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The Challenge of Teaching All The Challenge of Teaching All Children to Read: Lessons from Children to Read: Lessons from
ResearchResearchDr. Joseph Torgesen
The Florida Center for Reading Research at Florida State University
Collier County Reading Steering Committee Lecture Series, February, 2005
First ReaderFirst ReaderBy Billy CollinsBy Billy Collins
I can see them standing politely on the wide pages that I was stI can see them standing politely on the wide pages that I was still learning to ill learning to turn, Jane in a blue jumper, Dick with his crayonturn, Jane in a blue jumper, Dick with his crayon--brown hair, playing with a ball brown hair, playing with a ball or exploring the cosmos of the backyard, unaware they are the fior exploring the cosmos of the backyard, unaware they are the first characters, rst characters, the boy and girl who begin fiction.the boy and girl who begin fiction.
Beyond the simple illustrations of their neighborhood, the otherBeyond the simple illustrations of their neighborhood, the other protagonists protagonists were waiting in a huddle: frightening were waiting in a huddle: frightening HeathcliffHeathcliff, frightened Pip, Nick Adams , frightened Pip, Nick Adams carrying a fishing rod, Emma Bovary riding into Rouen.carrying a fishing rod, Emma Bovary riding into Rouen.
But I would read about the perfect boy and his sister even beforBut I would read about the perfect boy and his sister even before I would read e I would read about Adam and Eve, garden and gate, and before I heard the nameabout Adam and Eve, garden and gate, and before I heard the name Gutenberg, Gutenberg, the type of their simple talk was moving into my focusing eyes.the type of their simple talk was moving into my focusing eyes.
It was always Saturday and he and she were always pointing at soIt was always Saturday and he and she were always pointing at something mething and shouting, and shouting, ““Look!Look!”” pointing at the dog, the bicycle, or at their father as pointing at the dog, the bicycle, or at their father as he pushed a hand mower over the lawn, waving at he pushed a hand mower over the lawn, waving at apronedaproned mother framed in mother framed in the kitchen doorway, pointing toward the sky, pointing at each othe kitchen doorway, pointing toward the sky, pointing at each other.ther.
They wanted us to look but we had looked already and seen the shThey wanted us to look but we had looked already and seen the shaded aded lawn, the wagon, the postman. We had seen the dog, walked, watelawn, the wagon, the postman. We had seen the dog, walked, watered and red and fed the animal, and now it was time to discover the infinite, clfed the animal, and now it was time to discover the infinite, clicking icking permutations of the alphabetpermutations of the alphabet’’s small and capital letters. Alphabetical s small and capital letters. Alphabetical ourselves in the rows of classroom desks, we were forgetting howourselves in the rows of classroom desks, we were forgetting how to look, to look, learning how to read.learning how to read.
Something almost everyone can agree Something almost everyone can agree on about readingon about reading
Our goal is to help all children acquire the skills and Our goal is to help all children acquire the skills and knowledge required to construct meaning from text: knowledge required to construct meaning from text:
we also want them to read fluently and to value we also want them to read fluently and to value reading for pleasure and learningreading for pleasure and learning
The best way to determine whether we have been The best way to determine whether we have been successful in teaching all children to read is to successful in teaching all children to read is to
assess their reading comprehension using reliable assess their reading comprehension using reliable and valid testsand valid tests
What skills, knowledge, and
attitudes are required for good
reading comprehension?
What we know about the factors that What we know about the factors that affect reading comprehensionaffect reading comprehension
Proficient comprehension of text is influenced by:Proficient comprehension of text is influenced by:
Accurate and fluent word reading skillsAccurate and fluent word reading skillsOral language skills (vocabulary, linguistic comprehension)Oral language skills (vocabulary, linguistic comprehension)
Extent of conceptual and factual knowledgeExtent of conceptual and factual knowledge
Knowledge and skill in use of cognitive strategies to Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.improve comprehension or repair it when it breaks down.
Reasoning and inferential skillsReasoning and inferential skills
Motivation to understand and interest in task and Motivation to understand and interest in task and materialsmaterials
In Florida, our measure to see how we are In Florida, our measure to see how we are doing in teaching all children to be proficient doing in teaching all children to be proficient readers is the FCAT.readers is the FCAT.
What are the skills and knowledge that are What are the skills and knowledge that are required to perform well on the FCAT in required to perform well on the FCAT in third grade and higher?third grade and higher?
How the study was conducted:How the study was conducted:
Gave 2 hour battery of language, reading, nonverbal Gave 2 hour battery of language, reading, nonverbal reasoning, and memory tests to approximately 200 reasoning, and memory tests to approximately 200 randomly selected children in each grade at 3 locations randomly selected children in each grade at 3 locations in Florida who had also taken the FCAT.in Florida who had also taken the FCAT.
LanguageLanguage –– WiscWisc VocabVocab and Similaritiesand SimilaritiesListening comprehensionListening comprehension
ReadingReading–– Oral reading fluency passages, TOWRE, Gray Oral reading fluency passages, TOWRE, Gray Oral Reading TestOral Reading Test
NV ReasoningNV Reasoning –– WiscWisc Matrix Reasoning, Block DesignMatrix Reasoning, Block Design
Working MemoryWorking Memory–– Listening span, Reading SpanListening span, Reading Span
Fluency
10
20
30
40
VerbalP
erce
nt o
f var
ianc
e ac
coun
ted
for
Per
cent
of v
aria
nce
acco
unte
d fo
r60
55
47
23
Non VerbalMemory
50
12
3rd Grade
What skills are particularly deficient in What skills are particularly deficient in level 1 and level 2 readers in 3level 1 and level 2 readers in 3rdrd grade?grade?
FCAT Performance LevelFCAT Performance LevelSkill/abilitySkill/ability
11 22 33 44 555454 9292 102102 119119 148148WPM on FCATWPM on FCAT
6161 9696 111111 132132 155155WPM on DIBELSWPM on DIBELS
Fluency percentileFluency percentile 66thth 3232thth 5656thth 7878thth 9393rdrd
Phonemic decodingPhonemic decoding 2525thth 4545thth 5959thth 7474thth 9191stst
Verbal knowledge/ Verbal knowledge/ reasoning
4242ndnd 5959thth 7272ndnd 9191stst 9898ththreasoning
December, 3rd GradeCorrect word/minute=60
19th percentile
The Surprise PartyThe Surprise Party
My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist wplanned a big surprise party for him. She said I could assist with ith the party but that I had to keep the party a secret. She said Ithe party but that I had to keep the party a secret. She said Icouldncouldn’’t tell my dad because that would spoil the surprise. t tell my dad because that would spoil the surprise.
I helped mom organize the guest list and write the I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps andincluded. I also addressed all the envelopes and put stamps andreturn addresses on themreturn addresses on them…….. ..
December, 3rd GradeCorrect word/minute=128
78th percentile
The Surprise PartyThe Surprise Party
My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist wplanned a big surprise party for him. She said I could assist with ith the party but that I had to keep the party a secret. She said Ithe party but that I had to keep the party a secret. She said Icouldncouldn’’t tell my dad because that would spoil the surprise. t tell my dad because that would spoil the surprise.
I helped mom organize the guest list and write the I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps andincluded. I also addressed all the envelopes and put stamps andreturn addresses on themreturn addresses on them…….. ..
Fluency
10
20
30
40
VerbalP
erce
nt o
f var
ianc
e ac
coun
ted
for
Per
cent
of v
aria
nce
acco
unte
d fo
r60
Non VerbalMemory
43
51
22
5
50
7th Grade
Fluency
10
20
30
40
VerbalP
erce
nt o
f var
ianc
e ac
coun
ted
for
Per
cent
of v
aria
nce
acco
unte
d fo
r60
Non VerbalMemory
32
52
28
5
50
10th Grade
“Reading is thinking guided by print”(Perfetti,1995)
Important Conclusions from the StudyImportant Conclusions from the Study
1. The most important reading and skills that explain 1. The most important reading and skills that explain individual differences in performance on a widely individual differences in performance on a widely used measure of reading comprehension are used measure of reading comprehension are reading fluencyreading fluency and and vocabulary/verbal reasoning. vocabulary/verbal reasoning. Motivation should also be very importantMotivation should also be very important
2. Differences in reading fluency (accuracy and 2. Differences in reading fluency (accuracy and speed) are particularly important in explaining speed) are particularly important in explaining differences among children in performance at third differences among children in performance at third grade, and vocabulary/verbal reasoning grade, and vocabulary/verbal reasoning differences become increasingly more important differences become increasingly more important as text becomes more complexas text becomes more complex
Effective early reading instructionEffective early reading instruction must build reading must build reading skills in five important areas by providing instruction skills in five important areas by providing instruction that is both engaging and motivating.that is both engaging and motivating.
Taught by methods Taught by methods that arethat are……
engaging & motivatingengaging & motivating
Phonemic AwarenessPhonemic Awareness
PhonicsPhonics
FluencyFluency
VocabularyVocabulary
Comprehension strategiesComprehension strategies
Identifying words Identifying words accurately and accurately and fluentlyfluently
Constructing Constructing meaning meaning once words once words are identifiedare identified
Increasing the ability of classroom instruction to Increasing the ability of classroom instruction to reach more childrenreach more children
1. Teach the essential skills and knowledge required for 1. Teach the essential skills and knowledge required for reading using explicit instructional strategiesreading using explicit instructional strategies
2. Need a well designed scope and sequence so that 2. Need a well designed scope and sequence so that instructional sequences are well coordinatedinstructional sequences are well coordinated
3. Need to include ample practice opportunities with high 3. Need to include ample practice opportunities with high quality feedback and engaging applicationsquality feedback and engaging applications
4. Student materials need to be well aligned with 4. Student materials need to be well aligned with instruction so that practice and application helps to instruction so that practice and application helps to build skills systematicallybuild skills systematically
5. Need to use assessments to differentiate instruction 5. Need to use assessments to differentiate instruction more effectivelymore effectively
Lets talk about motivation a momentLets talk about motivation a moment……Detailed studies of effective teachers document that they are Detailed studies of effective teachers document that they are powerful motivators:powerful motivators:
““Basically, we found that engaging primaryBasically, we found that engaging primary--grades teachers do grades teachers do something every minute of every hour of every school day to something every minute of every hour of every school day to motivate their students, using every conceivable motivational motivate their students, using every conceivable motivational mechanism to do so mechanism to do so ……Pressley, 2004Pressley, 2004
Lets talk about motivation a momentLets talk about motivation a moment……Detailed studies of effective teachers document that they are Detailed studies of effective teachers document that they are powerful motivators:powerful motivators:
““Less engaging teachers actually do much to Less engaging teachers actually do much to undermineunderminestudent motivation, including, for example, establishing a student motivation, including, for example, establishing a negative tone in the class, placing great emphasis on extrinsic negative tone in the class, placing great emphasis on extrinsic rewards, calling attention to weak performances by students, rewards, calling attention to weak performances by students, providing ineffective or unclear feedback, and fostering providing ineffective or unclear feedback, and fostering competition among students. Engaging teachers never teach competition among students. Engaging teachers never teach in ways that undermine studentsin ways that undermine students’’ motivation. motivation. Pressley, 2004Pressley, 2004
What difficulties are many children in What difficulties are many children in our most challenging schools Likely to our most challenging schools Likely to
experience on these tests?experience on these tests?
Florida Data from Reading First Florida Data from Reading First SchoolsSchools
Assess 4 ORF
280.0
260.0
240.0
220.0
200.0
180.0
160.0
140.0
120.0
100.0
80.0
60.0
40.0
20.0
0.0
4000
3000
2000
1000
0
Std. Dev = 36.87 Mean = 105.3
N = 29745.00
Oral Reading Fluency – Assess4, Third Grade
29,475 students
Ave. WPM = 105 35th percentile
22% high risk
35% moderate risk
Peabody Picture Vocabulary, Third Grade
29,466 students
Ave percentile = 34th
Assess 4 OLV Percentile
100.0
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
3000
2000
1000
0
Std. Dev = 26.72 Mean = 39.0
N = 29466.00
25% mod. risk
37% high risk
Collier County RF students are even less well prepared for reading comprehension
Vocabulary State level Collier County
Kindergarten
1st Grade
2nd Grade
3rd Grade
We know how to help almost We know how to help almost all children become accurate all children become accurate and fluent readers by third and fluent readers by third
gradegrade
A model for preventing reading failure in grades A model for preventing reading failure in grades KK--3: The big Ideas3: The big Ideas
1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreachof instruction in every Kof instruction in every K--3 classroom3 classroom
2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling readersreading growth to identify struggling readers
3. Provide more intensive interventions to 3. Provide more intensive interventions to ““catch upcatch up”” the struggling readersthe struggling readers
The very best teachers of children who have The very best teachers of children who have difficulties learning to read aredifficulties learning to read are
RelentlessRelentlessin their pursuit of every childin their pursuit of every child
The very best teachers of children who have The very best teachers of children who have difficulties learning to read aredifficulties learning to read are
RelentlessRelentless
Let no child Let no child ““escapeescape”” from first from first grade without being proficient in grade without being proficient in
phonemic decoding skillsphonemic decoding skills
RememberRemember-- ““Phonics does not have to be boringPhonics does not have to be boring””
Why is it important for children to acquire Why is it important for children to acquire good phonemic decoding skills (phonics) good phonemic decoding skills (phonics) early in reading development?early in reading development?
Because learning to read involves Because learning to read involves everydayeverydayencounters with words the child has encounters with words the child has never never before seen in print.before seen in print.
Phonemic analysis provides the Phonemic analysis provides the most most important single clueimportant single clue to the identity of to the identity of unknown words in print.unknown words in print.
The most efficient way to make an The most efficient way to make an ““accurate accurate first attemptfirst attempt”” at the identity of a new word is:at the identity of a new word is:
First, do phonemic analysis and try an First, do phonemic analysis and try an approximate pronunciationapproximate pronunciation
Then, close in on the exact right word by Then, close in on the exact right word by finding one containing the right sounds, finding one containing the right sounds, that also makes sense in the sentence.that also makes sense in the sentence.
(chapter 10, Preventing Reading Difficulties in Young Children (chapter 10, Preventing Reading Difficulties in Young Children (2000)(2000)
The connection to reading fluency:The connection to reading fluency:
To be a fluent reader, a child must be able to To be a fluent reader, a child must be able to recognize most of the words in a passage recognize most of the words in a passage ““by sightby sight””
These are iNTirEStinG and cHallinGinGtimes for anyone whose pRoFEshuNleresponsibilities are rEelaTed in any way to liTiRucY outcomes among school children. For, in spite of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-spread concern that public EdgUkAshuN is not as eFfEktIve as it sHood be in tEecHiNg all children to read.
The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.
The connection to reading fluency:The connection to reading fluency:
To be a fluent reader, a child must be able to To be a fluent reader, a child must be able to recognize most of the words in a passage recognize most of the words in a passage ““by sightby sight””
Children must correctly identify words 3Children must correctly identify words 3--8 8 times before they become times before they become ““sight wordssight words””
Children must make accurate first attempts Children must make accurate first attempts when they encounter new words, or the when they encounter new words, or the growth of their growth of their ““sight word vocabularysight word vocabulary”” will be will be delayeddelayed——they will not become fluent readersthey will not become fluent readers
animalanimal
fasterfaster
happyhappy
nevernever
timetime
sleepsleep
rabbitrabbit
Words likely Words likely to be to be encountered encountered for the first for the first time in first time in first gradegrade
amazeamaze
beachbeach
comfortablecomfortable
exampleexample
interestinginteresting
greasegrease
stiffstiff
sweep
Words likely Words likely to be to be encountered encountered for the first for the first time in time in second gradesecond grade
sweep
Passage from 3Passage from 3rdrd grade FCATgrade FCAT
______the middle ____, it was the ______the middle ____, it was the ______for a ______ to wear his full ______for a ______ to wear his full set of _____ whenever he set of _____ whenever he ________ in ______ ________ in ______ –– even in times even in times of______! When a ______ believed of______! When a ______ believed he was _____ friends, he would he was _____ friends, he would ______ his ______. This ______ ______ his ______. This ______ of __________ showed that the of __________ showed that the ______ felt ______ and safe.______ felt ______ and safe.
Passage from 3Passage from 3rdrd grade reading grade reading comprehension testcomprehension test
DuringDuring the middle the middle agesages, it was the , it was the customcustom for a for a knightknight to wear his full to wear his full set of set of armorarmor whenever he whenever he appeared appeared in in publicpublic –– even in times of even in times of peacepeace ! ! When a When a knightknight believed he was believed he was amongamongfriends, he would friends, he would removeremove his his helmethelmet. . This This symbolsymbol of of friendshipfriendship showed showed that the that the knightknight felt felt welcomewelcome and and safe.safe.
The very best teachers of children who have The very best teachers of children who have difficulties learning to read aredifficulties learning to read are
RelentlessRelentlessAs children become accurate and As children become accurate and
independent readers, independent readers, encourageencourage, , cajolecajole, , leadlead, , begbeg, , supportsupport, , demanddemand, , rewardreward them them
for reading as broadly and deeply as for reading as broadly and deeply as possiblepossible
Becoming a fluent readerBecoming a fluent reader--from the bottom upfrom the bottom up
1. Students who acquire proficient phonemic decoding 1. Students who acquire proficient phonemic decoding skills in first grade become accurate and skills in first grade become accurate and independent readers by the middle or end of first independent readers by the middle or end of first gradegrade
2. Students who read accurately, and read a lot, 2. Students who read accurately, and read a lot, acquire larger and larger vocabularies of words acquire larger and larger vocabularies of words they can read they can read ““by sight.by sight.””
3. Fluent readers in third grade are those who can 3. Fluent readers in third grade are those who can read almost all of the words in third grade text read almost all of the words in third grade text ““by by sight.sight.””
How are we doing in How are we doing in Reading First Schools in Reading First Schools in
teaching these critical early teaching these critical early skills?skills?
Reading First is already Reading First is already beginning to make a difference beginning to make a difference
in the early gradesin the early grades
Achievement in 1Achievement in 1stst year vs. 2year vs. 2ndnd yearyear-- CollierCollier
11stst GradeGradeAll StudentsAll Students
________
102030
4050
6070
80
LNFLNF
04-05 low risk03-04 low risk
PSFPSF NWFNWF ORFORF
04-05 high risk03-04 high risk
18%18%
25%25%
116%116%
43%43%
83%83%
54%54%
60%60%
73%73%
Achievement in 1Achievement in 1stst year vs. 2year vs. 2ndnd yearyear--CollierCollier
22ndnd GradeGradeAll StudentsAll Students
________
102030
4050
6070
80
04-05 low risk03-04 low risk
NWFNWF ORFORF
04-05 high risk03-04 high risk
75%75%52%52%
46%46%
39%39%
Achievement in 1Achievement in 1stst year vs. 2year vs. 2ndnd yearyear--CollierCollier
33rdrd GradeGradeAll studentsAll students
________
202530
3540
4550
55
04-05 low risk03-04 low risk
ORFORF
04-05 high risk03-04 high risk
--10 %10 %
--16%16%
Evidence from one school that we Evidence from one school that we cancan do do substantially better than ever beforesubstantially better than ever before
School Characteristics:School Characteristics:70% Free and Reduced Lunch (going up each year)70% Free and Reduced Lunch (going up each year)
65% minority (mostly African65% minority (mostly African--American)American)
Elements of Curriculum Change:Elements of Curriculum Change:Movement to a more systematic and explicit reading Movement to a more systematic and explicit reading curriculum beginning in 1994curriculum beginning in 1994--1995 school year (incomplete 1995 school year (incomplete implementation) for Kimplementation) for K--2, Improved implementation in 19952, Improved implementation in 1995--19961996
Implementation in Fall of 1996 of screening and more Implementation in Fall of 1996 of screening and more intensive small group instruction for atintensive small group instruction for at--risk studentsrisk students
Hartsfield Elementary Progress over five years
Proportion falling below the 25th percentile in word reading ability at the end of first grade 10
20
3031.8
20.4
10.96.7
3.7
1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7for entire grade (n=105)
Screening at beginning of first grade, with extra instruction for those in bottom 30-40%
30Proportion falling below the 25th Percentile
20
10
Proportion falling below the 25th Percentile 10
20
30
31.8
20.4
10.96.7
3.7
1995 1996 1997 1998 1999Average Percentile 48.9 55.2 61.4 73.5 81.7
14.59.0
5.4 2.4
Hartsfield Elementary Progress over five years
1996 1997 1998 1999Average Percentile 58.2 67.1 74.1 81.5
FCAT Performance in Spring, 2003FCAT Performance in Spring, 2003
10
15
20
25
30
35
40Level 2Level 1
Hartsfield Elem. State Average
Why the disparity between early wordWhy the disparity between early word--level outcomes and later comprehension level outcomes and later comprehension
of complex texts?of complex texts?
Demands of vocabulary in complex text at third grade Demands of vocabulary in complex text at third grade and higher place stress on the remaining SES and higher place stress on the remaining SES related related ““vocabulary gapvocabulary gap””
More complex text demands reading comprehension More complex text demands reading comprehension strategies and higher level thinking and reasoning strategies and higher level thinking and reasoning skills that remain skills that remain ““deficientdeficient”” in many childrenin many children
The Challenge of the The Challenge of the ““vocabulary gapvocabulary gap””
This gap arises because of massive This gap arises because of massive differences in opportunities to learn differences in opportunities to learn ““school vocabularyschool vocabulary”” in the homein the home
The gap must be significantly reduced in The gap must be significantly reduced in order to enable proficient reading order to enable proficient reading comprehension of complex texts by third comprehension of complex texts by third gradegrade
Bringing Bringing Words to LifeWords to Life
Isabel BeckIsabel Beck
M. M. McKeownMcKeown
L. L. KucanKucan
Guilford PressGuilford Press
Big ideas from Big ideas from ““Bringing Words to LifeBringing Words to Life””
FirstFirst--grade children from higher SES groups know about grade children from higher SES groups know about twice as many words as lower SES childrentwice as many words as lower SES children
Poor children, who enter school with vocabulary Poor children, who enter school with vocabulary deficiencies have a particularly difficult time learning deficiencies have a particularly difficult time learning words from words from ““contextcontext””
Research has discovered much more powerful ways of Research has discovered much more powerful ways of teaching vocabulary than are typically used in teaching vocabulary than are typically used in classroomsclassrooms
A A ““robustrobust”” approach to vocabulary instruction involves approach to vocabulary instruction involves directly explaining the meanings of words along with directly explaining the meanings of words along with thoughtthought--provoking, playful, interactive followprovoking, playful, interactive follow--up.up.
The very best teachers of children who have The very best teachers of children who have difficulties learning to read aredifficulties learning to read are
RelentlessRelentless
Beginning in Kindergarten, teach Beginning in Kindergarten, teach vocabulary and thinking skills as vocabulary and thinking skills as
intensely, and robustly as intensely, and robustly as possiblepossible
What must students learn to maintain strong literacy What must students learn to maintain strong literacy growth after 3growth after 3rdrd grade? grade?
Must continue to learn new words so they can remain Must continue to learn new words so they can remain fluent at increasing levels of difficultyfluent at increasing levels of difficulty
Must expand their conceptual and factual knowledgeMust expand their conceptual and factual knowledge
Must acquire many thousands of new vocabulary Must acquire many thousands of new vocabulary wordswordsMust acquire increasingly sophisticated inferential Must acquire increasingly sophisticated inferential skills and strategies for reading with comprehensionskills and strategies for reading with comprehension
Must maintain motivation to read so they read broadly Must maintain motivation to read so they read broadly and deeplyand deeply
How do we help students after third grade meet the How do we help students after third grade meet the increasing challenge of higherincreasing challenge of higher--level comprehension? level comprehension?
Content area teachers must teach and encourage Content area teachers must teach and encourage students to use more effective reading and text study students to use more effective reading and text study strategiesstrategies
Content area teachers must teach content in science, Content area teachers must teach content in science, social studies, history, etc. more powerfully so that social studies, history, etc. more powerfully so that even struggling readers are able to learn the essential even struggling readers are able to learn the essential core contentcore content
Intensive reading classes must be available for Intensive reading classes must be available for students who are not yet accurate and fluent readers students who are not yet accurate and fluent readers of grade level materialof grade level material
Said a slightly different way Said a slightly different way ––the big threethe big three
1. Every school must have capacity to deliver 1. Every school must have capacity to deliver more more intensive instructionintensive instruction to build accuracy and fluency to build accuracy and fluency in students more than 1 to 1.5 years behindin students more than 1 to 1.5 years behind
2. Work to build vocabulary/comprehension skills 2. Work to build vocabulary/comprehension skills must be spread must be spread to all teachersto all teachers (e.g. social studies, (e.g. social studies, history, etc.) as well as intensive work for somehistory, etc.) as well as intensive work for some
3. 3. Content teachersContent teachers must use must use ““content enhancement content enhancement routinesroutines”” to insure that all students master the to insure that all students master the most important content in every class, regardless most important content in every class, regardless of reading levelof reading level
Conclusions:Conclusions:We know how to prevent problems in reading We know how to prevent problems in reading accuracy and fluency in almost all childrenaccuracy and fluency in almost all children––whether we do it or not depends most on whether we do it or not depends most on ““how we how we feel about the fact we havenfeel about the fact we haven’’t done it so fart done it so far””
We have some promising new techniques for We have some promising new techniques for teaching vocabulary in a way that will generalize to teaching vocabulary in a way that will generalize to reading comprehension. reading comprehension. We must incorporate We must incorporate these techniques into our instruction in a very these techniques into our instruction in a very powerful way.powerful way.
We are We are just beginning to learnjust beginning to learn what instructional what instructional conditions are required to accelerate reading conditions are required to accelerate reading growth in older students growth in older students
A final concluding thoughtA final concluding thought……..There is no question but that There is no question but that ““leaving no child leaving no child behind in readingbehind in reading”” is going to be a significant is going to be a significant challengechallenge……
It will involve professional development for It will involve professional development for teachers, school reorganization, careful teachers, school reorganization, careful assessments, and a relentless focus on the assessments, and a relentless focus on the individual needs of every childindividual needs of every child……
But, its not the most difficult thing we could be But, its not the most difficult thing we could be faced withfaced with……
Consider this task for exampleConsider this task for example……
