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RISECommunityofPracticeNicSpaull

WashingtonDC21June2019

AnthologiesofGradedReaders

4ProgramAreas

isiXhosaGrade1text

DavidCarel,Nangamso Mtsatse,NwabisaMakaluza

isiXhosaGrade2text

DavidCarel,Nangamso Mtsatse,NwabisaMakaluza

isiXhosaGrade3text

DavidCarel,Nangamso Mtsatse,NwabisaMakaluza

Module Description

1 CAPS Reading Activities ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽƚĞĂĐŚŝŶŐƌĞĂĚŝŶŐඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽW^ƌĞĂĚŝŶŐĂĐƚŝǀŝƚŝĞƐඵĂƐĞůŝŶĞƚĞƐƚŝŶŐඵZĞĂĚůŽƵĚඵ^ŚĂƌĞĚZĞĂĚŝŶŐͲ'ƌŽƵƉ'ƵŝĚĞĚZĞĂĚŝŶŐඵWĂŝƌĞĚZĞĂĚŝŶŐඵ/ŶĚĞƉĞŶĚĞŶƚZĞĂĚŝŶŐඵƐƐĞƐƐŝŶŐW^ƌĞĂĚŝŶŐĂĐƚŝǀŝƚŝĞƐඵ

2 EMERGENT LITERACY ඵ/ŵƉŽƌƚĂŶĐĞŽĨƚŚĞŐƌĂĚĞZLJĞĂƌඵ>ŝƐƚĞŶŝŶŐĂŶĚƐƉĞĂŬŝŶŐඵŵĞƌŐĞŶƚƌĞĂĚŝŶŐΘǁƌŝƚŝŶŐඵWŚŽŶŽůŽŐŝĐĂůĂǁĂƌĞŶĞƐƐΘůĞƚƚĞƌƐŽƵŶĚŬŶŽǁůĞĚŐĞ

3 DECODING ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽĚĞĐŽĚŝŶŐඵWŚŽŶŽůŽŐŝĐĂů;ΘƉŚŽŶĞŵŝĐͿĂǁĂƌĞŶĞƐƐඵ>ĞƚƚĞƌͲƐŽƵŶĚŬŶŽǁůĞĚŐĞΘƉŚŽŶŝĐƐඵtŽƌĚƌĞĂĚŝŶŐඵKƌĂůƌĞĂĚŝŶŐĨůƵĞŶĐLJඵƐƐĞƐƐŝŶŐĚĞĐŽĚŝŶŐ

4 VOCABULARY ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽǀŽĐĂďƵůĂƌLJඵsŽĐĂďƵůĂƌLJĚĞǀĞůŽƉŵĞŶƚඵdĞĂĐŚŝŶŐǀŽĐĂďƵůĂƌLJŝŶĐŝĚĞŶƚĂůůLJඵdĞĂĐŚŝŶŐǀŽĐĂďƵůĂƌLJĞdžƉůŝĐŝƚůLJඵ^ƚƌĂƚĞŐŝĞƐĨŽƌĐŚŝůĚƌĞŶƚŽƵƐĞƚŽŝĚĞŶƚŝĨLJĂŶĚůĞĂƌŶǁŽƌĚƐඵƐƐĞƐƐŝŶŐǀŽĐĂďƵůĂƌLJ

5 COMPREHENSION ඵdĞĂĐŚŝŶŐĐŽŵƉƌĞŚĞŶƐŝŽŶඵdĞĂĐŚŝŶŐĐŽŵƉƌĞŚĞŶƐŝŽŶƐƚƌĂƚĞŐŝĞƐඵhƐŝŶŐƋƵĞƐƚŝŽŶƐƚŽďƵŝůĚĐŽŵƉƌĞŚĞŶƐŝŽŶඵdĞdžƚƚLJƉĞƐඵƐƐĞƐƐŝŶŐĐŽŵƉƌĞŚĞŶƐŝŽŶ

6 WRITING ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽǁƌŝƚŝŶŐඵ^ƚĂŐĞƐŽĨǁƌŝƚŝŶŐĚĞǀĞůŽƉŵĞŶƚඵƉƌŽĐĞƐƐΘŐĞŶƌĞĂƉƉƌŽĂĐŚƚŽƚĞĂĐŚŝŶŐǁƌŝƚŝŶŐඵW^ǁƌŝƚŝŶŐĂĐƚŝǀŝƚŝĞƐඵdĞĂĐŚŝŶŐĐƌĞĂƚŝǀĞǁƌŝƚŝŶŐĂŶĚǁĂLJƐƚŽĞdžƚĞŶĚǁƌŝƚŝŶŐඵdĞĂĐŚŝŶŐůĂŶŐƵĂŐĞĂŶĚŐƌĂŵŵĂƌඵƐƐĞƐƐŝŶŐǁƌŝƚŝŶŐ

6 HANDWRITING ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽƚĞĂĐŚŝŶŐŚĂŶĚǁƌŝƚŝŶŐඵdĞĂĐŚĞƌƐƌŽůĞŝŶƚĞĂĐŚŝŶŐŚĂŶĚǁƌŝƚŝŶŐඵtŚĂƚǁŚĞŶΘŚŽǁŽĨŚĂŶĚǁƌŝƚŝŶŐඵƐƐĞƐƐŝŶŐŚĂŶĚǁƌŝƚŝŶŐ

7 EFAL 1 ඵWƌŝŶĐŝƉůĞƐĨŽƌƚĞĂĐŚŝŶŐĂŶĂĚĚŝƚŝŽŶĂůůĂŶŐƵĂŐĞŝŶƚŚĞ&ŽƵŶĚĂƚŝŽŶWŚĂƐĞඵ^ĞƚƚŝŶŐƵƉƚŚĞĐůĂƐƐƌŽŽŵĂŶĚĚŽŝŶŐďĂƐĞůŝŶĞĂƐƐĞƐƐŵĞŶƚඵdĞĂĐŚŝŶŐŽƌĂůůĂŶŐƵĂŐĞඵdĞĂĐŚŝŶŐƉŚŽŶĞŵŝĐĂǁĂƌĞŶĞƐƐƉŚŽŶŽůŽŐŝĐĂůĂǁĂƌĞŶĞƐƐΘƉŚŽŶŝĐƐඵdĞĂĐŚŝŶŐƌĞĂĚŝŶŐŝŶ&>

8 EFAL 2 ඵdĞĂĐŚŝŶŐǁƌŝƚŝŶŐŝŶ&>ඵdĞĂĐŚŝŶŐǀŽĐĂďƵůĂƌLJĂŶĚŐƌĂŵŵĂƌŝŶ&>ඵWƌĞƉĂƌŝŶŐůĞĂƌŶĞƌƐĨŽƌŶŐůŝƐŚ>Ž>dŝŶ'ƌĂĚĞϰඵƐƐĞƐƐŝŶŐůĞĂƌŶĞƌƐŶŐůŝƐŚඵWůĂŶŶŝŶŐĨŽƌ&>

9 CREATING A CULTURE OF READING

ඵĨĨĞĐƚĞŶŐĂŐĞŵĞŶƚĂŶĚŵŽƚŝǀĂƚŝŽŶŝŶƌĞĂĚŝŶŐඵdĞdžƚƐĨŽƌƚĞĂĐŚŝŶŐƌĞĂĚŝŶŐඵWƌŝŶƚͲƌŝĐŚĐůĂƐƐƌŽŽŵƐඵDĂŶĂŐŝŶŐƌĞƐŽƵƌĐĞƐඵƐƚĂďůŝƐŚŝŶŐĂĐƵůƚƵƌĞŽĨƌĞĂĚŝŶŐĂĐƌŽƐƐƚŚĞƐĐŚŽŽů

10 INCLUSIVE EDUCATION ඵƚĞĂĐŚĞƌƐƌŽůĞŝŶĂŶŝŶĐůƵƐŝǀĞĐůĂƐƐƌŽŽŵඵtŚĂƚŝƐĂǀĂŝůĂďůĞƚŽŚĞůƉƚŚĞƚĞĂĐŚĞƌඵĂƌƌŝĞƌƐƚŽůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐĂŶĚƐƵŐŐĞƐƚŝŽŶƐ

11 ASSESSMENT AND REMEDIATION

ඵĂƐĞůŝŶĞĂƐƐĞƐƐŵĞŶƚඵ&ŽƌŵĂƚŝǀĞĂŶĚƐƵŵŵĂƚŝǀĞĂƐƐĞƐƐŵĞŶƚŽĨƌĞĂĚŝŶŐĂŶĚǁƌŝƚŝŶŐඵ,ĞůƉŝŶŐƐƚƌƵŐŐůŝŶŐƌĞĂĚĞƌƐĂŶĚǁƌŝƚĞƌƐ

12 PLANNING & PROGRESSION ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽƚŚĞƉůĂŶŶŝŶŐĐLJĐůĞඵĞĐŽŵŝŶŐĂƌĞĨůĞĐƚŝǀĞƚĞĂĐŚĞƌඵ>ĞǀĞůƐŽĨƉůĂŶŶŝŶŐඵWůĂŶŶŝŶŐĨŽƌƌŽƵƚŝŶĞƐĂŶĚĐůĂƐƐƌŽŽŵŵĂŶĂŐĞŵĞŶƚ

Course Contents12 Short Courses Courses in the Advanced Certificate Foundation Phase Teaching: Literacy

Short Courses Description

824,345 anthologiesprintedanddistributedbyECDOE.

GroupGuidedReading

Whatdoweknow?

21

(1)Languagecomprehension

(2)Decoding

Weknowalmostnothing aboutthis!

Weknowalittleaboutthis.

Weknowthemostaboutthis

Oral

Print

Oral

1% 1% 1% 1% 2% 4% 6%

15% 17%

53%

0%

10%

20%

30%

40%

50%

60%

Swahili Bemba,isiXhosa,isiZulu,Sepedi,

Setswana,SeSotho,Chichewa

Bengali Hindi Portuguese Arabic Spanish Chinese French English

Numberofarticlesintop3journals2009-2019

69-70%ofallarticleinthe3journalsareonEng/French

6%oftotal(rounding).

Arabic+Hindi+Bengali+Swahili=morethan1-billion people

Journal of Research in Reading, Scientific Studies of Reading, Reading Research Quarterly

Lackofreadingresearchonlanguagesindevelopingcountries

Takingacloserlookat

Comprehension

EGRS1impacts(Cilliers etal.2018)

• gg

EGRS1:Comprehension

• Controlschoolsimproveby1.2comprehensionQs• (i.e.30%correctof4questions)

• Coachingschoolsimproveby1.5comprehensionQs• (i.e.38%correctof4questions)

ComprehensionComprehensionandfluencyhavebeenwidelystudiedinEnglish(Adams,1994;Spear-Swerling,2006).

1. Independentreadinglevel:wordrecognitionis99%andcomprehensionis90%orbetter.

2. Instructionalreadinglevel:(thelevelatwhichthereadercanbesuccessfullyinstructed)wordrecognitionis95%andcomprehensionis75%orbetter.

3. Frustrationreadinglevel:wordrecognitionis90%orlessandcomprehensionislessthan50%. Atthislevelthereadercannotreallyunderstandthetext.

Essentiallyalllearnersintreatmentschoolsarestillat‘frustrationreadinglevel’

RachelKahn,PatriciaA.Zapf,&VirginiaG.Cooper, ReadabilityOfMirandaWarningsAndWaivers:ImplicationsForEvaluatingMirandaComprehension,30L.&Psychol.Rev.119,127(2006)(citingDanielP.Greenfieldetal., RetrospectiveEvaluationofMirandaReadingLevelsandWaiverCompetency,19Am.J.ForensicPsychol.75,79-80(2001)).

A B C D

Whatdoesa0.2SDlookslike?

Comprehension

Comprehensionthreshold?

Pointsfordiscussion:

1. Ofcoursetheinputcomponentsofreading(letter-recognition,orallanguageproficiency,vocabulary)areimportantforcomprehension(&byimplicationimprovingthemisgood),butis‘realcomprehension’actuallyimprovingevenamongthetopoftheinterventiondistribution?

2. Areweactuallymovingtheneedleoncomprehension?

3. Whatarewedoingtomeasure&improveorallanguageproficiency.(constrainedvsunconstrainedskills(alaSnow)

Workinginanentirephasevsanindividualgrade

Coaches:school

#Gradeswhichcoachcoachesperyear

Grade years/coach/year

EGRS 1:15 1 15

FundaWande 1:5 3 15

Differentconfigurationswhichdecreasethecostperlearner• Grades:Workingwiththeentirephase(Grade1-3)meansthedosagecanbe

1coachto5schoolsinsteadof1:15• Subjects:Literacy-onlycoachvsliteracy-and-numeracycoach

Comments/Questions?NicSpaull@gmail.com