developmental strategies for early readers : where are we and where should we be going?
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Developmental Strategies for early readers : Where are we and where should we be going?. Professor Kathy Hirsh-Pasek Temple University. Early childhood on the front page!. Learning starts here (PA Library System, 2004) Born Learning Civitas; Family and Work Institute No Child Left Behind - PowerPoint PPT PresentationTRANSCRIPT
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Developmental Strategies for early readers:
Where are we and where should we be going?
Professor Kathy Hirsh-PasekTemple University
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Early childhood on the front page!
• Learning starts here • (PA Library System, 2004)
• Born Learning• Civitas; Family and Work Institute
• No Child Left Behind• Government accountability
• America’s Promise• Marketable skills
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WHY? Because…• The gap between rich and poor
– 25% of low income families have fewer than 10 age appropriate books in their homes (Whitehurst)
– Vocabulary disparities
• Children ages 0-6 are spending more time on entertainment media than on reading, being read to and playing outside combined (Rideout, 2003)
• Language and literacy skills are the single best predictors of later academic success
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WHY? Because…• There is a clear research basis telling us which
developmental strategies work for promoting language and literacy
• We know that intervention helps!• Head Start• Early Childhood Longitudinal Study• High Scope• Abecedarian
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A talk in 6 parts• Introduction:
– Burnout on the front lines• Language Development:
– The foundation for reading• Narrative development
– Where language meets reading• Literacy• Writing
– A partner for reading• Conclusions
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Burnout on the front lines
Even if it is with the best of intentions…….
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Examining the pressures
• No Child Left Behind– Good idea /bad execution
• Accountability– Outcomes vs. process
• Testing: The problem– “You can’t fatten a pig by weighing it”
• Closing the gap between teaching and testing– Forging a new road:
• from language to narrative to literacy to writing
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Language Development
The foundation for reading
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What you see: Landmarks in production
• 0-3mo: coos, burps• 3-6 mo: coos; laughs, cries, gurgles• 6-9 mo: babbling; turn taking; pat-a-cake• 9-12mo: points; first words; Bam Bam• 12-18mo: 2 words per week; 50 words at
– 18 mo., names for body parts, animals, imitates• 18-24 mo: naming explosion; “Whas sat?;
– Talk about here and now; loves stories over and over;follows simple commands
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What you see continued
• 2-3 yrs: 500 wds; asks questions; – past tense; Wh-; sits 20 minutes; WHY?; pronounce clearly -
m,n,f,b,d,h,y; uses fuller sentences with “in,” and “on.”; girls might appear to stutter
• 3-4 yrs: 800 wds; contractions - won’t; – can’t; can follow plot in story line; time words - morning;
afternoon; adds sounds k,g,r,l; may still distort v,sh,ch,j and th; wonderful new made-up words like, “Michael wave” or “vampire”
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What you see continued• 4-5 yrs: 2000 words; speaks clearly most
– of the time; can make up stories; use complex sentences; still might mispronounce s,r,th,t,v,sh,ch, j.
• 5-7 yrs: retells stories with more depth;– participates in discussions; learns relationships like
big/little/happy/sad• 1st grade: 11,000 words• 3rd grade: 20,000 words• 5th grade: 40, 000 words• YOU: 52,000 words
Big jump in school age: What causes this? Addition of derived words like sadness, manager… Kids seems to have root words and inflected words and idioms but greatly add in
compounds and derived words
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Beyond words to conversations
• Building vocabulary through dialogue• Questions not answers• Playing with language
– Jokes– Games– You’re mama….
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Cautionary notes• Pediatricians have had this chart for a long time• Different strokes for different folks
– Groups– Individuals
• It’s not all over at 4 years!
There is a lot of variation and what I showed you are just general guides to the patterns in language development
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The role of language in reading
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Two models
Indirect and direct
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Model 1: Language plays in indirect role in early(1st grade) reading
Oral LanguageComprehensive
Oral language:Comprehensive
Vocabulary
Code Skills:Phonemic awareness
Reading readiness
Oral language:Vocabulary
Code Skills:Phonemic awareness
Reading readiness
Code:Reading
Comprehension
36mo.
54mo.
1st
grade3rd
grade
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DirectModel 2: Language plays both a direct andindirect role in early (1st grade) reading
Oral LanguageComprehensive
VocabularyComprehensive
Code Skills:Phonemic awareness
Reading readiness
Oral language:Vocabulary
Code Skills:Phonemic awareness
Reading readiness
Code:Reading
Comprehension
36mo.
54mo.
1st
grade3rd
grade
Oral language:
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Given the importance of language for reading…..
What can you do to help language growth?
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Enhancing language• Talk with not at children
– Hart and Risley– Responsive, contingent conversations on their topic of
interest• Read, read, read and read some more
– Dialogic reading (Whitehurst)• Vocabulary games
– Snark, snarkist, snarkly• Taking the Latin and Greek out of English
– Heal and health• Tell stories -- from you, jointly
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Narrative
Structuring the stories of our lives
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Stories
• The role of stories– From Thanksgiving to Christmas
• Grids for experience• Decontextualized language
– Distance between sender and receiver– Complex sentence structure– High degree of cohesion
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The Structure of Narrative
• Setting (place, characters)• Initiating event• Problem• Resolution
Most 3 year olds have setting, most 5 or 6 year olds have parts with no embellishment,
most 10 year olds have full plots.
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Cross cultural differences
• Asian – “mouth is source of misfortune”
• African American – topic association rather than topic centered;
performance, exaggeration• Caucasian American
– Topic centered rather than topic association
Respect individual differences!
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Literacy
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A definition
The earliest sign of a child’s interest in and abilities related to reading and writing.
Whitehurst & Lonigan, 1998
The case of 12 month old Kelly
and 21 month old Jim
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Key components of emergent literacy
• Phonemic awareness– To understand that speech is composed of units
• Letter recognition– The ability to associate letters with appropriate sounds
• Awareness of print– The understanding of print and word conventions
• Early writing development– Attempts to produce written text (scribbling, invented
spelling)• Oral development
– Vocabulary, discourse and narrative
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How we help children learn these skills?
• Talk with them
• Tell stories
• Read aloud and expose children to print
• Targeted learning of code skills and phonological development
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Reading aloud
• Going beyond the covers of the book
• Reading the same thing over and over and over again
• Using the book as a spark for conversation
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Reading aloud: What to avoid
• “Shushing” -- – the technical term for forcing silence
• Reading every word as is with no breaks
• Meaningless reading that children can’t identify with or understand– “Spot the dog”
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Targeting Phonological Skills:Code learning
• Pointing out similar sounds• Rhyming games• Singing
– An example• Playing the alphabet games• What starts with this letter/sound?• Creating print rich environments
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What to avoid
• Boring repetition with no meaning
• Only learning the 10 letters of the alphabet– Why MNOP is one letter!
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Writing
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Writing as….• The right arm of reading
– Tell a story -- write a story
• Writing as relevant– Labeling your clothes– Getting your way
• What you can do– Writing letters on issues that matter for children– Writing to stuffed animals or Santa Clause– You tell the end of a story and have the children write the
beginning
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Interventions that work
• Creating language rich environments– The castle on the hill -- in the classroom
• Creating literacy rich environments– Signs and charts
• Telling stories– While -- building forts, blowing bubbles
• Learning to play and playing to learn
PLAY = LEARNING
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Conclusions
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What’s happening in PA
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The way out of the crisis in education
• Think process not just product– How you learn is as important as what you learn
• Reclaim education – It’s for educators not for business people. Children are
not widgets.• Close the gap
– between what we know about how children learn and what we are doing in the classroom
• Add PLAY to the equation
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Then we will have
Smart and happy children in our classrooms today who become sensitive and creative adults in the workplace of
tomorrow