The Big Six of Reading The Big Six in SA Schools
Edith Cowan University The Fogarty Learning Centre School of Education The Big Six in SA Schools The Big Six of Reading Assoc Prof Deslea Konza Edith Cowan University The Fogarty Learning Centre School of Education Purpose • To present a framework of the reading process that is based on research • To provide some strategies for implementing the Big Six Module 2 Edith Cowan University The Fogarty Learning Centre School of Education Your role • Engage and participate Module • I’ll let you know when you really have to listen2 • Ask questions if there’s anything you don’t understand Edith Cowan University The Fogarty Learning Centre School of Education First some definitions… • Phonological awareness • Phoneme • Phonemic awareness • Phonics/alphabetic principle/letter-sound knowledge • Orthographic skills • Morpheme • Grapheme • • • • • • • • • Digraph Blend (n) Diphthong Automaticity Coarticulation Sight word Sight vocabulary Onset Rime Edith Cowan University The Fogarty Learning Centre School of Education Approaches to teaching reading… Essentially two theoretical approaches… • A decoding, phonics or Module skills-based approach vs • A meaning first, look-say or whole language approach • Over a century of debate 2 Edith Cowan University The Fogarty Learning Centre School of Education In the beginning…a decoding approach • Children were taught the alphabet before engaging in reading Module 2 • Reading was seen as a hierarchy of skills, whereby ~ reader analysed letters, then words, etc ~ higher order comprehension processes then engaged to integrate meaning Edith Cowan University The Fogarty Learning Centre School of Education Weaknesses of decoding or bottom-up model • Explanation is too simplistic • Decoding doesn’t necessarily lead to Module 2 understanding • Good readers read more quickly than decoding alone suggests • Beginning of sentence would be forgotten before end of sentence reached • Context often decides pronunciation and comprehension • It can be taught in a really boring manner! Edith Cowan University The Fogarty Learning Centre School of Education Top-down “whole language”approach… • Learning to read is as natural as learning to speak Module 2 • Good readers don’t decode – they use background knowledge and context to predict text and “sample print” to confirm their predictions • Decoding is the least useful reading strategy – Children should skip words they don’t know, or put in another word that makes sense Edith Cowan University The Fogarty Learning Centre School of Education Top-down “whole language”approach… • Teaching phonics systematically decreases enjoyment of reading Module 2 – Letter-sound knowledge can be embedded at “teachable moments” Goodman (1968, 1976); Smith (1978) • Children learn to read by reading high quality children’s literature, gradually building up knowledge of words, predicting what will appear and monitoring text to confirm predictions (some do but most do not) Edith Cowan University The Fogarty Learning Centre School of Education Top-down “whole language”approach… • Great enthusiasm for the approach among teachers Module • Brought attractive and well-written books into classrooms to replace primers and graded readers • Had great intuitive appeal • Whole language greatly influenced university education programs from late seventies 2 Edith Cowan University The Fogarty Learning Centre School of Education Weaknesses of Top-down approach… • Research evidence has overtaken a number of the top down assumptions Module 2 1. Learning to read is as natural as learning to speak (history of language development vs writing development; brain research; Watt’s poem) 2. Good readers don’t decode (Van Orden) 3. Readers only sample print (Rayner’s eye movement research) 4. Good readers use context (multi-age group research) 5. Embedded phonics instruction OK if necessary (synthetic vs analytic phonics research) 6. Use of high quality literature (some students need Edith Cowan University The Fogarty Learning Centre School of Education Brush up your English – T.S. Watt I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you, On hiccough, thorough, lough and through. Well done! And now you wish, perhaps To learn of less familiar traps? Beware of heard, a dreadful word, that looks like beard and sounds like bird. And dead: it’s said like bed not bead – For goodness sake don’t call it deed. Watch out for meat and great and threat (They rhyme with suite and straight and debt). Module 2 Edith Cowan University The Fogarty Learning Centre School of Education Brush up your English – T.S. Watt A moth is not a moth in mother Nor both in bother, broth in brother. And here is not a match for there, Nor dear and fear for bear and pear. And then there’s dose and rose and lose – Just look them up – and goose and choose, And core and work, and card and ward. And font and front and word and sword. And do and go and thwart and cart – Come, come, I’ve hardly made a start! A dreadful language? Man alive, I’d mastered it when I was five! Module 2 Edith Cowan University The Fogarty Learning Centre School of Education How important is context? • The knight leaped upon his horse and drew his _______. Module 2 • A good reader can easily insert the correct word “sword”. Poor readers usually cannot. This has been interpreted as poor readers not being able to use context. Let’s examine how a poor reader might approach the above sentence… The Fogarty Learning Centre Edith Cowan University School of Education A poor reader’s actual atempt The knight leaped upon his The king leg up his horse and drew his ______. house and do his _______. This is not a context problem!! Module 2 Edith Cowan University The Fogarty Learning Centre School of Education This is not a context problem! • use of context demands about 90% word recognition to provide context Module 2 • beginning/poor readers do not have sufficient word recognition skills to use context • use of context demands word recognition skills Edith Cowan University The Fogarty Learning Centre School of Education Interactive model (Rumelhart, 1977) • Reading combines both bottom-up and topdown processes, interacting withinModule working 2 memory • Without decoding skills/rapid word recognition, too much attention has to be focused on this aspect • Little cognitive capacity left to focus on meaning Edith Cowan University The Fogarty Learning Centre School of Education Interactive/Compensatory Model (Stanovich, 1980) • When reader can't use bottom-up processes, will rely more heavily on top-down Module 2 • When reader can't use top-down, will rely more heavily on bottom-up • Beginning/poor readers need focus on word recognition skills to facilitate context, which then facilitates meaning Edith Cowan University The Fogarty Learning Centre School of Education Research into reading acquisition… • Learning to Read: The Great Debate (Chall, 1967) - Examined hundreds of studies 1910-1965 Module 2 - Concluded that alphabetic knowledge is required to develop independent reading • Becoming a Nation of Readers (Anderson, 1985) - Differentiated between “emerging literacy” (5-8 yr) and “extending literacy” (8 yrs on) - Highlighted importance of preschool years and oral language • Project Follow Through (1967-1995) - Highly explicit approach proved to be superior approach for struggling readers Edith Cowan University The Fogarty Learning Centre School of Education Research into reading acquisition… • Beginning to Read: Thinking and Learning about Print (Adams, 1990) Module 2 - Sponsored by US Dept of Educ to survey “the entire body of reading research” - Concluded “deep and thorough knowledge of letters, spelling patterns and words… are of inescapable importance to both skilful reading and its acquisition.” Also that phonics instruction is “necessary but not sufficient” for reading acquisition. - So need both! Edith Cowan University The Fogarty Learning Centre School of Education Research into reading acquisition… • Report of the National Reading Panel (2000) Module 2 - Largest, most comprehensive evidence-based review of reading research ever conducted; appointed by US Congress - Included representatives from all “sides”; • Concluded effective reading instruction required explicit instruction in – phonemic awareness – phonics – vocabulary – fluency – comprehension Edith Cowan University The Fogarty Learning Centre School of Education Research into reading acquisition… • National Inquiry into the Teaching of Literacy (Rowe, 2005) Module 2 – Reiterated findings of NRP – Emphasised the need for explicit instruction of alphabetic knowledge – Also emphasised need for teacher training and teacher professional development to reflect scientific evidence regarding beginning reading Edith Cowan University The Fogarty Learning Centre School of Education Research into reading acquisition… • Review of the Teaching of Early Reading (Rose, 2006) Module – Highlighted the need for 2 • well-trained teachers • systematic instructional programs • strong supportive school leadership – Supported use of synthetic phonics approach plus exposure to high quality children’s literature; embedded approach too random Edith Cowan University The Fogarty Learning Centre School of Education Summarised in a simple framework …the Big Six 1. Oral language and early literacy experiences Module 2. Phonological Awareness 3. Letter-sound Knowledge (Phonics) 4. Vocabulary 5. Fluency 6. Comprehension 2 Edith Cowan University The Fogarty Learning Centre School of Education The Big Six Comprehension Module 2 Fluency Oral language & early literacy experiences Vocabulary Letter-sound knowledge (phonics) Phonological awareness Edith Cowan University School of Education 1. Oral Language and Early Literacy Experiences Edith Cowan University The Fogarty Learning Centre School of Education Early language and literacy experiences • Interactions with significant people in a child’s life shape the development of language • Some features of these interactions are very important ~ the frequency of interactions ~ the responses the child receives ~ the language structures, the number and variety of words used ~ the reading aloud of story books The Fogarty Learning Centre Edith Cowan University School of Education Early language and literacy experiences • Enormous differences at school entry between children from different language backgrounds (Beck & McKeown, 2002) • Bottom 25% of students begin school with 1000 fewer base word meanings than top 25% (Biemiller, 2005 • Gap never completely closes • Need to directly teach vocabulary especially to those who read little ) Edith Cowan University The Fogarty Learning Centre School of Education Developing oral language skills • Speak accurately, emphasise important words • Use precise terminology • Verb at beginning of directions • Add visual or written cues (underline important words; number instructions; place vertically not embedded in sentence) • Provide many opportunities for small group interaction Edith Cowan University School of Education 2. Phonological Awareness Edith Cowan University The Fogarty Learning Centre School of Education 2. Phonological awareness • Significance only recognised in mid 1980s Module 2 • Children have to learn what a “sound” is • Sounds (phonemes) are compressed (10-15/sec) so we can process them; receive words as one pulse • Disguises segmental nature of words • If children can’t hear separate sounds, they can’t attach a letter to a sound • They can’t “map” sounds onto paper • Alphabetic system doesn’t make sense to them Edith Cowan University The Fogarty Learning Centre School of Education Phonological awareness assessment – Not related to intelligence! – About 20% of people have some difficulties – Strongly related to early literacy experiences – Essentially nothing to do with phonics but phonics builds on p.a. – Relates to sounds of language – If the sounds the child is hearing are not Standard English, s/he will be disadvantaged from beginning – Now for an empathy task Module 2 Edith Cowan University The Fogarty Learning Centre School of Education Phonological awareness • Skills develop in broad sequence – Word awareness Module – Syllable awareness (rhythm) – Awareness of onset/rime division – Awareness of individual phonemes – phonemic awareness (alliteration, isolation, segmentation) – Ability to blend and segment phonemes – Ability to manipulate phonemes 2 Edith Cowan University The Fogarty Learning Centre School of Education Developing phonological awareness • Word awareness – Point to words as they are read – Ask chn to count words in sentences • Syllable awareness – Clap beats in chn’s names – Clap beats in multisyllabic words – Use compound words first if children have difficulty – Count chin drops Module 2 Edith Cowan University The Fogarty Learning Centre School of Education Developing phonological awareness • Awareness of rhyme – Model which part of word is Module important for rhyming – Read traditional nursery rhymes – Read modern stories that incorporate rhyming 2 • Awareness of onset – Add an adjective, occupation to names (Energetic Emily, Amazing Amanda, Jolly Jack, Andrew the astronaut, Lainey the lion tamer Edith Cowan University The Fogarty Learning Centre School of Education Developing phonological awareness • Begin using letters at this stage to develop both phonic and phonemic Module 2 skills together • Concentrate on blending of sounds at beginning, end and middle of CVC words wherever possible; teach continuous sounds first • Use magnetic letters to practise blending and segmenting Edith Cowan University School of Education 3. Letter-Sound knowledge (Phonics) Edith Cowan University The Fogarty Learning Centre School of Education 3. Letter-sound knowledge (phonics) • Builds on phonemic awareness • The English language is a Module 2 coded system • The alphabet is the code • Without knowledge of the code one can never be an independent reader • Some children build knowledge of this code easily • Others require a great deal of explicit teaching Edith Cowan University The Fogarty Learning Centre School of Education Letter-sound knowledge (phonics) • A difficult language - different spellings of “or” (20) Module 2 - different pronunciations of “ough” (8) Edith Cowan University The Fogarty Learning Centre School of Education Letter-sound knowledge (phonics) • Different spellings of “or” – or, more, poor, roar, four, saw, awe, warm, broad, talk, water, bought, sure, caught, Boer, author, dinosaur, rapport, Moore, abattoir (some SA) Module 2 • Different pronunciations of “ough” – cough, tough, bough, although, thought, thorough, through, lough. • Too complicated for random approach to teaching for most students Edith Cowan University The Fogarty Learning Centre School of Education To be independent, readers need to know • Letter sounds and letter names – When should you begin? Module 2 – How quickly should you go? – Should letter shapes be related to animals, etc? – Should sounds be related to actions and songs? – How should they be taught? Edith Cowan University The Fogarty Learning Centre School of Education Synthetic, Analytic and Embedded approaches… • Embedded/analytic/ approaches entail – Looking for common patterns in words read in stories – Analysing patterns in words Module 2 • Synthetic (synthesising) approaches entail – explicit and systematic instruction of letters and their sounds in an order that promotes blending – Emphasis on blending very early – Using knowledge in reading asap, so practice with cvc words in simple stories, etc Edith Cowan University The Fogarty Learning Centre School of Education Synthetic, Analytic and Embedded approaches… • Explicit, systematic instruction in letter-sound knowledge has Module been demonstrated in many studies to be more effective than embedded or analytic approaches for beginning (R/1) and struggling readers (Johnston & Watson, 2003, 2005; NRP, 2000; Rose Review, 2006) 2 Edith Cowan University The Fogarty Learning Centre School of Education Synthetic, Analytic and Embedded approaches… Gender differences disappear (Johnston & Watson, 2003) Module 2 Edith Cowan University The Fogarty Learning Centre School of Education To be independent, readers also need to know… • Common letter combinations – digraphs, prefixes (esp. un-, re-, in-, dis-), suffixes • High frequency sight words Module 2 Edith Cowan University The Fogarty Learning Centre School of Education To be independent, readers also need to know… • Common letter combinations – digraphs, prefixes (esp. un-, re-, in-, dis-), suffixes • Base words and how to build on them • Etymological roots • High frequency words Module 2 – Oxford Word List …TO THE POINT OF AUTOMATICITY… IN ORDER TO BUILD A LARGE SIGHT VOCABULARY Edith Cowan University School of Education 4. Vocabulary Edith Cowan University The Fogarty Learning Centre School of Education 4. Vocabulary • Vocabulary has the highest correlation with intelligence than any other measured factor Module 2 (Manzo, Manzo & Thomas, 2006) • One of the best predictors of educational achievement in children, especially reading accuracy and comprehension (Beck, 2007, Irvin, 2001, Nash & Snowling, 2006) Edith Cowan University The Fogarty Learning Centre School of Education Vocabulary • Beginning readers have a much more difficult time reading words that are not already part of their oral vocabulary. Module 2 • Very important to reading comprehension - chn cannot understand what they are reading without knowing what most of the words mean Edith Cowan University The Fogarty Learning Centre School of Education Levels of word knowledge… 1. Have never seen or heard it 2. Have seen or heard it but unsure Module of meaning 3. Vaguely know meaning; can associate it with concept or context 4. Know meaning well enough to explain it interlocutor acclivity fudiciary osculate 2 Edith Cowan University The Fogarty Learning Centre School of Education Tiers of word knowledge… • Tier One words are basic, everyday words; should be known Module 2 • Tier Two words are understood by mature users. These should be targeted for instruction; will differ depending on age of group; should increase text comprehension • Tier Three words are low-frequency, specialised words limited to certain fields of knowledge; should only be taught as required Edith Cowan University The Fogarty Learning Centre School of Education What teachers can do… • Explicitly pre-teach new terminology • Build large “living” Word Wall” of Unit vocabulary; lists with definitions and spelling tips displayed (large) and referred to often • Group similar words to show patterns • Interesting word charts to flag particular words in specific text Edith Cowan University The Fogarty Learning Centre School of Education Teach relevant morphemes (units of meaning) • Morphemes are letter patterns that also have meaning – so knowing these helps word reading, spelling and comprehension • Many technical words have been created by joining morphemes together • Morphemes may be – syntactic (-s, -ed, ing), – Prefixes, suffixs – etymological (Greek/Latin roots) Edith Cowan University The Fogarty Learning Centre School of Education Morphemes, cont. • Older students don’t mind learning morphemes – larger units • Knowing hydro means “water” helps with meaning of hydrogen, hydrant, hydroelectric, hydrofoil and hydrophobia and the less common hydroacoustic, hydrostatics and hydrographic. • What is the meaning of haemocytometer Edith Cowan University The Fogarty Learning Centre School of Education Word sorts • Give student pairs a collection of words related to unit for categorisation in different ways • Can also provide category names • Can be left to students to decide as long as they can defend categories • Can categorise on basis of syntactic features Edith Cowan University School of Education 5. Fluency Edith Cowan University The Fogarty Learning Centre School of Education Fluency is… …when the magic happens… When “learning to read” turns into “reading to learn” Edith Cowan University The Fogarty Learning Centre School of Education Fluency occurs when… • All subskills of reading from decoding to semantic understanding must occur automatically – must be completed without overt attention • Need high level of automatic word recognition • Attention can then be focused on comprehension • If your students are struggling through the text, they are not able to understand Edith Cowan University The Fogarty Learning Centre School of Education Reading rates • By end Year 1 60 wpm • By end Year 2 90/100 wpm • In Years 3-6 100-120 wpm with < 3 errors with material getting progressively harder Edith Cowan University The Fogarty Learning Centre School of Education What teachers can do… • NRP (2000) suggested two major strategies – Wide independent reading – Repeated reading of short passages • • • • Readers Theatre Read-along with CD Poems, jokes Paired reading – Echo reading – Song lyrics Edith Cowan University The Fogarty Learning Centre School of Education What teachers can do… • Create short summary (250 words) of main point of each lesson, definitions; distribute to pairs of readers (better with poorer) – At end of lesson, few minutes of paired repeated reading (better reader first, then poorer, 3-4 times) – Builds reading skill and content knowledge Edith Cowan University The Fogarty Learning Centre School of Education What teachers can do… • Dictogloss (Content dictations) • Teachers reads short passage of content three times • Students write as much as they can each time • End up with summary to be used for fluency exercise Edith Cowan University The Fogarty Learning Centre School of Education Link between fluency and comprehension • A reader cannot be fluent without comprehending • A reader cannot comprehend without being fluent • Two components have a strong connection Edith Cowan University School of Education 6. Comprehension Edith Cowan University School of Education Comprehension • Understanding the purpose of reading • Connecting with prior knowledge • Actively engaging with the text • Monitoring comprehension • Adjusting reading strategies The Fogarty Learning Centre Edith Cowan University The Fogarty Learning Centre School of Education Requires active engagement with text • For some students this means an actual activity to do while reading – Look for particular word/answer – Write questions on a sticky note – Pictorial and graphic organisers • Skeletal diagrams • Pyramids - many options on Inspiration and Kidspiration) Edith Cowan University The Fogarty Learning Centre School of Education Semantic grid FOOD Meat Grains Dairy Fruit/vegetables Cakes/sweets High fat High salt High carb High sugar The Fogarty Learning Centre Edith Cowan University School of Education Retrieval chart Environment Savannah Tundra Desert Rainforest Location Climate Plants Animals Edith Cowan University The Fogarty Learning Centre School of Education Continuing impact of oral language and vocabulary • Oral language important on school entry and forever after • Vocabulary continues to develop throughout life and also has a continuing impact • Students need more opportunities for one-onone conversations Edith Cowan University The Fogarty Learning Centre School of Education Paired discussions • Paired or small group discussions are one of the best ways to build students’ language and comprehension of content • Mixed ability tends to be most effective but groupings can be changed for different purposes • Many different ways to structure a discussion The Fogarty Learning Centre Edith Cowan University School of Education Say something! • Students in pairs (A & B) • Reader A reads paragraph/subsection (keep chunks fairly small) • Reader B then has to “say something” – – – – – – agree or disagree ask a question predict what comes next request clarification (I didn’t understand it when…) state main point make a connection (This reminds me of… • Readers swap roles Edith Cowan University The Fogarty Learning Centre School of Education Three facts, one fib • Good mixed ability activity • Practice strategy before using on content (perhaps 3 facts, one fib about themselves) • Fibs have to be subtle so they trick other students • Students read text; write four statements on an index card • Students swap cards and try to identify fibs • Can get points for correctly identifying fib Edith Cowan University The Fogarty Learning Centre School of Education Give one get one • Works as a think/pair share activity • After class or individual reading, students complete card • Write four ideas/statements about text/input • Discuss with partner to share idea and get one in return • Discuss with other pairs until four new ideas are recorded Give one get one Edith Cowan University The Fogarty Learning Centre School of Education One sentence/one word • • • • • • • After reading activity Helps students focus on main idea or theme Students read assigned section individually Each student chooses most important sentence Students justify their choice in pairs Can be done as circle activity Can be modified to selecting most meaningful word Edith Cowan University The Fogarty Learning Centre School of Education Insert notes • Students use sticky notes to respond to text • Begin with 2-3 • Practice as class; work in pairs to begin Edith Cowan University The Fogarty Learning Centre School of Education Change the Form • • • • • • • • Narrative to timeline Recipe to flow diagram Compare/contrast to Venn diagram Narrative to newspaper report Text to picture/graph Graph to text Description of event to a diary entry Single incident from three different points of view Edith Cowan University The Fogarty Learning Centre School of Education 3 2 1 Discussion • Gives opportunity to review after reading or any input • Can be generic or specific • Requires students to synthesise information • Students work individually to complete a card • Discuss in pairs • Cards are collected and used to start discussion in next lesson • Provides feedback on your teaching and their learning 3 2 1 Discussion Edith Cowan University The Fogarty Learning Centre School of Education Take home messages • Strategies need to be – Modelled a number of times – Practised by students with guidance and feedback – Used many times before students become effective users • Usually best to keep to a small number of strategies, even across classes, esp for struggling students Edith Cowan University The Fogarty Learning Centre School of Education Free on-line resources • • • • • • • • On Target: Reading Strategies to Guide Learning On Target: Strategies to Help Struggling Readers On Target: Strategies to Improve Student Test Scores On Target: Strategies to Help Readers Make Meaning through Inferences On Target: Strategies to Build Student Vocabulary On Target: More Strategies to Guide Learning On Target: Bringing Writing into Content Area Classrooms On Target: Strategies That Differentiate Instruction, Grades 4-12 Edith Cowan University The Fogarty Learning Centre School of Education The Big Six Comprehension Module 2 Fluency Vocabulary Letter-sound knowledge (phonics) Early language & literacy experiences Phonological awareness Edith Cowan University The Fogarty Learning Centre School of Education Contact details Dr Deslea Konza Assoc/Professor of Language and Literacy School of Education Edith Cowan University [email protected] Thank you!
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