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HOW DO CHILDREN LEARN TO READ? WHY DO SOME CHILDREN HAVE DIFFICULTIES? HOW CAN WE HELP ALL STUDENTS LEARN TO READ? A presentation to the parents of Albuquerque G. Reid Lyon, Ph.D. Executive VP, Research and Evaluation Higher Ed Holdings, LLC Whitney International University Systems. - PowerPoint PPT Presentation
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1
HOW DO CHILDREN LEARN TO READ?
WHY DO SOME CHILDREN HAVE DIFFICULTIES?
HOW CAN WE HELP ALL STUDENTS LEARN TO READ?
A presentation to the parents of Albuquerque
G. Reid Lyon, Ph.D.Executive VP, Research and Evaluation
Higher Ed Holdings, LLCWhitney International University Systems
2
WHAT DO KIDS NEED TO KNOW TO
READ?
A HECK OF A LOT
3
FluencyFluencyText Text
ComprehensionComprehension VocabularyVocabulary
Phonemic Phonemic AwarenessAwareness
Phonics & Phonics & Word StudyWord Study
Spelling &Spelling &WritingWriting
What Are the Critical Components of Scientific-
Based Reading?
3
Grouping
Maximizing Student Learning
Effective Reading
Interventions
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I NEED TO KNOW MY SOUNDS TO READI NEED TO KNOW MY SOUNDS TO READ
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How Do Children Learn to Read?
Phonological Awareness (PA)
• Phonological awareness involves the understanding that spoken words are composed of segments of sounds smaller than a syllable.
• It also involves the ability to notice, think about, or manipulate the individual sounds in words.
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How Do Children Learn to Read?What is “Phonics”?
It is a kind of It is a kind of knowledgeknowledge..
Which letters are used to represent which Which letters are used to represent which phonemes?phonemes?
It is a kind of It is a kind of skillskill..
Pronounce these words…Pronounce these words…
blitblit fratchetfratchet
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How Do Children Learn to Read?
FLUENCY
“Fluency is the ability to read text quickly, accurately, and with proper expression”
National Reading Panel
“Fluency is the ability to read text quickly, accurately, and with proper expression”
National Reading Panel
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VOCABULARY:
• The “ fourth grade reading slump” reflects a language gap as much as a reading gap – Why?
• Reading tests (e.g., NAEP) in 4th grade are primarily measures of reading comprehension
It is impossible to comprehend what is read without the vocabulary relevant to what is being read
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HOW VOCABULARY INFLUENCES READING COMPREHENSION
• Reading comprehension, at a minimum, depends on decoding/word recognition accuracy and fluency, VOCABULARY, AND BACKGROUND KNOWLEDGE
• A student must be able to read correctly approximately 95 percent of the words accurately in text to comprehend what is read
• MOREOVER, to comprehend, a student must know the meanings of 90 to 95 percent of the words being read
• The unknown 5 to 10 percent can be inferred from text
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5 6 7 8 9 10 11 12 13 14 15 16
16
15
14
13
12
11
10
9
8
7
6
5
Reading Age Level
Chronological Age
Low Oral Language in Kindergarten
High Oral Language in Kindergarten
Hirsch, 1996
The Effects of Weaknesses in Oral Language on Reading Growth
5.2 years difference
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Factors Affecting Student Achievement
Factors Examples
Teacher •Instructional strategies
•Classroom management
•Classroom curriculum design
Student •Home atmosphere
•Learned intelligence & background knowledge
•Motivation
School •Guaranteed & viable curriculum
•Challenging goals & effective feedback
•Collegiality & professionalism
Family •Parent & community involvement
•Safe & orderly environment
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Major Sources of Reading Failure
• Socioeconomic Factors – Poverty
• Biological Factors – Genetics and Neurobiology
• Instructional Factors – Predominate
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Environmental Influences
• By kindergarten a child from advantage typically has twice the vocabulary as a youngster born into poverty
• The typical 5-year-old from an urban environment and disadvantaged home enters kindergarten at the 5th percentile in vocabulary
• By age 16 advantaged children have four times the vocabulary as children born into poverty
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What We Hear Many Educators Say:
• They’re poor;
• Their parents don’t care;
• They come to schools without breakfast;
• Not enough books
• Not enough parents . . .
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10 20 30 40 50 60 70 80 90 1000
PoorPoor
Non-poorNon-poor
60
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Percent of 4th Grade Students Performing Below Basic Level - 37%
HispanicHispanic 58
BlackBlack 63
WhiteWhite 27
National Center for Educational Statistics, 2003
Percent Performing Below the Basic Reading Level
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Reading: Students Entering High School Better Prepared, But Leaving Worse
211 212
46 48
33 28
0
290
1984-1992 1988-1996
NA
EP
Scale
Sco
re G
ain
s
Ages 13-17 Growth
Ages 9-13 Growth
Age 9 Score
Total= 290 Total= 288
Source: NCES, 1999. Trends in Academic Progress. Data from Long Term Trend NAEP
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100%
68%
40%
27%18%
0%
20%
40%
60%
80%
100%
9th Graders High SchoolGraduates
Enroll in College SophomoreYear
Graduate fromCollege on Time
Filtering Out Students
Source: National Center for Public Policy and Higher Education, Policy Alert, April 2004. Data are estimates of pipeline progress rather than actual cohort.
High School Graduation Rates
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• Their average earnings of $22,000 per year is close to the poverty line for a family of four
• Almost 50% of heads of households are on welfare
• They have 8 times the poverty rate of college graduates
• Their average lifetime wages are $1,000,000 less than a college graduate
• They are twice as likely to smoke
THIS IS WHAT HAPPENS TO HIGH SCHOOL DROPOUTS
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• They have 19 times the incarceration rate of a college graduate
• They comprise almost 50% of the prison population
• A one-year increase in the average years of schooling for high school dropouts would reduce murder and assault by almost 30%, car theft by 20% and arson by 13%
• They have significantly higher drug and alcohol abuse
• They earn only 22% as much as a professional degree holder and 40% of a college graduate
THIS IS WHAT HAPPENS TO HIGH SCHOOL DROPOUTS
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HS Graduation Rate College Readiness Rate
Source: Public High School and College-Readiness Rates 1991-2002 Manhattan Institute Report Feb 2005
010
20
30
40
5060
70
80
90
100
White African Hispanic American
College Readiness Rates
21
34%
17%10%
0%
20%
40%
60%
80%
100%
White Black Hispanic
College Graduation Rates
Students with bachelor degrees between 24 and 29
Source: U.S. Census Bureau, Current Population Survey, Annual Social and Economic Supplement, 2003
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Employment Change by Education1992 – 2002
Source: Employment Policy Foundation tabulations of Bureau of Labor Statistics / Census Current Population Survey data; MTC Institute.
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Why Scientific Research Is Critical To Instruction
Essential for identifying effective instructional practices
Essential for identifying effective instructional practices
Provides reliable information about what works and why and how it worksProvides reliable information about
what works and why and how it works
Essential for designing new effective teaching methods
Essential for designing new effective teaching methods
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Alternatives To Research-based Instruction
ANECDOTESANECDOTES
UNTESTED BELIEFS ABOUT TEACHING AND LEARNING
UNTESTED BELIEFS ABOUT TEACHING AND LEARNING
FADS, QUICK FIXES, AND APPEALS TO AUTHORITY
FADS, QUICK FIXES, AND APPEALS TO AUTHORITY
STUDENT FAILURESTUDENT FAILURE
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Research Questions
• How do children develop language abilities?
• How do children develop social competencies?
• How can we foster children’s emotional health?
• How do children learn to read?
• Why do some children have difficulties learning to read?
• How can we prevent reading difficulties?
• How can we remediate reading difficulties?
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Answering Fundamental Questions About Teaching and Learning Through NIH
Multidisciplinary Research
NIH-NICHD Research Site Composition
– Educators
– Psychologists
– Neuroscientists
– Geneticists
– Pediatricians
– Neurologists
– Radiologists
– Linguists
– Economists
– Research Methodologists
– Demographers
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NIH-NICHD Multidisciplinary Research Program (North America; Lyon, 1985-2005)
NICHD Sites
U of Arkansas – Med CtrDykman
U of MissouriGeary
Colorado LDRCDefries
U of MichiganMorrison
TorontoLovett
U of LouisvilleMolfese
Mayo ClinicKalusic
Boy’s TownSmith
U of HoustonFrancis
SUNY AlbanyVellutino
U of California – San Diego, Salk InstituteBellugi
U of Texas – Med CtrFoorman/Fletcher
Yale MethodologyFletcher
Emerson CollegeAram
TuftsWolf
Syracuse UBlachman
U of Massachusetts
Rayner
Beth IsraelGalaburda
Children’s Hospital/Harvard LDRCWaber
Florida StateTorgesen/Wagner
U of WashingtonBerninger
Stanfor
d
Reiss
U of Southern CaliforniaManis/Seidenberg
Univ of California – IrvineFilipek
Bowman GrayWood
Georgetown UEden
D.C./HoustonForman/Moats
Johns HopkinsDenckla
Haskins LabsFowler/Liberman
YaleShaywitz
Purdue UHynd
Univ of FloridaAlexander/Conway
Georgia StateR. Morris
San FranciscoHerron
U of KansasShumaker
U of WisconsinJohnson-Glenburg
Northwestern UBooth
Gallaudet ULaSasso
Duke UGoldston
U of GeorgiaStahl
ColoradoMoats
U of TexasVaughn
Rutgers UScarboro-ugh
Carnegie-Mellon
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Applying What We Know From Neuroscience to Improve
Education And Student Learning
Motivate Evaluate
ModifyTeach
Apply Assess
StudentAchievemen
t
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A Theoretical Model for the Brain Circuit for Reading (Component
Processes)
Phonological processing: articulatory mapping
Graphemic analysis
Phonological processing: correspondence between letter and sound
Relay station; Cross-modality integration
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Patricia Kuhl - U. Washington
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Learning Begins Early
Kuhl -U. Washington
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Why Do Some Children Have Difficulties Learning to Read?
S#1: At risk
S#31: Not at risk
Left Hemisphere Right HemisphereKindergarten
150-300 300-1000 msTime after Stimulus
Onset
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Kindergarten
S#1: At risk
S#31: Not at risk
150-300 300-1000 msTime after Stimulus
Onset
Left Hemisphere Right Hemisphere
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Kindergarten
1st Grade
At Risk Reader
Left Hemisphere Right Hemisphere
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Measuring the Effects of Scientifically-Based
Instruction
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16% 13% 15% 19% 19% 12%
The Effects of Scientifically Based Instruction
Individualization
Application
Computerized Instruction
Tutoring
Mastery Learning
Instructional Media
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19
18
17
16
15
14
13
12
10
9
8
7
6
5
4
3
2
1
Percentage Point Gains
Marzano, 2002
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Student Performance is Increased When Teachers use Science Based Instruction
Avg. Teacher
Least Effective Teacher
Effective Teacher
Teachers Trained with Science BasedMethods
50% 3% 63% 96%
100
90
80
70
60
50
40
30
20
10
50th percentile
Marzano, 2003; Wallberg, 2002
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31.8
20.4
Proportion falling below the
25th percentile in word reading ability at the end of 1st grade
10
20
30
1995 1996
Screening at beginning of 1st grade, with extra instruction for those in bottom 30-40%
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Hartsfield Elementary School Progress Over Five Years
Torgesen, Alexander et al., 2001
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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 1999
Average 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%
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Hartsfield Elementary ProgressOver Five Years
King & Torgesen (in press)
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WHAT CAN WE DO?
Early Intervention is Effective
Prevention studies in reading (and behavior) commonly show that 70- 90% of at risk children (bottom 20%) in K- 2 can learn to read in average range (Fletcher et al., 2006)
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Progress Monitoring
The second step is to monitor progress of those at risk- are students learning at rates that demonstrate adequate progress?
Short, probe assessments of reading fluency, math computations, and problem behaviors most widely utilized to monitor progress and signal the need for more intense instruction
http://www.studentprogress.org/
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Proactive Intervention
• Explicit instruction in synthetic phonics, with emphasis on fluency.
• Integrates decoding, fluency, and comprehension strategies.
• 100% decodable text
• Carefully constructed scope and sequence designed to prevent possible confusions.
• Every activity taught to 100% mastery everyday.
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Explicit Instruction
Regardless of the approach, teachers make instruction explicit when they explain how and when to use strategies and model implementation; help students use them in multiple contexts in different content areas and genres; scaffold support
45
Professional Development
• RTI is a system wide change- must build gradually and scale- may take several years
• Break down the intervention silos
• PD must target the general education teacher, esp. in reading and behavior
• Major obstacle: How do you organize PD if the district has multiple core reading and supplemental programs and interventions are tied to silos?
• What is the link between classroom and supplemental intervention?
• District-wide literacy plan that coordinates instruction and focuses PD around a small number of core and supplemental programs
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• Systematic and explicit instruction on whatever component skills are deficient: phonemic awareness, phonics, fluency, vocabulary, reading comprehension strategies
• Significant increase in intensity of instruction
• Ample opportunities for guided practice of new skills
• Appropriate levels of scaffolding as children learn to apply new skills
Effective Training in Reading Instruction Provides:
Lyon, et al., 2006 Torgesen, 1998, 2002, 2005;
47
Implementing the 3-tier model of reading
How to start: Universal screening, progress monitoring, professional development for classroom teachers, supplemental instruction, intensive instruction
Focus is always first on the classroom and then on supplemental instruction and intensive intervention
Screening and progress monitoring must be in place because instructional decisions are driven by data on student performance
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ARE COLLEGES OF EDUCATION UP TO THESE CHALLENGES
60 % of Teachers Report their Undergraduate Program in Education Did Not Prepare Them for the Classroom
62 % of Teachers Report their Master’s Program in Education Did Not Prepare them For the Classroom
57 % of Teachers Report Their Doctorate Degree in education Did Not Prepare Them for the Classroom
*The passing grade for students in school is usually 65 percent
*By this criterion, colleges of education receive an F
49
Countdown from 10 on Intervention
# 10 Because students are missing “skills” doesn’t mean intervention should only address those skills. READ READ READ READ READ. READ. If students can only read a few words – write sentences with those words.
# 9 A teacher implements systematic change based on research, not on ideology and philosophy
# 8 Students who do not respond to more analytic approaches to phonics may respond to more synthetic approaches.
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Countdown from 10 on Intervention
#7 Readily remediated and difficult to remediate students may look very similar before intervention; However, they require very different amounts of intervention.
#6 Some students who succeed initially in interventions thrive in the classroom after intervention – other students do not.
51
Countdown from 10 on Intervention
#5 A teacher provides intensive, explicit research-based reading instruction to ALL children, including English language learners and students with special needs
# 4 Students whose response to interventions is low are rarely able to read fluently – even if they are successful at decoding and comprehension.
52
Countdown from 10 on Intervention
#3 Students who have long term and significant fluency problems may need substantially more than repeated reading e.g., rapid word recognition, vocabulary, and comprehension
#2 Excessive time on PA not needed for most students.
#1 Making reading interesting - make teaching and learning motivating
53
WHAT YOU CAN DO AT HOME
• Read to your child every day.
• Have your child read to you everyday.
• Get involved with your child’s classroom.
• Make reading a rewarding activity at home.
54
Remember
The person who says it can not be done should not interrupt the person doing it.
--Ancient Chinese Proverb