Reading

EXC 7765

Teaching & Learning II

Spring 2004

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