Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Changing the Odds: Lessons learned from successful programs
Susan B. Neuman
Professor, Director of Ready to Learn University of Michigan
Changing the Odds:
Lessons learned from successful programs
Susan B. NeumanUniversity of Michigan
Indiana Family Impact Seminars – November 2009 9
o In order to effectively change the odds, we need to apply two kinds of information
From the “science of early literacy”
From effectiveprograms
Information about the individualcomponents of instruction and assessment that are most effectivein raising achievement
Information aboutleadership, organization,and practices that are most effectiveIn raising achievement
Indiana Family Impact Seminars – November 2009 10
o A central problem in reading success arises, not from the absolute level of children’s preparation for learning to read, but from the diversity in their levels of preparation.(Torgeson, 2009)
Two important sources of diversity
1. Diversity in instruction2. Diversity in preparation, and family
supports for learning to read
Indiana Family Impact Seminars – November 2009 11
o By 3-years, children exhibit large differences in word knowledge that correlate with income level (Hart & Risley, 1996).
o These achievement differences (i) persist through high school (Biemiller, 2001), (ii) are highly correlated with later literacy skills (Hart & Risley, 2003), (iii) and perpetuate the ever-widening achievement gap (Stanovich, 1986).
o In elementary school, there is little emphasis on acquisition or new words (Biemiller, 2001) or instruction of vocabulary (Scott, Jamieson-Noel, & Asselin, 2003).
Yearly Exposure Vocabulary SizeHigher - SES 11.2 million
words1116 words
Working Class - SES 6.5 million words 749 wordsLower – SES 3.2 million words 525 words
The Challenge…..
Indiana Family Impact Seminars – November 2009 12
NAEP 2007
o When there is great diversity among students in their preparation for learning to read….
o Little variation in our teaching, and in our programs will always result in greater variation in student learning.
Indiana Family Impact Seminars – November 2009 13
Extending our reach
o Good hearted soulso Weak interventionso Short attention spanso Ill-fitting interventions
The problem…
Indiana Family Impact Seminars – November 2009 14
The problem….
o Change the way we do business
The Changing the Odds Strategy
Indiana Family Impact Seminars – November 2009 15
o Lessons learned from successful programs:o Avance Books Aloudo Bright Beginnings America’s promiseo Chicago Parent-child centerso Early Head Start Nurse-family parto Head Starto Oklahoma Preschool Projecto Reach out and Reado Reading Recoveryo Success for All
Bruner2004
Cost/Benefit Analyses
Indiana Family Impact Seminars – November 2009 16
1. Start early…
The prevention of reading difficulties
2. Target our programs to children’s needs
Indiana Family Impact Seminars – November 2009 17
Phonological awarenessLetter namesConcepts of printVocabularyBackground knowledge-conceptsMotivation to learn and self-regulation
Skills that are essential for early literacy
development
3. Comprehensive Services
o Greater connections to health services
Unmet Dental Needs
Indiana Family Impact Seminars – November 2009 18
Absenteeism due to illness
o 4, 5. Compensatory and Intensive instructiono Greater dosageo Greater deptho Targeted focuso Integrated instruction
• Scienceo Parent involvement and engagement
Indiana Family Impact Seminars – November 2009 19
Efforts to increase the quality, consistency, and reach of instructiona. Insuring teachers have excellent professional developmentb. Monitoring and supporting classroom instruction
Are teachers providing systematic and motivating instruction?
Is small group instruction differentiated to students’ needs
Are children engaged in thoughtful instruction?
Intensifying instruction
All curriculum are not equal
Indiana Family Impact Seminars – November 2009 20
Phonological Awareness Score
012345
Houghto
n Miff li
n
Pebble
Soup
Activate Early
Learni
n
Current Programs
g
Building Languag
e for L
iterac
y
DLM Earl
y Childhoo
d Expres
s
High ScoLea
pfrog
McGraw-H
llrea
kthrough
to Li
terape cy
Open Court
Opening t
he World
of Learning (O
WL)
i B
Schola
stic E
arly Childh
ood Program
Trophies
Curriculum
Scor
e
Vocabulary
0
1
2
3
4
5
Pebble
Soup
Leapfro
g
Schola
stic Early
Childhood
Program
Opening t
he World
of Learning (O
W
Current Pre-K programs
L)
DLM Earl
y Childhoo
d Expres
s
High Scope
McGraw-Hill
Breakth
routo
Litera
gh
cy
Houghto
n Miffli
n
Building Languag
e for L
iterac
y
Trophies
Open Court
Activate Early
Learni
ng
Curriculum
Scor
e
o Highly trained professionalso No one-shot workshopso Focused pd tied to a curriculum most
powerful strategyo Coaching
Accountability Indiana Family Impact Seminars – November 2009 21
Indiana Family Impact Seminars – November 2009 22
o More instructional timeo Small instructional groupso More precisely targeted to student needso Clearer and more detailed explanationso More systematic and detailed instructiono More guided practice, review, corrective
feedback
Powerful instruction
o We need a school and community plan that is sufficiently powerful and targeted to ensure that all children can read, and are successful performers.
Indiana Family Impact Seminars – November 2009 23
We can’t do it alone
Project Website:http://readytolearnresearch.org/
Principal Investigator: Prof. Susan B. NeumanEmail: [email protected]
contact information