the reading process: it really is rocket science! presented by: carla wilson
TRANSCRIPT
The Reading Process It REALLY Is Rocket Science
Presented by Carla Wilson
Goals
bull Examine the causes of reading failurebull Understand evidence based research on the
reading processbull Recognize the connection between oral
language and readingbull Understand the reading process in relationship
to different parts of the brain which are engaged
Reflection
bull With a personpeople sitting next to you think of students you have known that have experienced reading failure
bull Discuss the possible causes of the reading failure
Causes of Reading Failure
bull Language processing weaknessbull Phonological processing weaknessbull Visual processingbull Use of background to construct meaning bull Connecting reading and writingbull Reading fluencybull Attentionbull Memorybull Processing actionsCognitive Actionsbull Emotion and Motivationbull Poor instructional practices
Reading Statistics
bull Scientists estimate that 95 of all children can be taught to read
bull Yet in spite of all of our knowledge statistics reveal an alarming prevalence of poor and struggling readers that is not limited to any one segment of societyndash About 20 of elementary students nationwide have significant
problems learning to read (National Assessment of Educational Progress)
ndash At least 20 of elementary students do not read fluently enough to enjoy or engage in independent reading
ndash The rate of reading failure for African American Hispanic limited English speakers and poor children ranges from 60-70
ndash One third of poor readers nationwide are from college-educated families
ndash 25 of adults in this country lack the basic literacy skills required in a typical job
What else does research tell us
bull There is considerable evidence that the primary difference between good and poor readers lies in their phonemic awareness skills
bull The 2 best school-entry predictors of how well children will learn to read during the first 2 years of instruction are a studentrsquos abilities in phonemic awareness and letter knowledge
raquo National Reading Panel 2000
Brain research
bull Unlike speaking reading is not an instinctive human ability
bull For thousands of years the ears were the primary route by which language entered the human brain
bull Reading shifted the input to the eyes requiring the brain to link written markings to spoken language
Research Point
Large numbers of children at school entry lack the critical orallanguage skills necessary for them to benefit from early literacy instruction
Lucy Hart Paulson (2001)
What is oral language
bull Oral Language is the listening and speaking part of communication
bull It is a process that develops naturally
What is receptive and expressive language
bull Receptive language is the language we listen to and understand
bull Expressive language is the language we use when we speak
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Goals
bull Examine the causes of reading failurebull Understand evidence based research on the
reading processbull Recognize the connection between oral
language and readingbull Understand the reading process in relationship
to different parts of the brain which are engaged
Reflection
bull With a personpeople sitting next to you think of students you have known that have experienced reading failure
bull Discuss the possible causes of the reading failure
Causes of Reading Failure
bull Language processing weaknessbull Phonological processing weaknessbull Visual processingbull Use of background to construct meaning bull Connecting reading and writingbull Reading fluencybull Attentionbull Memorybull Processing actionsCognitive Actionsbull Emotion and Motivationbull Poor instructional practices
Reading Statistics
bull Scientists estimate that 95 of all children can be taught to read
bull Yet in spite of all of our knowledge statistics reveal an alarming prevalence of poor and struggling readers that is not limited to any one segment of societyndash About 20 of elementary students nationwide have significant
problems learning to read (National Assessment of Educational Progress)
ndash At least 20 of elementary students do not read fluently enough to enjoy or engage in independent reading
ndash The rate of reading failure for African American Hispanic limited English speakers and poor children ranges from 60-70
ndash One third of poor readers nationwide are from college-educated families
ndash 25 of adults in this country lack the basic literacy skills required in a typical job
What else does research tell us
bull There is considerable evidence that the primary difference between good and poor readers lies in their phonemic awareness skills
bull The 2 best school-entry predictors of how well children will learn to read during the first 2 years of instruction are a studentrsquos abilities in phonemic awareness and letter knowledge
raquo National Reading Panel 2000
Brain research
bull Unlike speaking reading is not an instinctive human ability
bull For thousands of years the ears were the primary route by which language entered the human brain
bull Reading shifted the input to the eyes requiring the brain to link written markings to spoken language
Research Point
Large numbers of children at school entry lack the critical orallanguage skills necessary for them to benefit from early literacy instruction
Lucy Hart Paulson (2001)
What is oral language
bull Oral Language is the listening and speaking part of communication
bull It is a process that develops naturally
What is receptive and expressive language
bull Receptive language is the language we listen to and understand
bull Expressive language is the language we use when we speak
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Reflection
bull With a personpeople sitting next to you think of students you have known that have experienced reading failure
bull Discuss the possible causes of the reading failure
Causes of Reading Failure
bull Language processing weaknessbull Phonological processing weaknessbull Visual processingbull Use of background to construct meaning bull Connecting reading and writingbull Reading fluencybull Attentionbull Memorybull Processing actionsCognitive Actionsbull Emotion and Motivationbull Poor instructional practices
Reading Statistics
bull Scientists estimate that 95 of all children can be taught to read
bull Yet in spite of all of our knowledge statistics reveal an alarming prevalence of poor and struggling readers that is not limited to any one segment of societyndash About 20 of elementary students nationwide have significant
problems learning to read (National Assessment of Educational Progress)
ndash At least 20 of elementary students do not read fluently enough to enjoy or engage in independent reading
ndash The rate of reading failure for African American Hispanic limited English speakers and poor children ranges from 60-70
ndash One third of poor readers nationwide are from college-educated families
ndash 25 of adults in this country lack the basic literacy skills required in a typical job
What else does research tell us
bull There is considerable evidence that the primary difference between good and poor readers lies in their phonemic awareness skills
bull The 2 best school-entry predictors of how well children will learn to read during the first 2 years of instruction are a studentrsquos abilities in phonemic awareness and letter knowledge
raquo National Reading Panel 2000
Brain research
bull Unlike speaking reading is not an instinctive human ability
bull For thousands of years the ears were the primary route by which language entered the human brain
bull Reading shifted the input to the eyes requiring the brain to link written markings to spoken language
Research Point
Large numbers of children at school entry lack the critical orallanguage skills necessary for them to benefit from early literacy instruction
Lucy Hart Paulson (2001)
What is oral language
bull Oral Language is the listening and speaking part of communication
bull It is a process that develops naturally
What is receptive and expressive language
bull Receptive language is the language we listen to and understand
bull Expressive language is the language we use when we speak
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Causes of Reading Failure
bull Language processing weaknessbull Phonological processing weaknessbull Visual processingbull Use of background to construct meaning bull Connecting reading and writingbull Reading fluencybull Attentionbull Memorybull Processing actionsCognitive Actionsbull Emotion and Motivationbull Poor instructional practices
Reading Statistics
bull Scientists estimate that 95 of all children can be taught to read
bull Yet in spite of all of our knowledge statistics reveal an alarming prevalence of poor and struggling readers that is not limited to any one segment of societyndash About 20 of elementary students nationwide have significant
problems learning to read (National Assessment of Educational Progress)
ndash At least 20 of elementary students do not read fluently enough to enjoy or engage in independent reading
ndash The rate of reading failure for African American Hispanic limited English speakers and poor children ranges from 60-70
ndash One third of poor readers nationwide are from college-educated families
ndash 25 of adults in this country lack the basic literacy skills required in a typical job
What else does research tell us
bull There is considerable evidence that the primary difference between good and poor readers lies in their phonemic awareness skills
bull The 2 best school-entry predictors of how well children will learn to read during the first 2 years of instruction are a studentrsquos abilities in phonemic awareness and letter knowledge
raquo National Reading Panel 2000
Brain research
bull Unlike speaking reading is not an instinctive human ability
bull For thousands of years the ears were the primary route by which language entered the human brain
bull Reading shifted the input to the eyes requiring the brain to link written markings to spoken language
Research Point
Large numbers of children at school entry lack the critical orallanguage skills necessary for them to benefit from early literacy instruction
Lucy Hart Paulson (2001)
What is oral language
bull Oral Language is the listening and speaking part of communication
bull It is a process that develops naturally
What is receptive and expressive language
bull Receptive language is the language we listen to and understand
bull Expressive language is the language we use when we speak
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Reading Statistics
bull Scientists estimate that 95 of all children can be taught to read
bull Yet in spite of all of our knowledge statistics reveal an alarming prevalence of poor and struggling readers that is not limited to any one segment of societyndash About 20 of elementary students nationwide have significant
problems learning to read (National Assessment of Educational Progress)
ndash At least 20 of elementary students do not read fluently enough to enjoy or engage in independent reading
ndash The rate of reading failure for African American Hispanic limited English speakers and poor children ranges from 60-70
ndash One third of poor readers nationwide are from college-educated families
ndash 25 of adults in this country lack the basic literacy skills required in a typical job
What else does research tell us
bull There is considerable evidence that the primary difference between good and poor readers lies in their phonemic awareness skills
bull The 2 best school-entry predictors of how well children will learn to read during the first 2 years of instruction are a studentrsquos abilities in phonemic awareness and letter knowledge
raquo National Reading Panel 2000
Brain research
bull Unlike speaking reading is not an instinctive human ability
bull For thousands of years the ears were the primary route by which language entered the human brain
bull Reading shifted the input to the eyes requiring the brain to link written markings to spoken language
Research Point
Large numbers of children at school entry lack the critical orallanguage skills necessary for them to benefit from early literacy instruction
Lucy Hart Paulson (2001)
What is oral language
bull Oral Language is the listening and speaking part of communication
bull It is a process that develops naturally
What is receptive and expressive language
bull Receptive language is the language we listen to and understand
bull Expressive language is the language we use when we speak
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
What else does research tell us
bull There is considerable evidence that the primary difference between good and poor readers lies in their phonemic awareness skills
bull The 2 best school-entry predictors of how well children will learn to read during the first 2 years of instruction are a studentrsquos abilities in phonemic awareness and letter knowledge
raquo National Reading Panel 2000
Brain research
bull Unlike speaking reading is not an instinctive human ability
bull For thousands of years the ears were the primary route by which language entered the human brain
bull Reading shifted the input to the eyes requiring the brain to link written markings to spoken language
Research Point
Large numbers of children at school entry lack the critical orallanguage skills necessary for them to benefit from early literacy instruction
Lucy Hart Paulson (2001)
What is oral language
bull Oral Language is the listening and speaking part of communication
bull It is a process that develops naturally
What is receptive and expressive language
bull Receptive language is the language we listen to and understand
bull Expressive language is the language we use when we speak
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Brain research
bull Unlike speaking reading is not an instinctive human ability
bull For thousands of years the ears were the primary route by which language entered the human brain
bull Reading shifted the input to the eyes requiring the brain to link written markings to spoken language
Research Point
Large numbers of children at school entry lack the critical orallanguage skills necessary for them to benefit from early literacy instruction
Lucy Hart Paulson (2001)
What is oral language
bull Oral Language is the listening and speaking part of communication
bull It is a process that develops naturally
What is receptive and expressive language
bull Receptive language is the language we listen to and understand
bull Expressive language is the language we use when we speak
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Research Point
Large numbers of children at school entry lack the critical orallanguage skills necessary for them to benefit from early literacy instruction
Lucy Hart Paulson (2001)
What is oral language
bull Oral Language is the listening and speaking part of communication
bull It is a process that develops naturally
What is receptive and expressive language
bull Receptive language is the language we listen to and understand
bull Expressive language is the language we use when we speak
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
What is oral language
bull Oral Language is the listening and speaking part of communication
bull It is a process that develops naturally
What is receptive and expressive language
bull Receptive language is the language we listen to and understand
bull Expressive language is the language we use when we speak
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
What is receptive and expressive language
bull Receptive language is the language we listen to and understand
bull Expressive language is the language we use when we speak
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
To clarify further
bull Receptive Vocabulary The words we understand
bull Expressive Vocabulary The words we use when we speak
bull Listening Attending to spoken language
bull Speaking The ability to express thoughts orally
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Oral Language Links to Literacy
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Research point
Between grades 1 and 3 it is estimated thateconomically disadvantaged studentsvocabularies increase by about 3000 wordsper year and middle-class studentsvocabularies increase by about 5000 wordsper yearbull Baker Simmons amp Kameenui 1997
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Oral language
bull Oral language lays the foundation for reading comprehension
bull You must be able to understand language at the oral level to be able to understand it at the text level
bull If a student can only understand a 6 word sentence orally he or she will struggle to understand a 12 word sentence in his or her book
bull Teachers CAN help children develop oral language skills while they are at school
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
A Language-Centered Classroom
TeacherbullEngage children in extended conversations
bullEncourage children to tell and retell stories and events
bullDiscuss a wide range of topics and word meanings
bullUse new and unusual words
bullAsk open-ended questions
bullEncourage language play1048742
StudentbullExplore and experiment with language
bullName and describe objects in the classroom
bullAsk and answer wh- and how questions
bullHear good models of language use
bullDiscuss topics of interest
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Research Pointsbull Written language is invented it is code based To become
literate students must become masters of the codendash Lyon 1998
bull Good readers process the letters of each word in detail although they do so rapidly and unconsciously
bull Those who read and comprehend well accomplish letter-wise text scanning with relative ease and fluency
bull Knowledge of sound-symbol relationship is crucial in developing word recognition the ability to sound-out and recognize words accounts for about 80 of the variance in first grade reading comprehension and continues to be a major factor in text comprehension as students progress throughout the grades
bull The ability to sound out words is a major underpinning that allows rapid recognition of words ldquoby sightrdquo
bull When word identification is fast and accurate a reader has ample mental energy to think over the meaning of the text
raquo Share and Stanovich 1995 Adams Tretman and Pressley 1998
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Reflection
bull How much practice would you need to become automatic
bull What kinds of practice would help you the most
bull If reading large amounts of text using this code would you be able to read and comprehend at the same time
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Literacy LadderThe Building Blocks for Reading
Comprehension10 Comprehension
9 Fluency
8 Semantics
7 Syntax
6 Grammar
5 MorphologyVocabulary
4 Syllable Types
3 Phonics
2 Phonemic Awareness
1 Phonological Awareness
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
SORTING ACTIVITY
bull Sort the activities into the correct component of the 4 part processor
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Research indicates
bull Although some children will learn to read in spite of incidental teaching others never learn unless they are taught in an organized systematic efficient way by a knowledgeable teacher using a well-designed instructional approach
bull And while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers their risk of reading difficulties could still be prevented by literacy instruction that includes a range of research-based components and practices
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
What does research say about effective reading instruction
bull Phoneme awareness instructionbull Direct teaching of decoding comprehension and literature
appreciationbull Systematic and explicit instruction in the code system of
written Englishbull Daily exposure to a variety of texts as well as incentives for
children to read independently and with othersbull Vocabulary instruction that includes a variety of methods
designed to explore the relationship among words and the relationship among word structure origin and meaning
bull Comprehension strategies including prediction of outcomes summarizing clarification questioning visualizing
bull Frequently writing about reading to enable a deeper understanding of text
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
-
Instruction Makes the Difference
bull Effective instruction is more influential than
ndash 1048742 Poverty
ndash 1048742 IQ
ndash 1048742 Family Status
ndash 1048742 Language
- The Reading Process It REALLY Is Rocket Science
- Goals
- Slide 3
- Reflection
- Causes of Reading Failure
- Reading Statistics
- What else does research tell us
- Slide 8
- Brain research
- Slide 10
- Research Point
- What is oral language
- What is receptive and expressive language
- To clarify further
- Oral Language Links to Literacy
- Research point
- Oral language
- A Language-Centered Classroom
- Slide 19
- Research Points
- Slide 21
- Slide 22
- Slide 23
- Slide 24
- Slide 25
- Slide 26
- Slide 27
- Slide 28
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- Literacy Ladder The Building Blocks for Reading Comprehension
- SORTING ACTIVITY
- Research indicates
- What does research say about effective reading instruction
- Instruction Makes the Difference
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