Reading, Language, and the Mind - EngageNY · marilyn.adams@verizon.net 15 How Might Children...

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Reading,Language,andtheMindReading,Language,andtheMind

MarilynJagerAdamsBrownUniversity

NYSEDNetworkTeamInsCtute

November29,2011Albany,NewYork

Why?FourthGraders'ReadingLevels,1992vs.2011NAEP

Below Basic Basic Proficient Advanced

CommonCoreReadingEmphases

“Close”reading Text‐centeredreasoning Textcomplexity

Grade Literary InformaConal

4 50% 50%

8 45% 55%

12 30% 70%

FoundaConalSkills(K‐5)

FoundaConalReadingStandards• PrintConcepts

• PhonologicalAwareness

• Phonics&WordRecogniCon

• Fluency

FoundaConalLanguageStandardsFoundaConalLanguageStandards

•• VocabularyVocabulary

•• GrammarandusageGrammarandusage

•• WricenconvenConsWricenconvenCons(PunctuaCon,spelling,capitalizaCon)(PunctuaCon,spelling,capitalizaCon)

StateofCaliforniaStanford9LEPStudents(PercenCleScores)

YearGrade

2 3 4 5 6 7 8 9 10 11

1997‐98 19 14 15 14 16 12 15 10 8 10

1998‐99 23 18 17 16 18 14 17 11 9 11

1999‐00 28 21 20 17 19 15 18 12 9 11

2000‐01 31 23 21 18 20 16 19 12 9 11

2001‐02 34 26 24 20 21 17 19 12 9 11

StateofCaliforniaStanford9LEPStudents(PercenCleScores)

YearGrade

2 3 4 5 6 7 8 9 10 11

1997‐98 19 14 15 14 16 12 15 10 8 10

1998‐99 23 18 17 16 18 14 17 11 9 11

1999‐00 28 21 20 17 19 15 18 12 9 11

2000‐01 31 23 21 18 20 16 19 12 9 11

2001‐02 34 26 24 20 21 17 19 12 9 11

FoundaConalSkills(K‐5)

FoundaConalReadingStandards• PrintConcepts

• PhonologicalAwareness

• Phonics&WordRecogniCon

• Fluency

FoundaConalLanguageStandardsFoundaConalLanguageStandards

•• VocabularyVocabulary

•• GrammarandusageGrammarandusage

•• WricenconvenConsWricenconvenCons(PunctuaCon,spelling,capitalizaCon)(PunctuaCon,spelling,capitalizaCon)

CorrelaCon:VocabularyandReadingComprehension

Age Group10 Years 14 Years 17 Years

Belgium .588 .619 .500 Chile .543 .508 .577 England .735 .698 .497 Hungary .594 .533 .389 Italy .580 .587 .446 Iran .498 .427 .294 Israel .651 .674 ‐‐ Sweden .559 .5989 .584 USA .735 .693 .679

From Thorndike, 1973

LiteracyProfilesofAdultBasicEducaConStudents

Davidson & Strucker, 2002

Percent InstrucConalLevel SkillProfiles

20% GEDCourses • +/‐HighSchool

70% IntermediateReading

• WordRecog.Basics=OK

• Vocabulary<9thpercenCle

• Fluency<100wpm

10% BeginningReading• WordRecogBasics<G.E.2

• Comprehension<G.E.2

ProcessingTime

WhyistheresuchastrongrelaConbetween

VocabularyandReadingComprehension?

Why?CorrelaCon:Vocabulary&ReadingComprehension

Cause&Effect!

• Weakvocabularyimpedesreadingcomprehension

• Vocabularygrowslargerandricherthroughreadingwithcomprehension.

VocabularyGrowthbyAge

3 4 5 6 7 8 9 10 11 12

Age in Years

25th Percentile

75th Percentile

Note that percentile ranks actually translate into age gaps in vocabulary

10th Percentile

90th Percentile

Spokenvs.WricenVocabulary

Only10,000differentwordsaccountforabout

96%ofSpokenEnglish.

Thenumberofdifferentwordsinpopular,contemporaryprintisatleast1,000,000.

ConversaConallevelsofvocabularylimitreaderstoa

readinglevelequivalentofGrade4orbelow.

HowMightChildrenAcquire1,000,000VocabularyWords?

DirectVocabularyInstrucConDirectVocabularyInstrucCon20WordsTaughtperWeek,everyweek,fromG1‐G12

• Numberofwordsperweek=20

• Numberofweeksperschoolyear=36

• NumberofyearsfromG1‐G12=12

• =20wordsx36weekspergradex12grades=

20x36x12=8640wordslearnedtotal(Assumingthatthekidslearneverywordperfectly)

HowMightChildrenAcquire1,000,000VocabularyWords?

“Implicit”LearningthroughReadingoverGrades4‐12

• Total#newwordsencounteredperyear=12,900(assumingthechildreads1,000,000wordsoftextperyear)

• likelihoodoflearningnewwordfromreading=.05(BasedonesCmatesbyAndersonetal.,1985)

• Grades4‐12=9yearsoflearning

=12,900x.05x9=5805wordslearnedtotal

ProcessingTime

WhatkindsofvocabularyintervenConsdoyouuseinyourschools?

Howwelldotheywork?HoweffecCvearethey?

marilyn.adams@verizon.net

AssisCngVocabularyGrowth

Awarenessofhowwordmeaningsarestructured=“SemanCcAwareness”

Awarenessofthestructureofwricenlanguage=“SyntacCcAwareness”

EffecCveopportuniCestoexpandandrefinevocabulary=“TheComplexTextChallenge”

FoundaConalLanguageStandards:Vocabulary

“SemanCcAwareness”

Itisnotpossibleforchildrentogainaliterate

vocabularybylearningwordsonebyone.

Tolearnwordsmoreefficiently,childrenneed

awarenessofhowwordmeaningswork.

KidsareaskedtomakecomparisonsLanguageFoundaCons:Vocabulary

Canaryvs.Elephant

Carvs.Bus

Lakevs.Ocean

Goldfishvs.Shark

What’stherule?

Makingcomparisons

Goodcomparisonscontrastvaluesonasingledimension

• That’showourbrainswork

• That’showadjecCvesareorganizedinourbrains

KidsareaskedtoCategorizeLanguageFoundaCons:Vocabulary

Howmanywayscanthesethingsbecategorized?

MakingCategories

CategoriesaregroupswithcontrasCngvaluesonasingledimension

• That’showourbrainsorganizeperceptualqualiCes

• That’showadjecCvesareorganizedinourbrains

NamethatDimensionsAdjecCves

Whatisthedimensionunderlyingthesecomparisons?

• Tallvs.short

• Redvs.green

• Hotvs.cold

• Funnyvs.sad

• Kindvs.cruel

ValuesonDimensions:AdjecCves

Makealistofwordsdescribingvaluesonthesedimensions:

• temperature

• generosity

• size

KidsareaskedtoDemonstrateUnderstandingofAntonyms(Opposites)LanguageFoundaCons:Vocabulary/AdjecCves

WhatareAntonyms/Opposites?

(pleasedefine)

What’sanAntonym?

freezingicy

cooljust rightwarm

scaldingboiling

TheAntonymRule

Twowordsareantonymsiftheylie:

1. Onoppositesidesofthemiddleof

thesamedimension,and

2. Thesamedistancefromthemiddle

ofthedimension.

Analogies

A B C D

SizeShape

AnalogyandMetaphorLanguageFoundaCons:Vocabulary

1. The president is the head of the company.president: company:: head : _______

2. Education is the key to opportunity.education: opportunity :: key : _______

3. Pride is the root of all evil.pride: evil :: root: ________

4. Necessity is the mother of invention.necessity: invention :: mother: _______

5. Variety is the spice of life.variety: life :: spice: ________

AnalogyandSimilesLanguageFoundaCons:Vocabulary

1. a) The idea blossomed in her mind. (like _________)b) The idea festered in her mind. (like _________)

2. a) The sunlight invaded the room. (like _________)b) The sunlight poured into the room. (like _________)

3. a) The waves pounded the rocks. (like _________)b) The waves lapped the rocks. (like _________)

4. a) The news slithered through the crowd. (like _________)b) The news bolted through the crowd. (like _________)

5. a) Old memories haunted his mind. (like _________)b) Old memories littered his mind. (like _________)

ProcessingTime

Whathaveyoulearnedaboutthewayourbrainsstore,understand,andinterpretqualiCesofthingsandtheadjecCvesthatdescribethem?

SATScores,1962‐2011

ore Reading

ACT(2006)CollegeReadinessforReading

Only51%ofstudents*metorexceededthebenchmarkscoreforcollegeandworkplacesuccess.

*college‐orientedhighschoolstudentswhopaidtotakethetest.)

Whynot?NotLiteralversusInferenCalQuesCons

———— Literal—— Inferential

WhyNot?NotTextualElements

———— Main Idea/Author’s Approach—— Supporting Details - - - Relationships— — Meaning of Words———— Generalizations & Conclusions

WhyNot?TextComplexity

———— Uncomplicated———— More Challenging- - - Complex

ProcessingTime

Whatmakestext“complex”?

Uncommonwords

Backgroundknowledgerequirements

Longsentences

Complicatedsentences

Cross‐referencesbetweensentences

FoundaConalLanguageStandards:GrammarandUsage

“SyntacCcAwareness”

Tograsp(andlearn)themeaningthatcomes

fromtheinterrelaConsbetweenwords,children

needtogainawarenessofthestructureof

wricenlanguage.

ConceptualBuildingBlocks:ProposiCons

catfat

AProposiConhastwojobs

1. IdenCfythetopicinfocus.

2. ProvidesomeinformaConorcommentaboutthetopic.

ThesimplestsentencesrepresentexactlyoneproposiCon

catfat• Thecatisfat.

• Thecatisblack.

• Thecatslept.

blackslept

TheSimplestSentencesSentencesRepresentexactlyOneProposiConLanguageFoundaCons:Grammar&Usage

catfat

That’s why students are askedto understand that everysentence must have a subjectand a predicate, i.e.,

Every sentence must:• Name it’s topic (say what it’s

about) = Subject• Tell something about the topic =

Predicate

MorecomplexsentencessentencesrepresentmorethanoneproposiCon

• Thecatisfat.

• Thecatisblack.

• Thecatslept.

Can you turn these three simple sentences intojust one sentence that is more complex?

• Thecatisfat.

• Thecatisblack.

• Thecatslept.

Thefat,blackcatslept.

Thefatcatthatwasblackslept.

Thecatthatsleptwasfatandblack.

Thecatthatwasblackandfatslept.

Thecatwasfat,anditwasblack,anditslept.

EveryProposiContakesTimetoUnderstand

Allsentenceswerethesamelength(16words).

‐‐‐‐‐‐

EachaddiConalproposiConaddedextrareadingCme.

Thesameistrueinlistening

Thesameistrueforadults.

Keenan & Brown, 1984

The“ComplexiCes”GetLost

Mostreaderskept“top‐level”informaConfromthesentences.

EventhebestreaderstendedtolosetherestoftheproposiCons.

• Thecatisfat.• Thecatisblack.• Thecatslept.

What exactly did we do to turn these three simplesentences into just one?

The fat, black cat slept.

• Thecatisfat.• Thecatisblack.• Thecatslept.

We changed the adjectives (fat, black) frompredicates to attributive modifiers of the subject (cat)

The fat, black cat slept.

Spokenvs.Wricen“Sentences”

Natural“sentence”inspokenlanguage• Short(lessthan7words)

• Single“ideaunit”(roughly=singleclauseorphrase)

• SyntacCcallyill‐formed

“Sentence”inwricenlanguage• Long(15‐25words)

• Complexphrasesandclauses

• SyntacCcallyprecise

TheStructureofOralvs.WricenLanguage

OralLanguage• Soyesterday?• WewerewalkingdownLeonardStreet?• Andtherewasthiswomanthere.• Shewaskindofold?• Andshehadonthisredhat?• Shewas…just…• Idon’tknow,shewasstrange.• Anyway,shestartedrunningtowardJohn.• ShewasshouCng.• ShewasjustrunningandshouCng• Andnobodycouldunderstandwhatshe

wassaying.

Wricenlanguage

WewerewalkingdownLeonardStreetyesterdaymorning,whenastrange,oldwomaninaredhatsuddenlybeganrunningtowardJohn,shouCngincomprehensibly.

OralLanguage• Soyesterday?• WewerewalkingdownLeonardStreet?

• Andtherewasthiswomanthere.• Shewaskindofold?• Andshehadonthisredhat?• Ihavenoideawhoshewas.• AndthenshestartedrunningtowardJohn.

• ShewasshouCng.• ShewasjustrunningandshouCng• Andnobodycouldunderstandwhatshewassaying.

Wricenlanguage

Inorallanguage,thesubjectsofsentencesare

typicallypronouns.

Wricenlanguage

Inorallanguage,adjecCvesinthesubjectphrase

arerare.

UsingAdjecCvesinWricenLanguageLanguageFoundaCons:Grammar&Usage

That’s why students are asked to work with adjectives,including:

• Using adjectives to describe clearly and listendiscerningly.

• Using and understanding concatenated adjectives, - the red square - the large, red square - the large, red square with no stripes.

• Attending to differences between the meanings ofadjective cousins (e.g. happy-sad; cool-cold-frigid; thin,scrawny, narrow)

• Expanding sentences by adding adjectives, especially tothe subject clause.

ExpandingSentencesLanguageFoundaCons:Grammar&Usage

T:Who?

C:Theboy

T:Whatabouthim?

C:Theboyran.

T:Wheredidherun?

C:Theboyrandownthestreet.

T:Whichboy?

C:Thelicleboyrandownthestreet.

T:Whatwashewearing?

C:Thelicleboyintheredshirtrandownthestreet.

T:Whydidherundownthestreet?

C:Thelicleboyintheredshirtrandownthestreettocatchhisdog.

T:When?

C:Yesterday,thelicleboyintheredshirtrandownthestreettocatchhisdog.

T:Howdoyouknowthat?

C:Mysistertoldmethat…

TheStructureofOralvs.WricenLanguagePreposiConalPhrases

Wricenlanguage

Mis‐UnderstandingWricenLanguagethroughOralLanguageRules

Themanfixedthetablewiththebrokenleg.

[Pictureofamanwithabrokenleg]

[Pictureofatablewithabrokenleg]

PreposiCons(e.g.,of,inonfor,with…)

BothmeaningsandpronunciaConsareelusiveinorallanguage,e.g.,

• “We’regoinguhmygrandmother’shouse

• “Iwantaglassuhjuice.”

Inwricenlanguage,preposiConsmodifytheclosestword,e.g.,

• “Iwantahotdogandacokewithmustard.”vs.

• “Thedogdevouredthescrapswiththecollar.”

PreposiConsareextremelyfrequentinwricenlanguage.

WricentextdependsontheirproperinterpretaCon.

UsingPreposiConsinWricenLanguageLanguageFoundaCons:Grammar&Usage

That’s why students are asked to:

• Play games that seat the proper pronunciation andusage of common prepositions in K (e.g., to, of, on, in,with).

• Learn to use and understand prepositions of orderand position (e.g., over, under, before).

• Expand sentences by adding prepositions,especially to the subject clause.

• Learn to recognize common prepositions as sightwords (e.g., to, of, on, in, with).

ProcessingCme

WhatdidyoulearnaboutproposiCons?

WhatdidyoulearnaboutpreposiCons?

Kintsch, W. (1994). Text comprehension,memory, and learning. American Psychologist,49(4), 294-303.

TheproposiConalstructureofwricentextcanbeverycomplex

When a baby has aseptal defect, the bloodcannot get rid of enoughcarbon dioxide throughthe lungs and, therefore,it looks purple.

PackingconceptsintoSentences:Nouns

a) Theliclecatthatwasonlyafewweeksoldsatonthemat.

c) TheverylargecatwithorangeandblackfurthatisnaCvetoIndianjunglesandnotdomesCcatedsatonthemat.

b) Thecatwithwhite,black,andorangefursatonthemat.

Makeeachsentenceshorter:

TheMeaningsofNouns

Mentally,themeaningsofnounsareclusteredinhierarchicalcategories

• ThemeaningofeachisgivenbythemeaningofitssuperordinateplusitsdisCnguishingfeatures:

wild catspet cats

mammal

lion tigersiamesepersian

The(Aristotelian)DefiniConsofNouns

Category+DisCnguishingFeatures,e.g.,• Acanaryisasmall,yellowbirdthatsingsandisozenkeptasa

Definethesebirds:

• cardinal

• duck

• ostrich

MakingsenseofdefiniCons:Whatdoyouknow?

AlargeNewWorldthrushthattypicallyhasareddishbreast.

UnderstandingNounsLanguageFoundaCons:Grammar&Usage

That’s why students are asked to:

• Play linguistic and conceptual categorization games.

• Learn to produce “Aristotelian” definitions (e.g., alion is a cat that….)

• Learn to use Aristotelian definitions to understandand explore new concepts.

• Read deeply* in content areas.* Instead of skipping from one “interesting” text to another.

PackingConceptsintoSentences:VerbsLanguageFoundaCons:Grammar&Usage

SemanCcally,verbmeaningsconsistofacoreacConplusoneormoreentailments(howtheacConisdone)

• Tosprintistorunveryfastthoughusuallynotveryfar.

• Togallopistorunfastlikeahorse.

• Tostareistolookwithintensity.

• ToglareistolookwithintensityandhosClity.

• Tohitistomakecontactforcibly.

• Topunchistomakecontactforciblywiththefist.

• Topummelistomakecontactforciblywiththefistoverandover.

• ToscrubistowashwitharubbingacCon

• ToscouristowashwitharubbingacConusinganabrasive.

TheMeaningsofVerbs

Definetheseverbs:

• Transfer:give,take,trade,buy,sell,rent

• Walk:Limp,shuffle,amble,strut,sashay,trudge

• Tell:promise,confide,confess,preach,lecture

• Talk:whisper,mumble,lisp,stammer,wail,coo,babble

• Create:bake,sew,mold,weave,compose

AGripeaboutVocabularyWorkbooks

Thelibrarianglaredattheboyfrombehindherdesk.• looked

• smiled

• winked

• shouted

Whatifinstead…

Thelibrarianlookedintenselyandangrilyattheboyfrombehindherdesk.

• squinted

• glanced

• glared

• peeked

Indevelopingtheirvocabularies,wewantstudentstoappreciate:

ThemeaningfuldisCncConsbetweenwords,and

Thatthebeautyoflesscommonwordsisthattheyallowustoexpressourselves• Moreprecisely

**and**

• Withfewerwords!!

ProcessingTime

Whatdidyoulearnaboutthewayourbrainsstorethemeaningsofnouns?

Whatdidyoulearnaboutthewayourbrainsstorethemeaningsofverbs?

Spokenvs.WricenVocabulary

Only10,000differentwordsaccountforabout

96%ofSpokenEnglish.

Thenumberofdifferentwordsinpopular,

contemporaryprintisatleast1,000,000.

ConversaConallevelsofvocabularylimit

readerstoareadinglevelequivalentofGrade4

orbelow.

Why:ConversaConallevelsofvocabularylimitreaderstoareadinglevelequivalentofGrade4orbelow

Literatevocabularydependson

•• KnowledgeKnowledge

•• LanguageLanguage

thatgenerallyariseonlyinwricenlanguage.

LearningNewWordsDependsonReading

Printed Texts Rare Wordsper 1000

Scientific articles 128Newspapers 68Magazines 66Adult books 53Comic books 54Children’s trade books 31Preschool books 16

TelevisionAdult Prime Time 23Children’s Prime Time 20Cartoons 31Mr. Rogers, Sesame Street 2

Adults Speaking to AdultsCollege graduates to friends 17Expert Witness testimony 28

Cunningham & Stanovich. (1998) What reading does forthe mind. American Educator, Spring/Summer, pp. 8-15.

CollegeCareerReadyStandardsTheComplexTextChallenge

Engagethechildreninampleclosereadingof

qualitytextthatisrichininformaCon,argument,

andliteratelanguage.

TheProblem:Zipf’sLawFrequencyDropslikeaStone!BriCshNaConalCorpus=100,000,000Words

Most Frequent Least Frequent

timeyear

peoplewaymanday

thingchild

TheProblem:Zipf’sLawNumberofUniqueWordsperFrequencyBriCshNaConalCorpus=100,000,000Words

2600100

12 8 4

Frequency per Million Words of Running Text (Freq/100, Freq > 10000 = 100)

s Adjective

Adverb

Words we write with

Things we write about

Butagain…

Comprehensionfailsunlessthereaderunderstandsatleast95%ofthewordsinatext.

Sowhatcanwedotomakesureourstudentswill

understandwhattheyread?

WordDifficulty:

HighSchoolReadingMaterial

vs.“Grown‐up”

Donald P. Hayes

SentenceLength:

HighSchoolReadingMaterial

vs.“Grown‐up”

Donald P. Hayes

ChangesinTextbookDifficulty,1919‐1991:WordDifficulty

1 2 3 4 5 6 7 8 9

Grade Level

1919-1945

1946-1962

1963-1991

Donald P. Hayes

ChangesinTextbookDifficulty,1919‐1991:SentenceLength

1 2 3 4 5 6 7 8 9

Grade Level

1919-1945

1946-1962

1963-1991

Donald P. Hayes

SATScores,1962‐2011

ore Reading

TheComplexTextDilemma

Ifwewantstudentstolearn,thenwehavetogivethemtextthattheycanunderstand.

Ifwerestricttextstothosethatstudentswillunderstand,wemustchoosetextsinwhichnearlyallofthewordsarealreadyknown.

IfwesCckwithtextsinwhichnearlyallofthewordsarealreadyknown,thenwedenytheopportunitytolearnnewwords(informaCon).

TheSoluCon:Zipf’sLaw!

Most Frequent Least Frequent

It turns out that everyevery natural language situation obeys Zipf’s Law in its own way!

Marssurfaceearthwaterplanetsolar system

Jupiterplanetmoonsatmosphereearthsolar system

pianostringspedalkeyboardkeysaction

sharkspeciesoceanteethpreycartilage

Sharks

TheReadingDeficitisintegrally6edtotheKnowledgeDeficit

Understandingispossibleonlytotheextentthatonecanmapwhatonereadstoconceptsalreadyinmemory.

Theamountastudentalreadyknowsaboutatopicisthebestpredictorofhowmuchsheorhewilllearnthroughreadingaboutit,wherethatincludes

**howmuchsheorhewilllearnaboutwhollynewhowmuchsheorhewilllearnaboutwhollynewconceptsandanynewwordsbywhichtheyareconceptsandanynewwordsbywhichtheyarenamedandthroughwhichtheyaredescribednamedandthroughwhichtheyaredescribed.**

TheSoluCon:Zipf’sLawNumberofUniqueWordsperFrequency

12 8 4

Frequency per Million Words of Running Text (Freq/100, Freq > 10000 = 100)

s Adjective

Adverb

TopicalWords

Details & Comments

LookingatTextComplexity

R 2.9 Animals make vibrations in thewater when they move. Sharks canfeel these vibrations. Sharks use thissense to find animals that are hurtand struggling in the water.

R 6.7 Shark scales are not likeordinary fish scales, they are muchsmaller and are more like teeth whichrise up from the shark’s skin. Thescales, called dermal denticleswhich literally means ‘tiny skin teeth’,all lie in the same direction, from headto tail (so if you ever dare to get closeenough to a shark to stroke it, it willbe smooth in one direction and roughlike sand paper in the other).

R 10.3 Among the most ancient andprimitive sharks is Cladoselache, fromabout 370 million years ago, whichhas been found within Paleozoic stratain Ohio, Kentucky and Tennessee. Atthat point in Earth's history these rocksmade up the soft bottom sediments ofa large, shallow ocean, whichstretched across much of NorthAmerica. Cladoselache was onlyabout 1 metre (3.3 ft) long with stifftriangular fins and slender jaws. Itsteeth had several pointed cusps,which wore down from use. From thesmall number of teeth found together,it is most likely that Cladoselache didnot replace its teeth as regularly asmodern sharks. Its caudal fins had asimilar shape to the great white sharksand the pelagic shortfin and longfinmakos. The presence of whole fisharranged tail-first in their stomachssuggest that they were fast swimmerswith great agility.

ScaffoldingComplexTextReadingComplextextbyReadingwithinTopic

1.Selectatopicaboutwhichyourstudentsneedtolearn.Ifthestudentsarebelowgradelevel,beginwithshorter,simplertexts.

2.Teachthekeywordsandconceptsdirectly,engagingstudentsinusinganddiscussingthemtobesuretheyarewell‐anchored.

3.Asthestudentslearnthecorevocabularyandbasicconceptsofthedomain,theywillbecomereadytoexploreitssubtopics(morecomplextexts!)

Whenababyhasaseptaldefect,thebloodcannotgetridofenoughcarbondioxidethroughthelungsand,therefore,itlookspurple.

Kintsch, W. (1994). Text comprehension,memory, and learning. American Psychologist,49(4), 294-303.

LowKnowledgeReader

HighKnowledgeReader

Therefore…

DiscussimplicaConsandideasfordevelopingyourstudents’literaryvocabulary,language,andknowledge.

Thankyou

Reading, Language, and the Mind - EngageNY · marilyn.adams@verizon.net 15 How Might Children...

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