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Transcript of Reading Skills and Strategies P. David Pearson UC Berkeley.
Reading Skills and Strategies
P. David PearsonUC Berkeley
Why we need to celebrate coaching
• Coach• Roach• Reach• Teach
Truth in Advertising…Joint Work
Maryland
Berkeley
Peter Afflerbach
University of Maryland
P. David Pearson
University of California Berkeley
Scott Paris
University of Michigan
Peter Afflerbach, P. David Pearson, Scott G. Paris (2008). Clarifying Differences Between Reading Skills and Reading Strategies. The Reading Teacher, 61(5), pp. 364–373.
How to think about today’s presentation…
• Won’t pretend to have all the answers, so….
• But if you’d like to be involved in sharing a public “think aloud”…
• This is the place to be• A strategic account of the relationship between skills and strategies????
What’s the difference between primary,
secondary, and college teachers?• Their kids
• Their subject matter• Themselves
A little pre-test…
Phonemic Awareness is…
1.The ability to discern separate sounds in the stream of speech
2.The process by which a unit of sound can experience self-actualization
3.Something a person needs to practice a bit more IF he consistently says NUCULAR for NUCLEAR.
Reading Recovery is…
1. A much missed part of our current portfolio of early interventions
2. The only early intervention endorsed by the federal What Works Clearinghouse
3. A 12 step program designed to assist 1st graders who have overdosed on Accelerated Reader
Reading First…1. Is the Reading part of NCLB2. Has provided more resources for
compensatory reading than any previous piece of legislation in our history
3. Is what keeps us all employed4. Is what you should have done
before you walked into the wrong-gendered rest room.
What do you think?
• What’s a skill? • What’s a strategy? • How are they different?• How are they related?
Some answers we get when we ask
• “Skills make up strategies.”• “Strategies lead to skills.”• “Skill is the destination, strategy is the journey.”
• “We learn strategies to do a skill.”• “Skills are automatic, strategies are effortful and mediated.”
• “We use strategies as tools.”• “Strategies that work require a skill set.”• “We have to pay attention in learning skills, but eventually we use them automatically.”
What the dictionary says
• skill n. 1. an acquired ability to perform well; proficiency. Note: The term often refers to finely-coordinated, complex motor acts that are the result of perceptual-motor learning, as handwriting, golf, or pottery. However, skill is also used to refer to parts of acts that are primarily intellectual, as those involved in comprehension or thinking. See also basic skills. 2. a craft or activity requiring a high degree of competence, as the skill of making fine jewelry.
• strategy n. in education, a systematic plan, consciously adapted and monitored, to improve one’s performance in learning.
• Harris, T., & Hodges, R. (Eds.) (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.
What we find in school curricula
• Skill: Can’t find a definition, but we found lots of listsphonics skillsvocabulary skillscomprehension skillsStudy skills
• Strategy:A systematic plan, consciously adapted and monitored, to improve one's performance in learningMontgomery County Public Schools (MD)
Desperately seeking clarity…
The rationale for the explicit teaching of comprehension skills is that comprehension can be improved by teaching students to use specific cognitive strategies or to reason strategically when they encounter barriers to understanding what they are reading.
– National Reading Panel Summary Report (April, 2000)
Skills: A short Skills: A short historyhistory
• There have always been reading skills– Davis, 1944: Test to validate independent
skills– Where did Davis get his candidate skills to
test?• Reading series scope and sequence charts from 1930s
– Basal proliferation through the 40s-60s
• late 1960s: Bloom’s notion of mastery learning– identify the components– measure each– teach it to mastery and measure it again– reteach and, if necessary, recyle– go on to the next skill and repeat
• led to skills management systems– Wisconsin Design for Reading Skill Development– Fountain Valley– Basals in the early 1970s
Skills: A short history, continued
Skill 1
Skill 2
Teach Assess Conclude
Teach Assess Conclude
The 1970s Skills management mentality: Teach a skill, assess it for mastery, reteach it if necessary, and then go onto the next skill.
Historical relationships between instruction and assessment
Foundation: Benjamin Bloom’s ideas of mastery learning
Skill 2
Skill 3
Skill 1
Teach Assess Conclude
Teach Assess Conclude
Teach Assess Conclude
Skill 4
Skill 6
Teach Assess Conclude
Skill 5
Teach Assess Conclude
Teach Assess Conclude
The 1970s, cont.
And we taught each of these skills until we had covered the entire curriculum for a grade level.
We rejected this view in the 1980s: seductive but simplistic• Order
• Simplicity• Systematicity
• Clarity
• Weak evidence of independence
• Complexity• Some evidence of comingling
• Weak evidence about order
• Muddiness
Skills: A short history, continued
• The constructivist response in the
• K. Goodman: Who skilled Cock Robin?– Engage kids in authentic, meaningful
encounters with text and the “skills” will take care of themselves: KIds will become “skilled” without teaching “skills”.
Skills: A short history, continued
• Early 1990s: Skills took a basal sabbatical for about 6 years– Got moved to the appendix– Literature ruled the day
• Mid 1990s: Balanced Literacy: Skills are a means to the end of authentic reading and writing… (still alive in some places)
Skills: A short history, continuedSkills: A short
history, continued
• Mid to late 1990s: Re-emergence of skills as the staple of literacy curriculum
• Today: Back in the saddle again• New layer: They are now sanctioned by SBRR, in Reading First and in our assessment systems for monitoring and diagnosis
Skills: A short history, continuedSkills: A short
history, continued
Strategies: An even shorter history
• 1970s: We discovered “meta”• Metalinguistics: Knowing about linguistic elements like word, sentence, phoneme, grapheme, syllable, morph
• Metacomprehension: Knowing about our understanding
• Metacognition: Knowing about our cognitive processes (the overarching term)
• Metapoker: Kenny Rogers…
Instructional research on strategies
• Late 1970s through the early 90s in regular education (CSR, Pressley et al, Paris and others)
• Steady stream from late 1970s through today in Special Education (e.g., Deshler and Graham/Harris)
• General finding: if you teach it, they will learn it and do it
• Weakness: never studied how to curricularize all this stuff– Do you do all four RT strategies for every text you read?
Forever?
Why distinguish between skill and
strategy• Why not just moosh them together, teach them all to mastery, and be done with the debate?
• They are very different animals…
Comparing Skills and Strategies
Skills Strategies
automatic deliberate
unconscious conscious
context free context bound, situated
effortless: just do it!
effortful, mindful
abstract concrete
rule-like, principled
heuristic-like, precedent
We teach them differently: coping
with complexity•Skills
•Remove from context
•Decompose it into a set of component steps
•Teach then practice each step to mastery
•Practice in simple contexts (worksheets)
• Apply to real reading situations
•Strategies
•Find contextualized instances
•Model application through think-alouds
•Guide, scaffold student application
•Gradually release more responsibility
•Ask students to guide application
One way to bridge the divide
• Think of comprehension processes or tasks that we ask kids to perform
• These are largely discerning relationships between ideas– A caused B: The wind blew the roof off– A came after B: I did my homework after dinner– A is a B: A dog is a mammal.– If A, then B: If you do your homework, you can
watch TV.
• Any process or task can be under – automatic controla skill!– or– deliberate controla strategy
One way to bridge the divide
One way to bridge the divide
Thinking about the curriculum
Process or Task Strategy Skill
Inferring Characters’ Motives √ √
Distinguishing Fact from Opinion √ √
Reading Fluently (expression and speed)
√ √
Inferring word meanings √ √
Word reading √ √
Just about any task can be both √ √
• It has been used a lot
• The text is easy
• Knowledge is robust
• Requires little teacher scaffolding
A process is likely to be skilled when…
• it is new to the learner
• the text is hard
• knowledge is meager
• requires lots of teacher scaffolding
A process is likely to be strategic
when…
Cognitive apprenticeship
Teacher Responsibility100
00
100Student Responsibility
With any luck, we move this way (----->) over time.But we are always prepared to slide up and
down the diagonal.
Gradual Release of Responsibility
Likely to be under strategic control
Likely to be under skilled control
But you always have to be prepared to move up and down this
scale. Why because things change: today a skill, tomorrow a strategy
Another useful distinction
• Skills (or skilled behavior) are what we do when we just do it!
• Strategies (or strategic behavior) are what we invoke when the going gets tough.
• So whether they are the same or different doesn’t matter so much--the context will tell us when to do which.
So….
• If I regularly summarize each page in a science text, more or less as a matter of course, then summarization is a skill for me.
• If I come to the end of a page and say, “My goodness, I don’t remember a thing! I’d better get my act together, let’s see, how do I start?...”, then it is a strategy for me.
• Skills just happen but strategies solve problems
Are skills once upon a time strategies?
• How we learn to sound out initial consonants…involves strategies of connecting print and speech
• We then learn and overlearn this process, the strategy of determining initial consonants becomes skilled and automatic recognition
A useful distinction for thinking about skills…after Jim
Squire• Growth processes versus mastery processes
• Mastery: once you acquire them, we feel good and go on.
• Growth processes: show me that you have mastered the process and I’ll show you you haven’t
Distinguish between mastery and growth processes
What do we really need to watch out for?
• Skills: – Assumptive teaching– Practice makes perfect.
• Strategies– Metacognitive morasses– The frog and the centipede
What are sensible ideas for thinking about skill and strategy instruction in the service of helping students achieve in reading?• We are not likely to expunge skills from state and district curricula even if we wanted to…
• Even if we had strong evidence that they were harmful or irrelevant– highly entrenched
• Standards• Assessments• Basal Curricula
– “Old friends!”
What are sensible ideas for thinking about skill and strategy instruction in the service of helping students achieve in reading?• What sort of rapprochement or peaceful co-existence could we achieve?
• By no means have we settled this issue today.
• Even so…
Are Skills and Strategies Different?
• More different than alike• Some processes really do move from effortful to effortless– Breaking the Code
• Some processes seldom reach a skilled stage– Monitoring and fix-up
• For most processes, we toggle back and forth between skilled and strategic application– context bound (text, task, goal)
Are skills and
•Two sides of the same coin– Skills are strategies that have become
automated– Strategies are skills slowed down to a
speed where we can deconstruct and examine them meticulously
Are Skills and Strategies Alike?
Instruction
• Instruction will vary according to the way we conceptualize a given process…– If skill, then practice to mastery to
application– If strategy, then model, think-alouds,
gradual release, flexible application
• In their skilled aspect– By just doing it. – Probably with a task that is pretty
comfortable for that individual
• In their strategic aspect– By watching it in action– Probably with a task that is difficult for that
individual
Assessment Processes
The End• However we choose to frame this distinction, it is important to establish
– the normative characteristics of each• Automatic• Deliberate
– the normative approach to teaching each• decomposition and practice• scaffolding
• If we are both skillful and strategic in framing this distinction…– we will find ways to meet kids where they are– and move them a new level in their capacity to use skills and
strategies to cope with the complexities of reading comprehension.
Why we need to celebrate coaching
• Coach• Roach• Reach• Teach
We can get there in more than one way
• Teach• Peach• Poach• Coach
The real end
•Something old•Something new
•Something borrowed•Nothing blue!