evidence-based education preventing reading failure in america presentation to the american...
TRANSCRIPT
Evidence-Based Education Preventing
Reading Failure in America
Presentation to the American Psychological AssociationG. Reid Lyon, Ph.D.
President and CEO
Synergistic Education Solutions
Dallas, Texas
Reading FailureAn Educational and a Public Health
Problem
Reading Proficiency is Critical to Academic Learning and Success in School
(Lyon, 1998; 2002, 2003, 2004; Snow, Burns & Griffin, 1998)
The Ability to Read Proficiently is Significantly Related to Quality of Life and Health Outcomes
(Lyon, 1997; Lyon & Chhabra, 2004; Thompson, 2001)
10 20 30 40 50 60 70 80 90 1000
PoorPoor
Non-poorNon-poor
60
26
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
4
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?
5
The Scientific Investment
• Number of Research Sites: 44
• Children and Adults Studied: 48,000
• Proficient Readers: 22,000
• At-Risk/Struggling Readers 26,000
• Average Years Studied/Followed: 9
• Max Longitudinal Span to Date: 24
• Current Prevention/Intervention Trials 12
• Schools Currently Participating: 266
• Classrooms Currently Participating: 985
• Classroom Teachers Participating: 1,012
6
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
Stanford
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
Some Reasons Why Reading Instruction Has Not Been Helpful
• Untested Theories and Assumptions Regarding Reading Development and Instruction
• Romantic Beliefs About Learning and Teaching
• Fads
• Appeals to “So Called” Authority
8
Our Youngest Citizens Will Surprise Us
• Infants, Toddlers, and preschoolers can learn more than we ever thought possible
• From birth to age 3 the brains of children are rapidly forming connections between neural cells
• The quality and degree of connections between neural cells are established through the the quality of interactions the child has with adults, other children, and the environment
• Infants before the age of 6 months can perceive and express all sounds of all languages spoken on the planet
9
P. Kuhl, U. Washington
10P. Kuhl, U. Washington
11
Our Youngest Citizens Will Surprise Us
• Depending on the environment, vocabulary development accelerates rapidly during the second year of life.
• Under the right circumstances, most 18 month olds (on average) learn 9 new words a day, every day, throughout the preschool years
• By 3 years of age the child can speak in full sentences
12
Learning Begins Early
P. Kuhl, U. Washington
13
The Role of the Environment and Early Experience on Language
Development• Language development requires an interplay between genes,
biology, and environmental factors
• Poverty and disadvantage reduce the quantity and quality of interactions with language
• Limited language interactions in the home environment place children at severe risk for school failure, particularly in reading
• Cultural influences every aspect of human development and must be considered in the design and implementation of any program
14
Environmental Influences
• By kindergarten a child from disadvantage 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
Major Sources of Reading Failure
• Socioeconomic Factors – Poverty
• Biological Factors – Genetics and Neurobiology
• Instructional Factors – Predominate
16
What Do Kids Need to Know to Read?
A HECK OF A LOT
17
Report from the National Research
Council
1998
In 1995, the U.S. Department of
Education and the National Institutes of
Health
National Academy of Sciences
18
In 1997, United States
Congress
National Institute of Child Health and
Human Development & U.S. Department of
Education
Report of the National Reading
Panel
19
How Do Children Learn to Read?
Hart and Risley, 1995
How Do Children Learn to Read?The Influence of Early Language
and Literacy Experiences
Differences in exposure to words over one year can predict substantial difficulties in oral language and reading development:
• Children in Professional Families – 11 million
• Children in Working-class Families – 6 million
• Children in Welfare Families – 3 million
Welfare
Working-class
18
26
42
WelfareWorking
-class
29 28.533
Professional
0
10
20
30
40
50
Mean Number of Interactions Initiated
per Hour
0
10
20
30
40
50
Mean Number of Minutes per Interaction
per Hour
Professional
Hart and Risley, 1995
Cumulative Language Experiences
Cumulative Words Spoken to Child (in millions)
0
10
20
30
40
50
0 12 24 36 48
Age of Child (in months)
Professional
Working-class
Welfare
48
30
1212
7.5
3
Hart and Risley, 1995
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
How Do Children Learn to Read?
Phonological and Phonemic Awareness
What is Phonological Awareness?
What is Phonological Awareness?
How Do Children Learn to Read?
Phonological Awareness• Phonological awareness involves the
understanding that spoken words are composed of segments of sound smaller than a syllable.
• It also involves the ability to notice, think about, or manipulate the individual sounds in words.
How Do Children Learn to Read?
Growth in word reading
ability
of children who begin 1st grade in the
bottom 20% in Phoneme Awareness
and Letter Knowledge
Growth in “phonics” ability of children who begin 1st grade in the
bottom 20% in Phoneme Awareness
and Letter Knowledge
1 2 3 4 5
2.3
Grade Level Corresponding to Age
Read
ing
Gra
de L
evel
Average
2
4
6
1
3
5
K
5.9
Average
Low
5.7
3.5
2
4
6
1
3
5
K
1 2 3 4
Grade Level Corresponding to Age5
Torgesen & Mathes, 2000
7 7
Low Average
Read
ing
Gra
de L
evel
Average
Low
2
4
6
1
3
5
6.9
3.4
K
1 2 3 4
Grade Level Corresponding to Age
5
Torgesen & Mathes, 2000
Growth in Reading Comprehension of Children Who Begin 1st Grade in the
Bottom 20% in Phoneme Awareness and Letter Knowledge
7
29
How Do Children Learn to Read?
PHONICS
Oh My Gosh – The F word
What is “Phonics”?
It is a kind of It is a kind of knowledgeknowledge
Which letters are used to represent which phonemesWhich letters are used to represent which phonemes
It is a kind of It is a kind of skillskill
Pronounce this word…Pronounce this word…
blitblit fratchetfratchet
31
How Do Children Learn to Read?
FLUENCY
A common definition of reading fluency:
“Fluency is the ability to read text quickly, accurately, and with proper expression”
National Reading Panel
A common definition of reading fluency:
“Fluency is the ability to read text quickly, accurately, and with proper expression”
National Reading Panel
The Most Common Method of Measuring Reading Fluency in the Early Elementary Grades:
Measuring the number of words per minute a child
can read accurately
33
Fluency
• There is a strong relationship between how fast you read and how well you comprehend
• Fluent and automatic reading frees up “cognitive space” so that conscious attention can be devoted to textual meaning
• If decoding and word recognition are slow and labored, material will be forgotten before it is understood
• The most powerful way to increase reading fluency is through reading and reading and reading (see NRP)
Fundamental Discoveries About How Children Learn to Read
The challenge of continuing growth in fluency becomes even greater after 3rd grade.
4th, 5th, and 6th graders encounter about 10,000 words they have never seen before in print during a year’s worth of reading.
Furthermore, each of these “new” words occurs only about 10 times in a year’s worth of reading.Sadly, its very difficult to correctly guess the identity of these “new words” just from the context of the passage.
Torgesen, 2001-2006
How Do Children Learn To Read?
VOCABULARY
36
VocabularyYou Can’t Read Without
Reading Comprehension and Vocabulary
• Relationship between Vocabulary Score (PPVT) measures in Kindergarten and later reading comprehension:
• Grade 1 - .45
• Grade 4 - .62
• Grade 7 - .69
37
Vocabulary:You Can’t Read Without It
• 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
38
Vocabulary:You Can’t Read Without It
• 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
What Do Kids Need To Know To Read For Meaning?
Accurate and fluent word reading skills
Oral language skills (vocabulary, linguistic comprehension)Extent of conceptual and factual knowledge
Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.Reasoning and inferential skills
Motivation to understand and interest in task and materials
Torgesen, 2000
Reading Comprehension
Knowledge Fluency
Metacognition
Language
Prosody
Automaticity / Rate
Accuracy
Decoding
Phonemic Awareness
Oral Language Skills
Knowledge of Language Structures
Vocabulary
Cultural Influences
Life Experience
Content Knowledge
Activation of Prior Knowledge
Knowledge about Texts
Motivation & Engagement
Active Reading Strategies
Monitoring Strategies
Fix-Up Strategies
Florida Reading Initiative
41
Why Do Some Children Have Difficulty?
• Deficient Word Level Reading Skills
• Deficits in Fluency/Automaticity
• Limitations In Vocabulary
• Limitations in Background Knowledge
• Limited Reading Comprehension Strategy Use
Early Intervention is Clearly Effective
Prevention studies commonly show that 70- 90% of at risk children (bottom 20%) in K- 2 can learn to read in average range
43
Early Intervention is Possible
• Risk characteristics present in Preschool, Kindergarten and G1
• Print awareness, Letter knowledge, letter-sound knowledge, phonological awareness, oral language development, vocabulary, background knowledge
• Assess all children and INTERVENE
75
86
96
89
70
80
100
90
Word Attack
Text ReadingAccuracy
Reading Comprehensi
on
Text Reading
Rate
68
7473 71
30%
83
91
Outcomes from 67.5 Hours of Intensive LiPSTM Intervention
Torgesen, 2003
Standard Score
Evidence from one school that we can do substantially better than ever before:
• Elements of Curriculum Change:
• Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk students
How Can We Prevent and Remediate Reading Failure?
– Improved implementation in 1995-1996
– Movement to a comprehensive reading curriculum beginning in 1994-1995 school year (incomplete implementation) for K-2
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%
40
Hartsfield Elementary School Progress Over Five Years
Torgesen, Alexander et al., 2001
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 81.7
for entire grade (n=105)
Screening at beginning of first grade, with extra instruction for those in bottom 30-40%
40
Hartsfield Elementary ProgressOver Five Years
King & Torgesen (in press)
48
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.
Mathes, Denton, Fletcher, et al, 2005
49
Responsive Intervention
• Explicit instruction in synthetic phonics and in analogy phonics
• Teaches decoding, using the alphabetic principle, fluency, and comprehension strategies in the context of reading and writing
• No pre-determined scope and sequence
• Teachers respond to student needs as they are observed.
• Leveled text not phonetically decodable
Mathes, Denton, Fletcher et al, 2005
50
Predicted Growth in Word Reading by Group - Year 1 & 2
-1.5
-1
-0.5
0
0.5
1
1.5
October December February April
Month
Z-s
core
Low RiskResponsiveClassroomProactive
Mathes, Denton, Fletcher, et al, 2005
51
Predicted Growth in PA by Group - Year 1 & 2
-1
-0.5
0
0.5
1
1.5
October December February AprilMonth
Z-sc
ore
Low RiskResponsiveClassroomProactive
Mathes et a., 2005
52
Predicted growth in CMERS by group
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11
Probe
Ra
w S
co
re
Low Risk
Responsive
Classroom
Proactive
Mathes et al., 2005
53
Predicted growth in CMERS by group
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11
Probe
Ra
w S
co
re
Low Risk
Responsive
Classroom
Proactive
Mathes, et al., 2005
54
End of Year Standard Scores on WJ Basic Reading Skills by Group
85
90
95
100
105
110
115
CLASSROOM LOW RISK PROACTIVE RESPONSIVE
Group
Sta
nd
ard
Sc
ore
Mathes, Denton, Fletcher et al
55
End of Year Standard Scores on Reading Fluency by Group
85
90
95
100
105
110
115
CLASSROOM LOW RISK PROACTIVE RESPONSIVE
Group
Sta
nd
ard
Sco
re
Mathes, Denton, Fletcher et al
56
End of Year Standard Scores on WJ Passage Comp. by Group
85
90
95
100
105
110
115
CLASSROOM LOW RISK PROACTIVE RESPONSIVE
Group
Sta
nd
ard
Sco
re
Mathes, Denton, Fletcher et al
57
• Provide systematic and explicit instruction
• Provide a significant increase in intensity of instruction
• Provide ample opportunities for guided practice of new skills
• Provide systematic teaching of appropriate learning strategies
• Provide appropriate levels of scaffolding as students learn to apply new skills
Interventions are more effective when they:
Evidence-Based Assessment and Instruction
58
How Effective Instructional Strategies Improve Student Achievement
Strategy Number of Studies Examined
Effect Size Percentile Gain
Individualization 630 0.14 16
Application 111 0.34 13
Computer-assisted instruction
566 0.31 15
Tutoring 125 0.50 19
Mastery learning 104 0.50 19
Instructional media 4421 0.30 12
Good & Brophy, 1986; Hattie, 1992 ; Lyon, Fletcher, Fuchs, & Chhabra, 2005; Marzanno, 2003;
59
16% 13% 15% 19% 19% 12%
What Science tells us about Effective Instruction
Individualization
Application
Computerized Instruction
Tutoring
Mastery Learning
Instructional Media
20
19
18
17
16
15
14
13
12
10
9
8
7
6
5
4
3
2
1
Percentage Point Gains
Marzano, 2003
60
Characteristics Of Effective Schools
• Evidence-Based Curriculum
• Continuous Evaluation and Accountability
• Challenging Goals for Both Students and Teachers
• Opportunity to Learn and Sufficient Time for Instruction
• Parental Involvement
• Safe and Orderly Environment
• Collegiality and Collaboration
61
Characteristics of Effective Teachers
TEACHERS ARE EXPERTS IN:
• Content Knowledge
• Planning and Setting Goals
• Scientifically-Based Curriculum Design and Instruction
• Formative and Summative Assessment
• Customizing Instruction for Individual Students
• Classroom Management and Organization
• Motivating and Engaging Students
62
10
20
50
50% 3% 37% 63% 78% 96%
100
Effects of Student Achievement of School and Teacher Effectiveness with Student Entering School at 50 th Percentile
Avg. School & Avg. Teacher
Least Effective School & Least Effective Teacher
Most Effective School & Least Effective Teacher
Least Effective School & Most Effective Teacher
Most Effective School & Avg. Teacher
ACE Model: Most Effective School & Most Effective Teacher Achievement Percentile After Two Years
Glass, McGaw & Smith, 1981; Marzano, 2000a
63
Why Effective Leaders and Teachers are Essential
Avg. School & Avg. Teacher
Least Effective School & Least Effective Teacher
Most Effective School & Least Effective Teacher
Least Effective School & Most Effective TeacherMost Effective School & Avg. Teacher
WIU Model: Most Effective School & Most Effective Teacher
50% 3% 37% 63% 78% 96%
100
90
80
70
60
50
40
30
20
10
50th percentile
Glass et al.; Marzano, 2003a
Reading stimulates Reading stimulates
general cognitive growth general cognitive growth
— particularly verbal — particularly verbal
skillsskills
Simos, et al
65
Using Neuroscience to Guide Teaching and Learning
Lyon et al
66
67 Bookheimer - UCLA
Meanwhile, Back in the Brain
Simos et al
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
Simos et al
Kindergarten
S#1: At risk
S#31: Not at
risk
150-300 300-1000 msTime after Stimulus
Onset
Left Hemisphere Right Hemisphere
Simos et al
71 Fuchs et al
Kindergarten
1st Grade
At Risk Reader
Left Hemisphere Right Hemisphere
Simos et al
73
74
Strategies To Increase The Use of Scientific Evidence To Guide
Educational Policies And Practices
• Development of Consensus Reading Research Reports: NRC/PRD (1998)
• Development of Evidence-Based Synthesis of Reading Intervention Research: NRP and the Current National Literacy Panel (2000)
• Extension and Continuation of Evidence-Based Research Syntheses to Address Early Childhood Literacy Development, Biliteracy, and Adolescent Literacy (2003)
• Development of Federal Legislation to Ensure the Use
75
Strategies To Increase The Use of Scientific Evidence To Guide
Educational Policies And Practices
• Explicitly Base Federal Educational/Reading Legislation on Converging Evidence:
• Reading Excellence Act (1998)
• No Child Left Behind/Reading First (2001)
• NRC Report on Scientific Research in Education (2002)
• Education Sciences Reform Act/The Institute OF Educational Sciences (2002)
76
Strategies To Increase The Use of Scientific Evidence To Guide
Educational Policies And Practices
• The Establishment of The What Works Clearing House (2002)
• The Coalition for Evidence-Based Policy (2002)
• The Federal Partnership for Reading (2001)
• The National Center for Reading First Technical Assistance (2004)
• The Establishment of The Review Of Teacher Preparation (2004)
77
Progress and Promise Does Not Mean Its Easy: Why does
Resistance Persist?
• A Lack of Understanding of Scientific Principles and Practices (“evidence is in the eye of the beholder”)
• An Anti-Scientific Culture Within the Traditional Reading Community
• Fragmentary Training in Research Design and Methods at Both Preservice and Graduate Levels
• A Tendency Among Policy-Makers to Base Policies and Initiatives on Beliefs and Anecdotes Rather Than Scientific Evidence
78
79
Applying What We Know from Neuroscience to Improve
Education and Student Learning
Motivate Evaluate
ModifyTeach
Apply Assess
StudentAchievemen
t
80
1 2 3 4Clearly Stated
Measurable
Linked to continuous assessment
Aligned with relevant standards
Based on Scientific Evidence
Organized to ensure continuous progress monitoring
Everything learned is applied
Faculty Level
Program Level
Institutional Level
Public School/Teacher Effectiveness Level
LearningObjectives
Content Instructional
Methodology
Scientifically based
Student Level
QualityAssuranceThrough
ComprehensiveEvaluation
The ACE/EC CONTINUOUS ASSESSMENT MODEL: ENSURING STUDENT ACHIEVEMENT THROUGH RESEARCH AND EVALUATION
81
STUDENTSTUDENT
WIU Multi-Level, Outcomes-Based Assessment
Continuous assessment of learning
Evaluation of instructional impact on students in classrooms
Initial self-assessment of competency in course objectives
Continuous assessment of ability to apply learning
End of course evaluation of content knowledge and application
Performance on professional licensure examinations
Analysis of employment and retention of WIU teachers
FACULTYFACULTY UNIVERSITYUNIVERSITY
Self-evaluation
Observations by colleagues
Interim student evaluations
End of course student evaluation
Post-Graduation student evaluations
Number of graduates meeting licensure requirements
Continuous assessment of graduate’s impact on student learning in their classroom’s
Continuous assessment of student satisfaction
Continuous assessment of student learning
Continuous assessment of instructional quality
Continuous assessment of course relevance
A COMMITMENT TO CONTINUOUS IMPROVEMENT THROUGHONGOING EVALUATION AND ASSESSMENT
82M
od
ify
Motivate
Tea
ch
Apply
Assess
Collaborate
Student Achievement
Marzano et al, 2001Walberg, 1999; Walberg & Waxman, 1983
ACE NON-NEGOTIABLES FOR IMPROVING STUDENT ACHIEVEMENT