Unit 2Unit 2Learning To Read and Spell: Learning To Read and Spell: A National Problem and A National Problem and Recommended SolutionsRecommended Solutions

Scope of the ProblemScope of the ProblemWhat Skilled Readers/Spellers DoWhat Skilled Readers/Spellers DoCauses of Severe Reading DifficultyCauses of Severe Reading DifficultyInstruction and the National Reading PanelInstruction and the National Reading Panel

Scope Of The Problem: ActivityScope Of The Problem: Activity

Thinking Thinking

About About

ReadingReading

Differences in Learning to ReadDifferences in Learning to Read

Able to read:Able to read:

Learn with ease:Learn with ease:

Learn with support:Learn with support:

Learn with intensive support:Learn with intensive support:

Have pervasive reading disabilities:Have pervasive reading disabilities:

Adapted by B. Bursuck based on Lyon, 1998

PopulationPopulation

PercentagePercentage**

Journey to ReadingJourney to Reading Appropriate Instruction*Appropriate Instruction*

55 Is easy (read before Is easy (read before starting school)starting school)

Assess reading achievementAssess reading achievement

Systematic phonics to enhance spellingSystematic phonics to enhance spelling

Provide vocab/comprehensionProvide vocab/comprehension

3535 Is relatively easyIs relatively easy Assess reading achievementAssess reading achievement

Build phonemic awarenessBuild phonemic awareness

Provide instruction in phonics for decoding and Provide instruction in phonics for decoding and spellingspelling

Vocabulary and comprehensionVocabulary and comprehension

4040 Is a formidable Is a formidable challengechallenge

Do everything above plus…Do everything above plus…

Base instruction on assessmentBase instruction on assessment

Teach phonemic awarenessTeach phonemic awareness

Teach phonics explicitlyTeach phonics explicitly

Link decoding and spellingLink decoding and spelling

Use decodable textUse decodable text

2020 Is one of the most difficult Is one of the most difficult tasks to be mastered tasks to be mastered during schoolingduring schooling

Require intensive, systematic, direct, Require intensive, systematic, direct, multisensory instruction based on assessmentmultisensory instruction based on assessment

Teach to automaticityTeach to automaticity

*Estimates and recommendations are based on the work of Lyon and other NICH researchers adapted by L.Huffman

National Assessment of Educational Progress National Assessment of Educational Progress (NAEP)(NAEP)

4th Grade Reading (2007)4th Grade Reading (2007)34% below basic level34% below basic level68% below proficient level68% below proficient level

NAEP website, 2003

North Carolina State Improvement Project 7

North Carolina and the NAEPNorth Carolina and the NAEPPercentages of Students Scoring at Percentages of Students Scoring at ““BasicBasic”” Level or BetterLevel or Better

71%71%69%69%64%64%62%62%20052005

74%74%71%71%67%67%64%64%20072007

72%72%72%72%63%63%66%66%20032003

74%74%76%76%62%62%67%67%20022002

NationNationNCNCNationNationNCNC

Eighth Eighth GradeGrade

FourthFourth

GradeGrade

NAEP Criteria For Reading LevelsNAEP Criteria For Reading Levels

BasicBasic overall understandingoverall understanding make obvious connections to own experiencesmake obvious connections to own experiences extend ideas with simple inferencesextend ideas with simple inferences

ProficientProficient inferential as well as literal overall understandinginferential as well as literal overall understanding make connections by inference, drawing conclusionsmake connections by inference, drawing conclusions connections inferred should be clearconnections inferred should be clear

AdvancedAdvanced generalize about topics in the textgeneralize about topics in the text awareness of how authors compose and use literary devicesawareness of how authors compose and use literary devices judge text critically, answers indicate careful thoughtjudge text critically, answers indicate careful thought

NAEP website, 2003

Just what Tom’s thoughts were, Ned, of course, could not guess. But by the flush that showed under the tan of his chum’s cheeks the young financial secretary felt pretty certain that Tom was a bit apprehensive of the outcome of Professor Beecher’s call on Mary Nestor. “So he is going to see her about something important, Ned?” “That’s what some members of his party called it.” “And they’re waiting here for him to join them?” “Yes, and it means waiting a week for another steamer. It must be something pretty important, don’t you think, to cause Beecher to risk that delay in starting after the idol of gold?” “Important? Yes, I suppose so,” assented Tom. – Victor Appleton, Tom Swift in the Land of Wonders

NAEP 4th grade level

North Carolina Reading State Improvement Project (Reading SIP)

AlamanceAlexander

Alleghany

Anson

Ashe

Avery

Beaufort

Bertie

Bladen

Brunswick

BuncombeBurke

Cabarrus

Caldwell

Camden

Carteret

Caswell

Catawba Chatham

Cherokee

Chowan

Clay

Cleveland

Columbus

Craven

Cumberland

Currituck

DareDavidson

Davie

Duplin

Durham

Edgecombe

ForsythFranklin

Gaston

Gates

Graham

Granville

Greene

Guilford

Halifax

Harnett

Haywood

Henderson

Hertford

Hoke

Hyde

Iredell

Jackson

Johnston

Jones

Lee

Lenoir

Lincoln

Macon

MadisonMartin

McDowell

Mecklenburg

Mitchell

Montgomery

Moore

Nash

New Hanover

Northampton

Onslow

Orange

Pamlico

Pasquotank

Pender

Perquimans

Person

Pitt

Polk

Randolph

Richmond

Robeson

Rockingham

Rowan

Rutherford

Sampson

Scotland

Stanly

StokesSurry

Swain

Transylvania

Tyrrell

Union

Vance

Wake

Warren

Washington

Watauga

Wayne

Wilkes

Wilson

Yadkin

Yancey

Key: RED - Reading Demonstration Centers TURQUOISE - Reading Sites

Additional LEAs involved in the Reading SIP: Asheboro City Schools Asheville City Schools Clover Garden Charter Lexington City Schools OES / Schools for the Deaf Orange Charter River Mill Academy (Charter) Roanoke Rapids Thomasville City Schools

COMPARISON OF READING PROGRESS OF ALL STUDENTSCOMPARISON OF READING PROGRESS OF ALL STUDENTS

AND STUDENTS WITH DISABILITIES (SWD)AND STUDENTS WITH DISABILITIES (SWD)

2001-20072001-2007 Percent At or Above Grade LevelPercent At or Above Grade Level GAIN GAIN

00-01 01-02 02-03 03-04 04-05 05-06 06-0700-01 01-02 02-03 03-04 04-05 05-06 06-07

ALL NCALL NCSTUDENTS 77.1 79.5 84.9 85.3 85.7 86.7 87.4 10.3STUDENTS 77.1 79.5 84.9 85.3 85.7 86.7 87.4 10.3 NC SWD 44.3 50.1 54.8 55.0NC SWD 44.3 50.1 54.8 55.0 57.457.4 63.263.2 64.864.8 20.520.5

Personnel Development Personnel Development Training EventsTraining Events

ReadingReading 2007-20082007-2008 2008- Feb,20092008- Feb,2009

EventsEvents ParticipantsParticipants EventsEvents ParticipantsParticipants

ReadingReading

FoundationsFoundations8888 12991299 8282 970970

Reading ProgramsReading Programs 100100 21292129 7575 981981

Reading/Writing Reading/Writing Network MeetingsNetwork Meetings

22 186186 44 187187

Other Training Other Training EventsEvents

55 326326 1010 400400

NC State Improvement ProjectNC State Improvement ProjectREADINGREADING

2007-20082007-2008

StudentStudent

GroupGroup

NumberNumber %AAGL%AAGL

2007*2007*

%AAGL%AAGL

2008**2008**

% Points% Points

Gain or LossGain or Loss

NCSIP IINCSIP II 11161116 3737 2222 -15-15

All NC SWDAll NC SWD 8584885848 57.657.6 26.626.6 -31-31

All NC Non-All NC Non-DisabledDisabled

StudentsStudents

579061579061 89.689.6 60.660.6 -29.6-29.6

*Percent of students performing At or Above Grade Level in Reading

** The 2008 End of Grade Reading Test was revised with a higher level of difficulty.

Other Estimates Of Other Estimates Of The Reading ProblemThe Reading Problem

11//33 of poor readers come from college educated of poor readers come from college educated

parents parents 20% of all students have serious reading 20% of all students have serious reading

problemsproblems Another 20% do not have enough skill to read Another 20% do not have enough skill to read

with enjoymentwith enjoyment Reading researchers have shown that 95% of Reading researchers have shown that 95% of

students can learn to read with high levels of students can learn to read with high levels of fluency and comprehension fluency and comprehension

(Louisa Moats, 1999)

Catching Up?Catching Up?

How fast could a 3rd How fast could a 3rd

grader, reading 2 grader, reading 2

years behind, catch up years behind, catch up

to grade level?to grade level?

1

6

5

4

2

3

7

2

4

Progress per year

6 mo.

1

6

5

4

2

3

7

4

2

Progress per year

12 mo.

2

6 mo.

1

6

5

4

2

3

7

4

2

Progress per year

2

18 mo.

2

12 mo.6 mo.

To Order:

Visit The National Children’s Foundation website:http://www.readingfoundation.org/

Click on Publications and it is listed as one of the books there.

Quantity          Price1-10               $17.9511-50             $14.9551-100            $12.95

Fielding, L., Kerr, N., & Rosier, P. (2007). Annual Growth for all students, Catch-UP Growth for those who are behind. Kennewick, WA: The New Foundation Press, Inc.

Determining Proportional IncreasesDetermining Proportional Increases

State reading standard is 50State reading standard is 50thth percentile percentile

A A roughrough rule of thumb is rule of thumb is 13% points13% points from from 5050thth % % equals approximately equals approximately 1 years growth 1 years growth

Students in lowest performing groups receive Students in lowest performing groups receive more time in small group plus additional practice more time in small group plus additional practice during the reading blockduring the reading block

The Kennewick Model for Catch Up GrowthThe Kennewick Model for Catch Up Growth

Tony finishes 2Tony finishes 2ndnd grade scoring in the grade scoring in the 1212thth percentile percentile. . What will it take to get him to the standard level? What will it take to get him to the standard level?

Tony’s school has reading scheduled Tony’s school has reading scheduled 80 minutes per 80 minutes per day.day. The reading block is delivered by 20+ minutes of The reading block is delivered by 20+ minutes of direct instruction in small differentiated groupsdirect instruction in small differentiated groups

How did Kennewick educator’s solve the problem for How did Kennewick educator’s solve the problem for Tony and help him get to the standard 50th Tony and help him get to the standard 50th percentile?percentile?

Kennewick’s FormulaKennewick’s Formula

State standard in percentile is 50State standard in percentile is 50thth % % Tony’s 2Tony’s 2ndnd grade status is… - grade status is… -1212thth % % The difference in percentiles is… 38 pointsThe difference in percentiles is… 38 points

Percentile point difference divided by 13 is… Percentile point difference divided by 13 is… 1313/38 = /38 = 2.9 years behind2.9 years behind

Planning for TAGPlanning for TAG(Target Accelerated Growth)(Target Accelerated Growth)

Daily minutes required for annual 3Daily minutes required for annual 3rdrd grade grade 80 minutes80 minutes Daily minutes required for annual 4Daily minutes required for annual 4thth grade growth grade growth ++80 minutes80 minutes

160 minutes160 minutes

Additional daily minutes for 3 years catch up growthAdditional daily minutes for 3 years catch up growth (3 years x 80 minutes)(3 years x 80 minutes)

+ + 240 minutes240 minutesTOTALTOTAL 33rdrd & 4 & 4thth grade daily minutes…………… grade daily minutes…………… 400 minutes400 minutes

Dividing the instructional time equally between third and fourth gradeDividing the instructional time equally between third and fourth grade shows thatshows that Tony needed 200 minutesTony needed 200 minutes of direct reading instruction inof direct reading instruction in both third both third

and fourth gradesand fourth grades to reach the 50% goal by the end of the fourth grade school to reach the 50% goal by the end of the fourth grade school yearyear

Spring 2008Spring 2008

Male completed 3Male completed 3rdrd grade scoring Level 1 on End of Grade grade scoring Level 1 on End of Grade tests placing him at 18tests placing him at 18thth percentile on state test percentile on state test

NC State StandardNC State Standard 50 %50 %

John’s third grade percentile status…John’s third grade percentile status… --18 %18 %

The difference is….The difference is…. 32%32%

13/ 32 = 2.6 years13/ 32 = 2.6 years

(Estimation of - 2 ½ years behind…)(Estimation of - 2 ½ years behind…)

Utilizing Kennewick FormulaUtilizing Kennewick Formula

Daily minutes required for annual 4Daily minutes required for annual 4thth grade grade 80 minutes80 minutes Daily minutes required for annual 5Daily minutes required for annual 5thth grade growth grade growth 80 minutes80 minutes Additional daily minutes to make the 2 ½ additionalAdditional daily minutes to make the 2 ½ additional years of growth (80+80+40)years of growth (80+80+40) + 200 minutes+ 200 minutesTOTAL fourth and fifth grade daily minutes…………TOTAL fourth and fifth grade daily minutes………… 360 minutes360 minutes

Dividing the instructional time equally between fourth and fifth Dividing the instructional time equally between fourth and fifth gradegrade

2 years/360 minutes =180 minutes daily2 years/360 minutes =180 minutes daily

Shows that Shows that John needs 180 minutes of direct readingJohn needs 180 minutes of direct reading instruction in instruction in both fourth and fifth gradesboth fourth and fifth grades to reach the 50% by the end of the fifth to reach the 50% by the end of the fifth grade school yeargrade school year

The Effects of Weaknesses in Oral Language on Reading Growth

(Hirsch, 1996)

5 6 7 8 9 10 11 12 13 14 15 16

16

15

14

13

12

11

10

9

8

7

6

5

Re

adi

ng

Ag

e L

eve

l

Chronological Age

Low Oral Language in Kindergarten

High Oral Language in Kindergarten

5.2 years difference

Measures of Parent and Child Language

Families

Professional Working-Class Welfare

Measures Parent Child Parent Child Parent Child

Recorded Vocab. 2,176 1,116 1,498 749 974 525

size

Average utterances 487 310 301 223 176 168

per hour

Average different 382 297 251 216 167 149

words per hour

Hart & Risley, 1995

Differences in exposure to words Differences in exposure to words

over one yearover one year

Children in Professional Families -- 11 Children in Professional Families -- 11 millionmillion

Children in Working-Class Families -- 6 Children in Working-Class Families -- 6 millionmillion

Children in Welfare Families -- 3 millionChildren in Welfare Families -- 3 million

(Hart & Risley, 1995)

The Expanding Achievement GapThe Expanding Achievement Gap

Grade in School

Ach

ieve

me

nt

K 1 2 3 4

HIGH GROUP

HIGH GROUP

MIDDLE GROUP

MIDDLE GROUP

LOW GROUPLOW GROUP

““If low achieving students can be If low achieving students can be

brought up to grade level within brought up to grade level within

the first three years of school, the first three years of school,

their reading tends not to revert their reading tends not to revert

but to stay at grade level but to stay at grade level

thenceforth.”thenceforth.”

Adams, 1990, p. 27-28

Unit 2Unit 2Learning To Read: Learning To Read: A National ProblemA National Problem

Scope of the ProblemScope of the ProblemWhat Skilled Readers/Spellers DoWhat Skilled Readers/Spellers DoCauses of Severe Reading DifficultyCauses of Severe Reading DifficultyInstruction and the National Reading PanelInstruction and the National Reading Panel

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING) SIGHT RECOGNITION

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Skilled Reading- fluent coordination of

word reading and comprehension

processes

Fcrr.org

What Skilled Readers DoWhat Skilled Readers Do

Eye-movement ResearchEye-movement Research saccade: sweeping motion (1/70 second)saccade: sweeping motion (1/70 second) fixation: stop, on nearly every word (1/4 fixation: stop, on nearly every word (1/4

second)second)

The girl ran excitedly down the hill.The girl ran excitedly down the hill.

The girl ran excitadly down the hill.The girl ran excitadly down the hill.

““The single immutable and non-optional fact about The single immutable and non-optional fact about

skillful reading is that it involves relatively complete skillful reading is that it involves relatively complete

processing of individual letters of print.” processing of individual letters of print.” (Marilyn (Marilyn

Adams, (1990) Adams, (1990) Beginning to ReadBeginning to Read, p. 105) , p. 105)

How Do We Know That Readers Process How Do We Know That Readers Process Every Letter And Word?Every Letter And Word?

Observing Eye Observing Eye

MovementsMovements

Activity Activity

ORTHOGRAPHIC PROCESSOR

MEANING PROCESSOR

CONTEXTPROCESSOR

PHONOLOGICAL PROCESSOR

• Receives visual information from print

• Recognizes familiar patterns of letters

• Processes every letter

• Activates phonological image of word

“hearing the word in your head”

• Activates all possible meanings of a word

• Selects appropriate meaning based on context

(Adams, 1990)

Skilled Reading ProcessSkilled Reading Process

ORTHOGRAPHIC PROCESSOR

MEANING PROCESSOR

CONTEXTPROCESSOR

PHONOLOGICAL PROCESSOR

cat “cat” or |c|-|a|-|t|

Previous sentence:“I felt something small brush against my foot.”

catcat

Skilled Reading ProcessSkilled Reading Process

(Adams, 1990)

ORTHOGRAPHIC PROCESSOR

MEANING PROCESSOR

CONTEXTPROCESSOR

PHONOLOGICAL PROCESSOR

• Receives visual information from print

• Recognizes familiar patterns of letters

• Processes every letter

• Activates phonological image of word

“hearing the word in your head”

• Activates all possible meanings of a word

• Selects appropriate meaning based on context

(Adams, 1990)

Skilled Reading ProcessSkilled Reading Process

World knowledge

Syntax

Narrative development

Book conventions

Abstract knowledge

Functions of Print

Vocabulary Development

Word Awareness

Letter knowledge

Print conversions Phonological

Awareness

Adapted by Van Kleeck (1998)

ORTHOGRAPHIC PROCESSOR

MEANING PROCESSOR

CONTEXTPROCESSOR

PHONOLOGICAL PROCESSOR

cat “cat” or |c|-|a|-|t|

Previous sentence:“I felt something small brush against my foot.”

Explaining Errors With Processor ModelExplaining Errors With Processor Model

Error 1

Student reads

dad as “bad.”

Error 2

Student reads

cat as “kitty.”

Error 3

Student reads

cap as “sap.”

Error 4

Student reads, “the lip of the bowl” and says “bowls don’t have lips!”

Putting Words Together To Make MeaningPutting Words Together To Make Meaning

The reader holds a string of words in working memory in the phonological processor.

The meaning of the string of words together is processed at the end of a sentence or clause.

The meaning of this sentence is related to earlier portions of the text.

When word decoding is slow and laborious the whole system can break down.

Adams, 1990, pp. 186-190

PhasePhase Logographic or Logographic or PreconventionalPreconventional

Novice or Novice or Early Early AlphabeticAlphabetic

Mature or Mature or Later Later AlphabeticAlphabetic

Transitional or Transitional or OrthographicOrthographic

How child How child reads reads familiar familiar wordswords

How child How child reads reads unfamiliar unfamiliar wordswords

Other Other indicatorsindicators

How the How the child spellschild spells

Based on Ehri, 1998,2000

Activity

PhasePhase Logographic or Logographic or PreconventionalPreconventional

Novice or Early Novice or Early AlphabeticAlphabetic

Mature or Later Mature or Later AlphabeticAlphabetic

Transitional or Transitional or OrthographicOrthographic

How child How child reads reads familiar familiar wordswords

Rote learning of Rote learning of incidental visual incidental visual features of a word; features of a word; no letter-sound assoc.no letter-sound assoc.

Partial use of Partial use of letter-sound letter-sound correspondence; correspondence; initial sound &/or initial sound &/or final soundfinal sound

Pronunciation of whole Pronunciation of whole word on basis of sound-word on basis of sound-letter mappingletter mapping

Interchange of Interchange of strategies e.g. strategies e.g. phonemes, syllabic phonemes, syllabic units, morpheme units, morpheme units and whole units and whole wordswords

How child How child reads reads unfamiliar unfamiliar wordswords

Guessing constrained Guessing constrained by context or by context or memory of textmemory of text

Constrained by Constrained by context; gets first context; gets first sound and guessessound and guesses

Full use of letter-sound Full use of letter-sound mapping; blends all mapping; blends all sounds left to right; sounds left to right; begins to use analogy to begins to use analogy to known patternsknown patterns

Sequential & Sequential & hierarchical hierarchical decoding – notices decoding – notices familiar parts first; familiar parts first; use analogyuse analogy

Other Other indicatorsindicators

Dependent on Dependent on context, few words; context, few words; errors & confusions; errors & confusions; cannot read textcannot read text

Similar appearing Similar appearing words are words are confusedconfused

Rapid, unitized reading Rapid, unitized reading of whole familiar words of whole familiar words is increasingis increasing

Remembers Remembers multisyllabic words; multisyllabic words; analogizes easily, analogizes easily, associates word associates word structure with structure with meaningmeaning

How the How the child spellschild spells

Strings letters Strings letters together, assigns together, assigns meaning without meaning without representing sounds representing sounds in wordsin words

Represents a few Represents a few consonants; fills consonants; fills in other letters in other letters randomly; some randomly; some letter/sound assoc.letter/sound assoc.

Phonetically accurate, Phonetically accurate, beginning to use beginning to use conventional letter conventional letter patterns; sight words patterns; sight words knowledge increasingknowledge increasing

Word knowledge at Word knowledge at all levels: morpheme all levels: morpheme – prefix, suffix, root– prefix, suffix, root

syntactic,syntactic,

Based on Ehri, 1998,2000

Unit 2Unit 2Learning To Read: Learning To Read: A National ProblemA National Problem

Scope of the ProblemScope of the ProblemWhat Skilled Readers and Spellers DoWhat Skilled Readers and Spellers DoCauses of Reading and Spelling DifficultiesCauses of Reading and Spelling Difficulties Instruction and the National Reading PanelInstruction and the National Reading Panel

Brainstorming Activity Brainstorming Activity

What are some What are some

common causes of common causes of

reading and spelling reading and spelling

problems?problems?

Causes of Persistent Reading Causes of Persistent Reading DifficultiesDifficulties

90% of poor readers have problems with 90% of poor readers have problems with word reading accuracyword reading accuracy

Reading difficulty is related to inherited brain Reading difficulty is related to inherited brain differencesdifferences

Phonological processing problems are the Phonological processing problems are the cause of most reading difficulties:cause of most reading difficulties: Phonological awarenessPhonological awareness Rapid naming/word retrievalRapid naming/word retrieval Working memoryWorking memory

Students With PhonologicalStudents With PhonologicalAwareness Problems...Awareness Problems...

Have difficulty segmenting words into Have difficulty segmenting words into soundssounds

Have difficulty mapping sounds to letters or Have difficulty mapping sounds to letters or letter patternsletter patterns

May try to memorize words or over rely on May try to memorize words or over rely on contextcontext

May be misdiagnosed as having May be misdiagnosed as having comprehension problemscomprehension problems

Students With Naming Problems...Students With Naming Problems...

Difficulty quickly naming even familiar Difficulty quickly naming even familiar concepts such as colors, numbers, concepts such as colors, numbers, lettersletters

Difficulty learning namesDifficulty learning names

Recall information in context but Recall information in context but

not in isolationnot in isolation

Students With Naming Problems...Students With Naming Problems...

Describe items rather than giving specific nameDescribe items rather than giving specific name

Confuse names of items within categories: blue-Confuse names of items within categories: blue-green; here-theregreen; here-there

Appear to learn names but then “forget”Appear to learn names but then “forget”

Students With Working Memory Students With Working Memory Problems...Problems...

Have difficulty holding sounds in memory as Have difficulty holding sounds in memory as they sound out a wordthey sound out a word

May have difficulty holding words in memory May have difficulty holding words in memory

to get the meaning of a sentenceto get the meaning of a sentence

Double And Triple DeficitsDouble And Triple Deficits

Students may have a combination of 2 or all 3 Students may have a combination of 2 or all 3 of these problems:of these problems: Phonological awarenessPhonological awareness Rapid naming/word retrieval Rapid naming/word retrieval Working memoryWorking memory

Double and triple deficit students are the most Double and triple deficit students are the most difficult to remediatedifficult to remediate

Struggling readers and spellersStruggling readers and spellers

poor readers tend to be poor spellerspoor readers tend to be poor spellers

deficit in phonological awarenessdeficit in phonological awareness

poor PA makes memory of letter patterns poor PA makes memory of letter patterns

difficultdifficult

cannot deal with several layers of language cannot deal with several layers of language

because no layer is automaticbecause no layer is automatic

improvement in reading often faster than improvement in reading often faster than

improvement in spellingimprovement in spellingMoats, 1996

Why Is Spelling Is MoreWhy Is Spelling Is MoreDifficult Than Reading?Difficult Than Reading?

Reading requires recognition of words.Reading requires recognition of words.

Spelling requires complete and accurate recall of letter Spelling requires complete and accurate recall of letter

patterns.patterns.

Moats, 1996

““Dyslexia is a specific learning disability that is Dyslexia is a specific learning disability that is

neurobiological in origin. It is characterized by neurobiological in origin. It is characterized by

difficulties with accurate and/or fluent word difficulties with accurate and/or fluent word

recognition and by poor spelling and decoding abilities. recognition and by poor spelling and decoding abilities.

These difficulties typically result from a deficit in the These difficulties typically result from a deficit in the

phonological component of language that is often phonological component of language that is often

unexpected in relation to other cognitive abilities and unexpected in relation to other cognitive abilities and

the provision of effective classroom instruction... the provision of effective classroom instruction...

specific learning disabilityspecific learning disability

difficulties with accurate and/or difficulties with accurate and/or fluent word recognitionfluent word recognitionpoor spelling and decoding abilitiespoor spelling and decoding abilities

deficit in the phonological deficit in the phonological component of languagecomponent of languageunexpected in relation to unexpected in relation to

other cognitive abilitiesother cognitive abilitieseffective classroom instructioneffective classroom instruction

neurobiologicalneurobiological

What Is Dyslexia?What Is Dyslexia?

… “… “Secondary consequences may include Secondary consequences may include

problems in reading comprehension and problems in reading comprehension and

reduced reading experience that can impede reduced reading experience that can impede

growth of vocabulary and background growth of vocabulary and background

knowledge.” knowledge.”

Secondary consequencesSecondary consequencesproblems in reading comprehensionproblems in reading comprehension

reduced reading experiencereduced reading experienceimpede growth of vocabulary and impede growth of vocabulary and background knowledgebackground knowledge

What Is Dyslexia?What Is Dyslexia?

Normal vs DyslexicNormal vs Dyslexic

LLRR

Brain ImagingBrain Imaging

Neural Response to InterventionNeural Response to Intervention

Does the pattern of brain activation change in Does the pattern of brain activation change in response to intervention?response to intervention?

8 children with severe dyslexia (7 to 17)8 children with severe dyslexia (7 to 17)

8 week intense phonologically- based 8 week intense phonologically- based intervention (2 hours a day= up to 80 hours of intervention (2 hours a day= up to 80 hours of instruction)instruction)

Very large improvements in reading abilityVery large improvements in reading ability

Simos et al., Simos et al., NeurologyNeurology, 2002, 2002

Strong activation Strong activation patternpattern

Weak activation Weak activation patternpattern

Decreased activity Decreased activity in right hemispherein right hemisphere Increased activity in Increased activity in

left hemisphereleft hemisphere

DyslexiaDyslexia

Is an appropriate label for 5% of students with Is an appropriate label for 5% of students with reading problemsreading problems

Is a matter of degree of difficulty with reading and Is a matter of degree of difficulty with reading and not a different type of problemnot a different type of problem

Is Is notnot seeing words backwards or seeing shaking seeing words backwards or seeing shaking lettersletters

Verbal intelligenceVerbal intelligence

Visual problemsVisual problems

Attentional difficultiesAttentional difficulties

Lack of appropriate instructionLack of appropriate instruction

Pre-school language delay or impairmentPre-school language delay or impairment

Limited English ProficiencyLimited English Proficiency

Additional Factors In Poor Literacy SkillsAdditional Factors In Poor Literacy Skills

34%

Unit 2Unit 2Learning To Read: Learning To Read: A National ProblemA National Problem

Scope of the ProblemScope of the ProblemWhat Skilled Readers/Spellers DoWhat Skilled Readers/Spellers DoCauses of Severe Reading/Spelling DifficultyCauses of Severe Reading/Spelling Difficulty Instruction and the National Reading PanelInstruction and the National Reading Panel

What is the National Reading Panel Report?What is the National Reading Panel Report?

In 1997 Congress directed NICHD and the In 1997 Congress directed NICHD and the Department of Education to convene a Department of Education to convene a National Reading Panel.National Reading Panel.

Panel charged to review the scientific Panel charged to review the scientific literature and determine the most effective literature and determine the most effective ways to teach children to read. ways to teach children to read.

Principles of scientifically-based research used Principles of scientifically-based research used to screen research studies. to screen research studies.

National Reading Panel, 2001

What Is Scientifically-Based What Is Scientifically-Based Reading Research?Reading Research?

Experimental or quasi-experimental design - random Experimental or quasi-experimental design - random assignment with control groups assignment with control groups

Published in peer-reviewed journal Published in peer-reviewed journal Student characteristics described in detail Student characteristics described in detail Interventions detailed enough to be replicated Interventions detailed enough to be replicated Fidelity of instruction assessed through observation Fidelity of instruction assessed through observation Methods and outcome measures appropriate - Methods and outcome measures appropriate -

reliable and valid assessments usedreliable and valid assessments used Data analysis sufficient to answer research questionsData analysis sufficient to answer research questions

National Reading Panel, 2001

http://www.nifl.gov/partnershipforreading/publications/science_research.pdf

A very recent A very recent report on “what report on “what

works” with middle works” with middle and high schools and high schools

students.students.

Contains a 15 point Contains a 15 point research- based research- based “action plan” for “action plan” for middle and high middle and high

schoolsschools

Download at:Download at:

http://www.all4ed.org/publications/ReadingNext/ReadingNext.pdf

Areas Addressed By National Reading PanelAreas Addressed By National Reading Panel

AlphabeticsAlphabetics Phonemic AwarenessPhonemic Awareness PhonicsPhonics

FluencyFluency ComprehensionComprehension TechnologyTechnology Professional Development Professional Development

National Reading Panel, 2001

Components Of Reading InstructionComponents Of Reading Instruction

COMPREHENSION

DECODINGPhonemic AwarenessPhonics/Word Attack

Sight words FLUENCYRate

AutomaticityExpression

Background KnowledgeVocabularyStrategies

Text Structure

Principles of Reading InstructionPrinciples of Reading Instruction

Activity:Activity: Principles of Instruction for all studentsPrinciples of Instruction for all students

explicitexplicit Principles of Instruction for at-risk studentsPrinciples of Instruction for at-risk students

systematicsystematic Principles of Instruction for persistent reading Principles of Instruction for persistent reading

problemsproblems multisensorymultisensory

Principles of Instruction for double-deficit Principles of Instruction for double-deficit studentsstudents decodable textdecodable text

Principles Of Reading Instruction Principles Of Reading Instruction For For AllAll Children Children

Teach phonemic awareness and phonics Teach phonemic awareness and phonics explicitly, systematically, and early explicitly, systematically, and early (kindergarten & grade 1).(kindergarten & grade 1).

Provide frequent opportunities for guided, Provide frequent opportunities for guided, oral reading.oral reading.

Teach vocabulary and a variety of strategies Teach vocabulary and a variety of strategies for comprehension. for comprehension.

Felton & Lillie, 2001

Teaching Teaching At-RiskAt-Risk Children To Read Children To Read

Teach phonemic awareness skills early.Teach phonemic awareness skills early.

Teach sound-spelling associations explicitly and in a Teach sound-spelling associations explicitly and in a careful sequence.careful sequence.

Teach sounding out and blending directly.Teach sounding out and blending directly.

Use decodable text for practice.Use decodable text for practice.

Read good literature to students for language Read good literature to students for language comprehensioncomprehension.

Felton & Lillie, 2001

Principles Of Remediation for students Principles Of Remediation for students with with persistent problems learning to readpersistent problems learning to read

Base instruction on assessment.Base instruction on assessment.

Use systematic, cumulative, explicit, direct, Use systematic, cumulative, explicit, direct, and multisensory instruction.and multisensory instruction.

Use guided discovery and guided practice.Use guided discovery and guided practice.

Teach for mastery and automaticity. Teach for mastery and automaticity. Felton & Lillie, 2001

Teaching Students With Double DeficitsTeaching Students With Double Deficits

Use explicit phonological awareness instruction. Use explicit phonological awareness instruction. Blend and segment words with three sounds.Blend and segment words with three sounds.

Teach a few letter-sounds to make CVC words. Use Teach a few letter-sounds to make CVC words. Use cues for recall. Letter-sounds more important than cues for recall. Letter-sounds more important than letter names.letter names.

Use explicit instruction at all levels of Use explicit instruction at all levels of decoding/encoding. decoding/encoding.

Felton & Lillie, 2001

Teaching Students with Double DeficitsTeaching Students with Double Deficits

Use decodable text until skills well establishedUse decodable text until skills well established

Use explicit instruction in reading and spelling Use explicit instruction in reading and spelling irregular wordsirregular words

Teach each skill to mastery and automaticity. Teach each skill to mastery and automaticity. Use over-learning, systematic review, and Use over-learning, systematic review, and sufficient cues sufficient cues

Teaching Students With Teaching Students With Double DeficitsDouble Deficits

Teach fluency and comprehension strategies Teach fluency and comprehension strategies throughout reading instruction.throughout reading instruction.

Strengthen word associations and meanings Strengthen word associations and meanings and provide strategies for retrieval. and provide strategies for retrieval.

Provide continual instruction so skills are not Provide continual instruction so skills are not lost. Instruction during school breaks may be lost. Instruction during school breaks may be needed.needed.

Felton & Lillie, 2001

Activity Activity

SummarizeSummarize

Learning to Read and Spell: A National ProblemLearning to Read and Spell: A National ProblemSummarySummary

From 20% to 40% of students experience From 20% to 40% of students experience difficulty with reading and spellingdifficulty with reading and spelling

Problems with reading and spelling persist Problems with reading and spelling persist throughout schooling and adult lifethroughout schooling and adult life

Most reading problems are at the level of Most reading problems are at the level of decoding wordsdecoding words

Learning to Read: A National ProblemLearning to Read: A National ProblemSummarySummary

Most poor readers have problems with Most poor readers have problems with phoneme awareness, rapid naming, and/or phoneme awareness, rapid naming, and/or working memoryworking memory

To become a skilled reader a child must link To become a skilled reader a child must link letters to sounds letters to sounds

To become a skilled speller a child must link To become a skilled speller a child must link sounds to letterssounds to letters

There are recognized stages of reading and There are recognized stages of reading and spelling developmentspelling development

Congratulations! Congratulations!

You have completed Unit 2 You have completed Unit 2

SourcesSources

Adams. M. (1990). Beginning to Read: Thinking Adams. M. (1990). Beginning to Read: Thinking and learning about print. Cambridge, MA: MIT and learning about print. Cambridge, MA: MIT Press.Press.

Dickman, G. (2003). “Theme editor’s summary: Dickman, G. (2003). “Theme editor’s summary: The nature of learning disabilities through the The nature of learning disabilities through the lens of reading Research.” Perspectives, Spring.lens of reading Research.” Perspectives, Spring.

SourcesSources

Moats, L. (1999) Teaching reading is rocket science: Moats, L. (1999) Teaching reading is rocket science: What expert teachers of reading should know and be What expert teachers of reading should know and be able to do. A publications of the American Federation of able to do. A publications of the American Federation of Teachers.Teachers.

National Assessment of Education Progress (2003) . National Assessment of Education Progress (2003) . Website: nces.ed.gov/nationsreportcard.Website: nces.ed.gov/nationsreportcard.

North Carolina Department of Public Instruction (2003). North Carolina Department of Public Instruction (2003). Website: ncreportcards.org.Website: ncreportcards.org.

Shaywitz, S. (2003). News Release. National Institute of Shaywitz, S. (2003). News Release. National Institute of Child Health and Human Development. Child Health and Human Development.