruction in all five Includes explicit & systematic instruction in all five componentscomponents

Some important ways that volunteers could Some important ways that volunteers could contribute effectively to Florida’s reading initiativescontribute effectively to Florida’s reading initiatives

Help to increase children’s vocabularies in pre-Help to increase children’s vocabularies in pre-school by using a simple technique like dialogic school by using a simple technique like dialogic readingreading

Work individually or with very small groups in Work individually or with very small groups in kindergarten and first grade to teach about letters, kindergarten and first grade to teach about letters, sounds, and word worksounds, and word work

Work with 2Work with 2ndnd and 3 and 3rdrd graders to build fluency using graders to build fluency using a highly structured programa highly structured program

GREAT LEAPS: A program to build reading fluencyGREAT LEAPS: A program to build reading fluency

Has lists of letters, words, phrases and passagesHas lists of letters, words, phrases and passages

Children practice reading and reading the Children practice reading and reading the selections until they reach a fluency goalselections until they reach a fluency goal

Once they reach the fluency goal, they “leap Once they reach the fluency goal, they “leap ahead” to the next selectionahead” to the next selection

Can be done effectively in very small segments of Can be done effectively in very small segments of time – 6-8 minutes a day.time – 6-8 minutes a day.

Would be relatively straightforward to have Would be relatively straightforward to have volunteers work with the program using a volunteers work with the program using a systematic schedulesystematic schedule

Thank YouThank You

www.fcrr.org

Science of Reading Section