5/1/2015 1 the simple view of reading bruce rosow, ed.d. march, 2013

04/18/231

The Simple View of Reading

Bruce Rosow, Ed.D.

March, 2013

04/18/232

I. Setting the Stage:

National Report Card: NAEP

PISA: International Student Assessment


Learning to Read

Decoding

Comprehension

04/18/233

NAEP Reading: National Results

NAEP2011 to 2007

Reading

Below

Basic

Basic Proficient Advanced

4th Grade 33 %

33 %

33 %

34 %

26 %

25 %

8 %

8 %

8th Grade 24 %

26 %

42 %

43 %

31 %

28 %

3 %

3 %12th Grade

2009 to 2005

26 %

27 %

36 %

38 %

33 %

30 %

5 %

5 %

04/18/234


NAEP2011 to 1992

Reading

Below

Basic


4th Grade 33 %

38 %

33 %

34 %

26 %

22 %

8 %

6 %

8th Grade 24 %

31 %

42 %

40 %

31 %

26 %

3 %

3 %12th Grade 2009 to 1992

26 %

27 %

36 %

38 %

33 %

30 %

5 %

5 %

04/18/235

NAEP Reading: Massachusetts to National Scores

NAEP

2011

Reading

Below

Basic


4th Grade 17 %

vs

33 %

33 %

vs

33 %

34 %

vs

26 %

16%

vs

8 %

8th Grade 16 %

vs

24 %

38 %

vs

42 %

40 %

vs 31 %

6%

vs 3 %

04/18/236

NAEP Reading: Massachusetts Over Time

NAEP

2011

Reading

Below

Basic


4th Grade2011 to

1992

17 %

vs

26 %

33 %

vs

38 %

34 %

vs

29 %

16 %

vs

7%

8th Grade2011 to

1998

16 %

vs

21 %

38%

vs

42 %

40 %

vs 34 %

6 %

vs 3%

04/18/237


NAEP2011 high to low SES

Reading

Below

Basic


4th Grade 18 %

50 %

34%

33%

35 %

15 %

13 %

2 %

8th Grade 14 %

38 %

41 %

45 %

40 %

16 %

5 %

1 %

04/18/238

Wide Disparity Among Sub-groups

The NAEP and state assessments show large achievement gaps between subgroups of students disaggregated by race/ethnicity, and poverty status.

At 4th grade the gap between: White and African American students is 27 %

White and Hispanic students is 24 – 26 %.High to Low SES students is 23 – 25 %

McCombs et al, RAND Report, 2004

2011 Urban District Results

04/18/239

(Washington, D.C.) – Reading scores of fourth- and eighth-grade students in 21 urban public school districts on the 2011 National Assessment of Educational Progress (NAEP) followed the national trend by remaining mostly flat, with no significant change from 2009.

04/18/2310

SAT and ACT

Since the 1960’s verbal scores on the SAT have declined by about .5 SD.

On the ACT, barely 50% are able to read adequately to manage college and work-place tasks.

04/18/2311

SAT TAMAR LEWIN Published: NY Times September 24, 2012

For the high school class of 2012, the average score on the critical reading section of the SAT college entrance exam, 496, was down 1 point from the previous year, as was the average writing score, 488.

Also unchanged: only 43 percent of the 1.66 million test-takers achieved the benchmark score, 1550, that indicates readiness for college.

Among students whose parents have bachelor’s degrees, though, 60 percent were college ready.

04/18/2312

SAT / ACT Dr. Danielle Thompson

The state with the best scores on ACT and SAT tests is at 42% proficiency. This means that 42% of the students who take the test make the benchmark score. Meeting benchmark is correlated with having a 50% chance of obtaining a 'B' in a college course and a 75% chance of getting a 'C.' The top state was New Hampshire. North Dakota only has a 21% proficiency level, Tennessee is 18%.

04/18/2313

Program for International Student Assessment (PISA), 2009

http://nces.ed.gov/surveys/pisa/

http://nces.ed.gov/pubs2011/2011004_1.pdf

http://nces.ed.gov/surveys/pisa/

http://nces.ed.gov/pubs2011/2011004_1.pdf

PISA 2009 Reading Literacy: OECD

• U.S. average score of 500 not measurably different from the OECD average score of 493o 6 OECD countries had higher

average scores. o 14 were not measurably

different from the United States.

o 13 had lower average scores.

14

SOURCE: Fleischman et al. (2010). Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context (NCES 2011-004) .

PISA 2009 Reading Literacy: All

• Among all participantso 9 had higher average

scores than the United States.

o 16 were not measurably different.

o 39 had lower average scores.

15


04/18/2316

Scores of U.S. 15-year-old students on combined reading literacy scale at selected percentiles: 2000, 2003, and 2009

PISA 2009 Reading Proficiency Levels

Highest proficiency level is level 6.

Below level 2 students may not be able to consistently “make valid comparisons or contrasts” based on even a single feature in the text or consistently “recognize the main idea in a text unless it is prominent” in the text.

At level 4 students are described by PISA as capable of “difficult reading tasks” and “critically evaluating” a text.

17


U.S. at the OECD Average for Key Proficiency Levels in Reading

• 18 percent scored below level 2 (not measurably different from OECD).

• 30 percent scored at or above level 4 (not measurably different from OECD).

18


04/18/2319

Percentage distribution of 15-year-old students in the United States and OECD countries on combined reading literacy scale, by proficiency level: 2009

SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2009.

Average U.S. Reading Score Unchanged From 2000

There was no measurable change in the U.S. average scores over time.

There was no measurable difference between U.S. and the OECD average scores in 2000 or in 2009.

OECD averages are based on 27 OECD member countries that participated in 2000 and 2009.

495

20


04/18/2321

Dr. Danielle Thompson

The big message I took away from it was that we in the U.S. are doing nothing. We are not learning form the mistakes of others (e.g. Korea) or from the success of others (e.g. Finland). And, there are success in Korea to gain from too. The data of the PISA tests was pretty much buried when it came out and Thomas Friedman and Michael Mandelbaulm talk about that in their book That Use to be Us. I guess as a country we don't like to be seen as failing.

04/18/2322

What is Good Enough?

To read comics in the newspaper, the basic level may be enough.

To digest thoughtful essays from which responsible citizens must understand the issues to become informed voters, at least a proficient level would be required.

Caccamise et al., 2005

04/18/2323

What is Good Enough?

To reach higher levels of academic achievement requiring such abilities as literary criticism and understanding of science and technology, levels of proficiency must be reached.

Caccamise et al., 2005

04/18/2324

If a child in a modern society like ours does not learn to read..

Well enough to comprehend

Effortlessly enough to render reading pleasurable

Fluently enough to read reflectively and broadly across all content areas

04/18/2325


He/her chances for a fulfilling life, by whatever measure- academic success, financial success, the ability to find interesting work, personal autonomy, self-esteem- are practically nil

E. Mcpike (1995)

04/18/2326


25% of the adult population in the US are functionally illiterate (U.S. Dept. Labor)

In the general population between a third and half of all adults have only very basic literacy skills. (Carlisle, 2002)

70% or more of low SES, minority children fall behind early and are not likely to catch up to grade level

04/18/2327

The Higher Education Income Gap (infoplease.com)

Year 9-12 Grade no completion

HS Bachelorr’s Degree

Master’sDegree

Doctorate

1990 20,902 26,653 39,328 49,734 57,108

2000 25,095 34,303 56,334 68,322 80,250

2008 33,435 43,165 82,197 99,516 129,773

Women in 2009

21,937 25,000 40,100 54,000 83,762

04/18/2328

The Higher Education Income Gap

Educational attainment, which created the American middle class, is no longer rising. The super-elite lavishes unlimited resources on its children, while public schools are starved of funding. This is the new Serrata. An elite education is increasingly available only to those already at the top. Bill Clinton and Barack Obama enrolled their daughters in an exclusive private school.

CHRYSTIA FREELAND, NY Times, October 12, 2012

04/18/2329


The reality is that it is those at the top, particularly the tippy-top, of the economic pyramid who have been most effective at capturing government support — and at getting others to pay for it.


04/18/2330


Exhibit A is the bipartisan, $700 billion rescue of Wall Street in 2008. Exhibit B is the crony recovery. The economists Emmanuel Saez and Thomas Piketty found that 93 percent of the income gains from the 2009-10 recovery went to the top 1 percent of taxpayers. The top 0.01 percent captured 37 percent of these additional earnings, gaining an average of $4.2 million per household.


04/18/2331

Between 1973 and 1998

In skilled blue-collar, clerical, and related professions the percentage of workers who were high school dropouts fell by two thirds while the percentage of workers with some college or a college degree more than doubled.

In less-skilled blue-collar service the percentage of workers who were high school dropouts fell by nearly half while the percentage of workers with some college or a college degree tripled

Reading Next Report, 2004

04/18/2332

Changing Literacy Demands

The 25 fastest growing professions have far greater than average literacy demands, while the 25 fastest declining professions have lower than average literacy demands.

Barton, 2000 as cited in the Reading Next Report, 2004

04/18/2333

Juvenile Detainees:

Illiteracy is perhaps the strongest common

denominator among individuals in

corrections (Kidder, 1990)

The average reading level nationally for

ninth grade youth in correctional facilities

is fourth grade (Project Read; 1978).

04/18/2334

Juvenile Detainees:

While poor reading skills and poor academic performance

are not direct causes of criminal activity, adolescents who

have deficits in these areas are disproportionately

represented in correctional institutions. Some studies have

explored the correlation between illiteracy and criminal

behavior. They have found that individuals with a low

literacy level are at greater risk for criminal behavior and

incarceration (Bureau of Justice Statistics, 1997).

04/18/2335

Vermont Juvenile Detainees: CHSVT

Typically, 50 % of the students under the age of

22 have a prior special education history.

Typically 60- 75% of the students under the age

of 21 enrolled in CHSVT are not functionally

literate.

This year the number of enrolled students was

486.

Mary Koen, CHSVT, 2005

04/18/2336

Juvenile Detainees:

In order to reduce crime rates and recidivism of students with disabilities and ethnic minorities in juvenile corrections, correctional educators need to incorporate programs that place a strong emphasis on literacy development. Advocates for correctional education believe that education prevents crime (Pell, 1997).

04/18/2337

Reading is the Reason That Most “LD” Children Are Identified

At least 85% of the “LD” population are on IEP’s for serious reading problems and related issues with spoken and written language

Most of these children are identified for services after 3rd grade

04/18/2338

“LD” Identification in the WNESU

Eligible for SPED in the WNESU

Elementary School Average

Bellows Falls Middle School

Bellows Falls UHSD #27

VT Dept of Ed.

2003 10.9 % 28 % 24.2 %

04/18/2339

The Importance of Early Intervention

There was striking continuity in emergent literacy skills from pre-K to kindergarten. Individual differences were set by age four and quite stable thereafter.

Lonigan, 2003

04/18/2340

Meaningful Differences

A majority of children who are judged to have a reading disability at grade 2 continue to have this classification at grade eight.

Scarborough (1998)

04/18/2341

Meaningful Differences

Only about 5-10% of children who read satisfactorily in the primary grades ever stumble later, and 65-75% of children designated as reading disabled early on continue to read poorly throughout their school careers (and beyond).

Scarborough, 2001. Cited in Carlisle, 2002

04/18/2342

Children Don’t Catch Up…

Once children fall behind, they are likely to stay behind and the gap is likely to widen C. Juel, 1994 (Harvard Graduate School of

Education) J. Torgesen, K. Stanovich, F. Vellutino (NICHD) A. Biemiller (Toronto) R. Good, E. Kame’enui, D. Simmons (U. of Oregon) S. Shaywitz and J. Fletcher (Connecticut Longitudinal

Study)

04/18/2343

Reading Trajectories Are Established Early

04/18/2344

Traditional Reading Tests Identify Children Too Late

04/18/2345

Established Reading Trajectories Are Difficult to Change

04/18/2346

In other words…

Once behind, children who are poor readers do not catch up, unless we intervene specifically and intensively enough to match their need for systematic, direct, explicit instruction.

Moats, 2004

04/18/2347

Children who are poor readers do not catch up

If we do not catch students early (by 2nd grade at the latest), improvement in their relative standing is much less likely and costs much more. Although many reading disabilities can be remediated or ameliorated by the end of first grade with systematic, explicit, phonics-emphasis instruction (Ryder, Tunmer, & Greaney, 2008; Mathes, Denton, Fletcher, Anthony, Francis, & Schatschneider, 2005) intensive effort on the part of teachers and students is required to achieve modest gains once students are beyond kindergarten and first grade.

Moats, fall, 2012

04/18/2348


Morris, Lovett, Wolf, Sevcik, Stinbach, Frijters, & Shapiro (2012) recently showed that high school poor readers can improve .5 standard deviations in reading after expert, intensive, closely monitored, theoretically sound, comprehensive, integrated instruction was delivered for 70 hours. The teachers in these studies were experts in the subject matter, were well trained in the methodology and remedial strategies, and worked with well-defined populations of students.

Moats, fall, 2012

04/18/2349


Aspects of reading instruction promoted by the CCSS (reading of harder, complex texts; reading aloud; reading in the content areas; writing arguments) may be appropriate for older students who already know how to read and write, but may serve only to frustrate less-skilled students if the text is impossible for them to read independently and if insufficient attention is devoted to building the requisite language skills that enable improvement.

Moats, fall, 2012

04/18/2350

Remediation verses PreventionTorgesen et al., 2003

0

20

40

60

80

100

120

30%ile 10 %ile 2nd %ile Prevent

Accuracy

Rate

04/18/2351

Most Children Can Learn to Read Nationally, if core classroom instruction conformed

to empirically proven best practice, only about 6% or less of children should be expected to experience reading problems requiring secondary intervention.

Denton and Mathes, 2003

Incidence of “below basic” reading was 5% in the 1st grade regular classrooms where the code-based program was well implemented; very few children had severe reading problems.

Foorman and Moats, 2003

04/18/2352

What Do We Know?

Too many students are not reading proficiently. Many students are identified for poor reading

in the intermediate grades or later. Many students who are struggling readers go

unidentified. Being unable to read with skill increases the

risk of a host of educational, vocational and social problems.

04/18/2353

II. The Reading Brain

Brain growth in young children


The PDP Model for Reading

Phonological Processor

Orthographic Processor

Meaning Processor

Context Processor

04/18/2354

What Do We Know About Brain Development?

Most neural cells are formed in the first 4 months of gestation.

Neural cell migration is only ½ complete at birth.

Brain weight at: birth = 400 g

11 months = 850 g

3 years old = 1100 g

04/18/2355

Neurons Connect at Synapses

The forming of synaptic connections begins at about 7 weeks after conception and continues throughout life, but especially in the first two years.

Neurons that are hooked up but not used may die (cell pruning). Thus, synaptic connectivity is greatly shaped by experience.

Berninger and Richards, 2002

04/18/2356

Two NeuronsTwo Neurons

04/18/2357

Brain Plasticityin Response to Instruction

Brain growth after birth is mainly attributed to the branching and sprouting of dendrites, the “magic trees of mind” in response to experience.

Diamond & Hopson 1998.

04/18/2358

Brain Plasticityin Response to Instruction

Experience changes dendrites in specific ways. In older adults the density of dendritic branching was correlated with years of education.

(Berninger and Richards, 2002)

04/18/2359


R = D X CReading does not equal the sum of

decoding and comprehension, for neither decoding in the absence of comprehension, nor comprehension in the absence of decoding, leads to any amount of reading.

Gough, Hoover and Peterson, (1990)

04/18/2360


R = D X C Learning to Read Reading to Learn

Decoding Fluency

Vocabulary Phonological Oral Language Processing Semantics Print Knowledge Syntax

World Knowledge

Reading = Decoding X Comprehension

Comprehension MonitoringStrategies Instruction

Oral Language Development

Vocabulary KnowledgeReading Fluency

Phonics, Word Study, and SpellingLetter Name Knowledge

Phonemic Awareness+


Tunmer, W. E. & Chapman, J. W. (2012)

The SVR is based on the idea that the children’s fundamental task in learning to read is to discover how print maps onto their existing spoken language.



The process of learning to derive meaning from print can therefore be adversely affected in one of two ways, or both:

1.The child’s spoken language system may be deficient in various ways, or

2.the process by which print is connected to the child’s spoken language system may be defective.

04/18/2364

What Characterizes a Poor Reader?

Specific weaknesses in phonological processing, letter knowledge, and alphabetic understanding predict reading outcomes, K-2

“Lower level” processing difficulties with the alphabetic code: phoneme awareness, phonological memory letter naming speed knowledge of sound-symbol correspondences accuracy and fluency of word recognition

Vocabulary, knowledge of literate language (as children get older)

Let’s Learn How to Read

Together we will experience what emergent reading is about by putting ourselves in the shoes of a beginning reader and taking the alphabetic system out for a walk.

This experience comes to you care of Dr. Louisa Moats.

04/18/2366

Areas of the Brain

04/18/2367

Four Part Processing System for Reading

background informationsentence context

vocabulary

Context Processor



Meaning Processor

writing outputspeech outputreading input

speechsound system

letter memoryphonics

04/18/2368

The Phonological Processor

How many speech sounds in:

eighth ___ squawked _____

Reverse the speech sounds to make a new word

zone ____ toga ____

What’s the third speech sound in:

exact ____ extra ______

04/18/2369

Phonological Sensitivity

The most powerful predictors of later reading and writing skills …turned out to be those requiring phonological awareness, specifically the analytic ability to manipulate phonemes in words.

Lieberman et al., 1989

04/18/2370

The Phonological Processor:Broca’s Area; the Inferior Frontal Gurus

The Inferior Frontal Gyrus

Broadmann Areas 6/44

Associated with: phonological recoding

during reading phonological memory and syntactical processing**F 15.11

04/18/2371

Inferior Frontal Gyrus Deficits:Three different symptoms

Broca’s Aphasia: disrupted speech including:

articulation that is slow and non-fluent mispronounced words great difficulty saying function words Much stronger receptive than expressive

language.

04/18/2372

Inferior Frontal Gyrus Deficits:

Anomia IF poor perception THEN poor quality of

representation or coding.

IF poor coding THEN poor durability in storage.

IF poor durability in storage THEN poor retrieval.

Smith, Simmons and Kameenui, 1998

04/18/2373


Anomia: the inability to retrieve words. In Ancient Egypt they wrote in hydraulics.

Areas of the dessert were cultivated by irritation.

Sir Francis Drake circumcised the world with a 100-foot clipper.

From Anguished English. Richard Lederer, 1989

04/18/2374


Carlson (2004) lists these symptoms in a hierarchy beginning with:

articulation difficulties, then anomia (losing the programs for

individual words), and finally grammatical processing.

04/18/2375



vocabulary

Context Processor



Meaning Processor


speechsound system


04/18/2376

The Orthographic Processor

Nottinghamshire

Panjalamcoorchy

Swami Chetanananda

04/18/2377


gerentomorphosis

Karivaradharajan

Adams, 1990

04/18/2378

The Orthographic ProcessorThe Ventral System

04/18/2379


“Moving anteriorly though the ventral system, sub-

regions respond to word and word-like stimuli in a

progressively abstracted and linguistic manner.”

(Sandak et al., p. 275)

The most posterior (extrstriatal) components are

activated very early responding ‘indiscriminately’

to letters and letter strings.

04/18/2380


The pattern recognition components of the VWFA

respond more actively to orthographically regular

pseudowords as well as real words.

Extending anteriorly (forward) into the middle and

inferior temporal gyri (MTG, ITG) these regions

processes semantic information and are most

sensitive to real words compared to pseudo-

words or letter strings possibly signifying the

activation of semantic processes.

04/18/2381


04/18/2382



vocabulary

Context Processor



Meaning Processor


speechsound system


04/18/2383

The Angular Gyrus in the The Dorsal Stream

Sandak at al. found that the angular

gyrus in the dorsal system and middle-

inferior temporal gyri in the ventral

system appear to have abstract lexico-

semantic functions.

(Sandak et al., 2004. p 284)

04/18/2384

Parallel Processing: The Phonological and Meaning Processors

Soda wicket woof tucker shirt court, end whinny retched a cordage offer groin murder, pick dinner window an sore debtor pore oil worming worse lion inner bet.Ladle Rat Rotten Hut

Cited in Adams, 1990

04/18/2385



vocabulary

Context Processor



Meaning Processor


speechsound system


04/18/2386

The Meaning & Contextual Processors Disambiguate Headline News

Child’s Stool Great for Use in Garden

Stud Tires Out

Drunk Gets Nine Months in Violin Case

Iraqi Head Seeks ArmsC/O Pinker, 1994

04/18/2387

Brain: Functional Neuroanatomy

Each processing system operates in a distinct region of the left brain.

Rapid communication among regions is essential.

Reading problems can originate in one or several systems.

All systems must be educated.

Decoding Susan Brady (2012)

To understand the content of text, whether a story or an informational piece, one must be able to access the words in print. Ultimately a skilled reader achieves a huge sight word vocabulary—meaning that the words, whether regular or not, are recognized quickly and without effort. To reach that goal, the reader has to understand how the writing code works, as that is how the sounds in spoken words are represented in writing.


Children who learn the code system quickly and well generally become strong readers, engage in wider reading, andhave more opportunities to increase word recognition, vocabulary, world knowledge, and understanding of text features.


Those who struggle to learn the code too often fail to catch up, experience many fewer of the benefits skilled reading affords, and are likely to have reading comprehension problems

(e.g., Wagner & Ridgewell, 2009).


Competence in decoding involves further knowledge that pertains to vowel syllable patterns, multisyllabic words, and understanding of morphological structures. This knowledge serves expansion of word recognition skills across grades.

Word Study:Sequence of Instruction

The sequence begins with aspects of teaching phonological awareness and letter-sound correspondences in the early primary years and then proceeds to instruction of common syllable patterns. Morpheme patterns are introduced in later grades.

Marcia Henry, (1997)

04/18/2393

Beyond PA and Phonics: Teach Word Study

The student must learn that words can be broken down in several ways; That words are made of letters that have sounds; and that words are made up of syllables and morphemes.

Marcia Henry (1988)


Every time a student encounters a word that has not been seen before in print (estimated in one upper-elementary grade to occur approximately 10,000 times (Nagy & Anderson,1984)), decoding prowess constitutes the major factor in students’ ability to accurately identify the word.

04/18/2394

04/18/2395

Emergent Decoding: Tangel & Blackman, 1999

“Train” students to Read and Spell

1. KLMPARP

2. J, G, CH, R

3. JRA, TAN, HAN

4. TRAN, JRAN

5. TRANE, TRAYN

6. TRAIN

04/18/2396

Silly Bulls: Grabbing bull by hornsThe Vowel is the Glue in a Syllable

1. prcpn, swd,

dmtr, nnsns

2. p♠rc♠p♠n♠, s♠♠w♠♠d,

♠d♠m♠t♠r, n♠ns♠ns♠

04/18/2397

Why Teach Syllables?

To remember vowel spellings:written, writing grapple, maple

To “chunk” unfamiliar words quickly:ac com plish re in car na tion

To distinguish similar words:hopping, hoping sloping, slopping

04/18/2398

Syllabification Simulation

Once upon a gymbeff,

a taundy rapsig

named Gub found a tix

of pertollic asquees.

04/18/2399

Syllabification Simulation

Once u pon a gym beff,

a taun dy rap sig

named Gub found a tix

of per tol lic as quees.

04/18/23100

Teach Syllable Accent

Use Homographs (same Writing): ob ject / ob ject con duct / conduct

Schwa Vowel Detective:

ton, cot ton // pen, o pen // pet, car pet

age, im age // tain, cap tain // ten, rot ten

• Call Your Dog! re PUG nant

Lesson 4, Comic Conduct Exercise #6: Identical Twins

subject (noun)- Recess is my favourite subject in school. subject (verb)- We subject you to the study of homographs

to learn about syllable accent. object (noun)- That weird looking object is your brother’s

head. object (verb)- I object to this use of my brother’s head and

feel that we are heading in the wrong direction.

Lesson 2, Closed Up: Exercise #8: Schwash Your Mouth

pen happen pet trumpet

ton carton gel angel

ban turban gus fungus

est slimmest tom custom

fort effort ten kitten

lop gallop lon gallon

son lesson den sudden

04/18/23103

Teach Syllable Accent

Call Your Dog! re PUG nant

PACH y derm

CAN ta lope

mal O do rous

hip po POT a mus

an thro po MOR phic

04/18/23104

Teach Syllable Accent Patterns.

payment attract disconnected

absorb ascribing defendant

projector interrupt uninstructed

educate constitute irrigate

promenade ineptitude

Upper Grade Content Reading

A transversal is a line that intersects two or more coplanar lines in different points. In the next diagram, t is a transversal of h and k.

At first the dragonfly nymph will feed on the many microscopic creatures that live in the pond.

Upper Grade Content Reading Latin and Norman Influence

A transversal is a line that intersects two or more coplanar lines in different points.

In the diagram, t is a transversal of h and k.


Upper Grade Content Reading Add Greek Influence

A transversal is a line that intersects two or more coplanar lines in different points.

In the diagram, t is a transversal of h and k.


Principles for Instruction

Developmental Sequence- Simple and Common - to More Complex and Specialized.

Transparency- perfect vs. perform

Productivity- reject, project, inject, abject, object, …- brontosaurus, Tyrannosaurus,

Cryptosaurus, spherosaurus, Brookosaurus, Idaosaurus…

English Is a “Deep” Alphabetic System

We spell by sound and by meaning:

wanted, hummed, pitched

boys, dishes,

compress, compression

medic, medicine, medicinal

In spite of changes in pronunciation, morphemes are often spelled consistently.

metal / metallic heal / health

sign / signal reside / residence

soft / soften music / musician

child / children critic / criticize

The Meaning Processor

dejection

rejection

objection

injector

projector

construct

instruction

in destructible

obstruction

re construction

1. Transcription and Parking Spots

poplay / probably

Parking Lot Method


poplay / probably

__ __ __ __ __ __ __ __

/ p r ŏ b ә b l Ē /

Parking Lot Method

2. Park the letters

poplay / probably p __ o __ __ p l ay

/p r ŏ b ә b l Ē / l y3. Identify the boo-boos

Parking Lot Method


maniths / mammoths

Parking Lot Method


maniths / mammoths

__ __ __ __ __ __

/ m ă m ә Ө s /

Parking Lot Method

2. Park the lettersmaniths / mammoths

m a n i th s / m ă m ә Ө s / mm o3. Identify the boo-boos

Parking Lot Method


imeditly / immediately

Parking Lot Method


imeditly / immediately

__ __ __ __ __ __ __ __ __

/ ә m Ē d Ē ә t l Ē /

Parking Lot Method

2. Park the letters imeditly / immediately i m e d i __ t l y / ә m Ē d Ē ә t l y / i m a t e3. Identify the boo-boos

Parking Lot Method

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R = D X C Learning to Read Reading to Learn

Decoding Fluency

Vocabulary Phonological Oral Language Processing Semantics Print Knowledge Syntax

World Knowledge



Studies report that D and C each made significant independent contributions to the variance in R (e.g., Aaron et al., 2008; Hoover & Gough, 1990; Sabatini, Sawaki, Shore, & Scarborough, 2010; Vellutino et al., 2007).

Research has further shown that the amount of sharedvariance between D and C increases with grade level, with correlation coefficients in the later grades ranging from about .30 to .70 (Hoover & Tunmer, 1993; Keenan, Betjemann, & Olson, 2008).



Tunmer and Hoover (1993) argued that the substantial amount of shared variance between D and C in the later grades is most likely a consequence of the reciprocally facilitating relationships between reading achievement and the two constituent components of reading, a pattern referred to as positive (rich-get-richer) Matthew effects (Stanovich, 1986).

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Oral Language: Vocabulary Vocabulary is associated with good text

comprehension, but there is evidence for a relation with word reading as well.

Harm and Seidenberg (2004) suggest a direct link from the written to the semantic representation exists for familiar words in their connectionist model.

Cain & Oakhill (2006)



As children become better readers, both the amount and difficulty of the material they read increases. This in turn leads to: greater practice opportunities for building fluency and facilitating implicit learning of letter–sound patterns (which improves D; see Tunmer & Nicholson, 2011),growth in vocabulary knowledge, ability to comprehend more syntactically complex sentences, development of richer and more elaborate knowledge bases (which improves C).



The correlation between C and R increases with grade level whereas that between D and R tends to decrease (Hoover & Tunmer, 1993). The relationship between C and R gradually becomes the dominant one because in the early stages of learning to read the ability to recognize the words of text limits the ability to derive meaning from text.

Reading =

Decoding X Comprehension

Regardless of instructional orientation, be it whole language or skills inculcation, there is a broad base of agreement that the most important goal of reading education is to develop readers who can derive meaning from texts.

Pressley, 1997

Meaningful from the Start

A comprehensive reading program attends to meaning from the start. Oral language development, vocabulary development, the steady building of background knowledge, extensive exposure to quality children’s literature, discussion and retelling and dramatization of stories should begin with the earliest years of schooling.

Moats, 1998

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What About Comprehension Instruction?

Most older struggling readers can read words accurately, but they do not comprehend what they read.

Reading Next, 2004

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The State of Reading Comprehension Instruction

Despite the best efforts of teachers and the seeming attentiveness of students, students often fail to understand the ideas presented in their textbooks. In particular, students often are unable to connect the ideas they have encountered to information that is presented later.

Beck, 1998

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The State of Reading Comprehension Instruction

It’s about the Boston Tea Party, and it’s about a whole bunch of, like, they were bringing loads over and it was rotten, and all that, so they went back and got more loads and dumped all the tea into the water and stuff like that.

8th Grade Student quoted in Beck, 2001

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Strategies Instruction

Teachers frequently assessed comprehension by asking students comprehension questions. However, they did not actually teach students how to comprehend.

in Pressley, 1997

The Construction Integration Model

Discourse processing occurs in a series of cycles.

In each cycle there is a construction phase and an integration phase.

Bottom up and top down.

Kintsch, 1988

A Procedure

The procedure is actually quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise you are pretty well set. It’s better to do too few things at once than too many.

A Medical Resident Arrives for Work

Angie rushed through the doors of the old brick building. She almost ran straight into a shadow gazer talking grim-faced with a blade. With a quick apology, she brushed past them for the pup rounds. She had to know if things were zero delta with yesterday’s first hit. After all, what looked like a soapbox derby had turned into a bounce-back. No matter what happened overnight. It would make a great story to tell her father, the rear admiral.


Comprehension consists of building a mental structure based both on information in the text and on information in memory. Initial information lays a foundation, and subsequent sentences are mapped onto the foundation to reflect both local relations and the topic structure.

Gernsbacher, 1990


Poor comprehenders develop too many unconnected substructures rather than a fully integrated mental representation.

Too many substructures are built that do not really connect to the real structure of the text.

Whitney, 1998

Scrambling the Orderof Sentences in a Story

60%

62%

64%

66%

68%

70%

72%

74%

High Low

regular

scrambled

Walter Kintsch (2005)

Both top-down and bottom-up processes are integral parts of perception, problem-solving, and comprehension. The question for theorists is not top-down or bottom-up, but how do these processes interact to produce fluent comprehension?

C includes the component processes of:Tunmer, W. E. & Chapman, J. W. (2012)

Locating individual words in lexical memory,

Determining the intended meaning of individual words (most of which are polysemous in English),

Assigning appropriate syntactic structures to sentences,

Deriving meaning from individually structured sentences, and

Building meaningful discourse on the basis of sentential meaning.

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Oral Language: Vocabulary

Children begin to learn words by their first birthday, and by their second they hoover them up at a rate of one every two hours. By the time they enter school children command 13,000 words, and then the pace picks up, because new words rain down on them from both speech and print. A typical high-school graduate knows about 60,000 words; a literate adult, perhaps twice that number.

Steven Pinker (1999)

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Area of Convergence #1

Vocabulary differences among students is extensive, grows over time, and becomes apparent early.

Smith (1941) reported that high achieving third graders had vocabularies that were about equal to those of low-achieving twelfth graders.

Baker, Simmons and Kameenui, 1998 (pp 188-189)

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Vocabulary Instruction

We can directly access the meanings of only the words we already know. The referents of new words can be verbally explained only in terms of old words.

Adams, 1990 (p 205)

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This can be done either explicitly, by presenting their definitions, or implicitly, by setting them in a context of old words that effectively constrain their meanings.

Adams, 1990 (p 205)

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Students who knew more word meanings prior to studying unknown words learned the meanings of more new words after studying.

Prior knowledge contributes more to vocabulary learning than memorization strategies.

Griswold, (1987), cited in Baker et al. (1998 p 196)

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There is no evidence that any single method or

comprehensive program seriously decreases

the vocabulary gap that exists between

students with poor vocabularies and those

with rich vocabularies.

Carlisle, 2002 (p 185)

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Fast Mapping vs. Extended Mapping

Fast mapping: learning a cursory meaning of a new word quickly through an initial exposure.

Extended Mapping: Full understanding of a word’s meaning in various contexts and connotative associations. EM sometimes takes years and many experiences with a word.

Carey (1978) cited in Baker et al. (1998, p 195)

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Fast Mapping vs. Extended Mapping

School-aged children may be working on as many as 1,600 word mappings simultaneously. So, if a student learns the meaning of 8 new vocabulary words per day, the majority of those words are learned only at a very basic level of understanding.

Carey (1978) cited in Baker et al. (1998, p 195)

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Inflexible Word Learning Strategies

Acquiring the meaning of words begins with a rough formulation of word meaning followed by empty slots reserved for additional information.

Students with poor vocabularies had difficulties adjusting their model of word meaning when they acquired new information about the meaning of a word.

Van Daalen-Kapteijns et al. cited in Baker et al. (1998, p 197)

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Words are Slippery Customers

Trying to expand children’s vocabularies by teaching them words one by one, ten by ten, or even 100 by 100 would appear to be an exercise in futility. Vocabulary instruction ought, instead to teach skills and strategies that would help children become independent word learners.

Nagy and Anderson (1984) cited in Baker et al. (1998, p 199)

Top Down:Knowledge of Text Structure

Narrative Story Grammars

Expository Sequence

Descriptive

Enumeration

Compare / Contrast

Problem / Solution / Effect

Strategies Instruction:Knowledge of Text Structure

Text structure and student knowledge of text structure are highly related to reading comprehension.

Dickson, Simmons & Kameenui, 1998

Strategies Instruction:Knowledge of Text Structure

A reader uses a particular arrangement of ideas and information (the structure of a text) as a kind of framework into which individual events or pieces of information are fit. Without knowledge of the structure of a written text, a reader’s understanding may be fragmented and poorly organized, and recall of the text is jeopardized.Carlisle, 2002

The Dragonfly:Life in Two Worlds

For butterflies, bees, and many other insects, metamorphosis means a change from a slow-moving larva that does little but eat and store energy to a winged creature that can fly through the air to find a mate and a new home. But for the dragonfly, metamorphosis brings an even more amazing change. In the course of its life, this insect lives in two completely different worlds.

The Dragonfly:Life in Two Worlds

META MORPHO SIS(change) (shape / form) (N)

Many InsectsButterflies / beesFromFrom: larva

Eats, stores energyToTo: winged flier

Find mate & home

DragonflyMore Amazing FromFrom: 1 WorldToTo: A different

worldBUTBUT

Reading Strategies In the Content Areas

The idea is that content-area teachers emphasize the reading and writing practices that are specific to their subjects so students are encouraged to read and write like historians, scientists, mathematicians, and other subject-area experts.

Reading Next, 2004

Circling the Wagons

Adolescents entering the adult world in the 21st century will read and write more than at any time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives.

Circling the Wagons

They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imaginations so they can create the world of the future.

Position Statement from the International Reading Association, 1999

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Bruce Rosow, Ed.D.

March, 2013

5/1/2015 1 the simple view of reading bruce rosow, ed.d. march, 2013

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