Science of Reading P3

Science of Reading PLC Part 3

Feb. 10, 2021

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Tools for Today

• Annotated Article

• SVR & Scarboroughs Rope (from part 2)

• Notetaking Tools

• Cameras On

• Active Participation

Today's Objective

• Today, we will continue expanding our knowledge on the science of reading. We will concentrate on four areas for teacher education. These four areas will help us focus on how the science of reading should drive our instruction.

Review

Multiple Choice

Once behind in reading, few children catch up unless they receive intensive, individual, and expert instruction.

• True

• False

Multiple Select

Which groups below have high percentages of people who cannot read?

• school dropouts

• incarcerated individuals

• underemployed/ unemployed adults

• individuals with chronic physical and emotional ill health

Multiple Select

Which groups fall behind, stay behind, and are underrepresented in professions that depend on higher education?

• Hispanics

• African Americans

• Whites

• Impoverished Homes

Multiple Choice

What percent of children can be taught to read by the end of first grade with classroom teaching that includes research-based components and practices?

• 60-70%

• 85%

• 95%

Classroom instruction

is the critical factor in preventing reading problems and must be the primary focus for change. (page 9)

Toward a Curriculum for Teacher Prep and Professional Development

page 14

Poll

In which of the four areas below, do you feel the most confident in?

• Knowing the basics of reading psychology and development

• Understanding language structure for both word recognition and language comprehension

• Applying best practices in all components of reading instruction

• Using validated, reliable, efficient assessments to inform classroom teaching

Poll

In which of the four areas below, do you feel the least confident in?

• Knowing the basics of reading psychology and development

• Understanding language structure for both word recognition and language comprehension

• Applying best practices in all components of reading instruction

• Using validated, reliable, efficient assessments to inform classroom teaching

1. Reading Psychology and Development

pages 14-17

Basic Facts about Reading

• Reading is not natural, but is an acquired skill (cheese, church, chef, chemistry)

• Exposure to books and print are not sufficient for learning to read and spell

• Good readers process each letter of each word in detail

• Sound-symbol mapping is crucial in developing word recognition

Basic Facts about Reading Difficulties

• Not all reading difficulties are alike.

• Reading and writing depend primarily on language proficiencies

• In order for words to be stored in their mental dictionaries, students must rapidly associate sounds, syllables, and/or morphemes in spoken words with printed symbols

Subtypes of Reading Difficulties

Dyslexia (p. 15)

1. Descriptive term for a specific developmental disorder that adversely affects the ability to read and write.

2. Affects people of all IQ levels and walks of life

3. It does not refer to "making reversals" or "seeing things backwards"

4. Occurs on a continuum from mild to moderate to severe.

5. About 30% of all students with dyslexia also have ADHD (McGrath et al., 2011)

6. Every classroom teacher is likely to have at least one or two students with dyslexia

Recognizing Dyslexia in 2nd & 3rd Grade

• Unable to recognize important and common words instantly

• Falters during decoding (sounding out process) and recalls the wrong sounds for the letters and letter patterns

• Is a poor speller

• Reads too slowly and lacks appropriate expression

• Loses the gist or meaning of the passage when reading is slow or inaccurate

• Guesses at unknown words

• Has inordinate difficulty with writing or completing written work

Recognizing Dyslexia in Transition to "Reading to Learn"

• Easily overwhelmed by reading and writing demands

• Misreads directions or word problems

• Struggles to keep up (unfinished work)

• Remains a poor speller and struggles to produce written wor

Recognizing Dyslexia in 4th to 6th Grades

• Needs extra time on timed oral reading tests

• Will typically do poorly when asked to read lists of single, common words that are taken out of context

• Has poor spelling

• Appears to have a comprehension problem on a reading test, but when listening comprehension is measured, it is often much better

• May avoid reading and writing at all costs

The Relationships among Components of Reading and Writing

• A child cannot understand what he cannot decode, but what he decodes is meaningless unless he can understand it. (SVR)

• Reading practice should be linked to the study of subjects

• Writing in response to reading is one of the best ways to enhance reading comprehension

• Reading aloud develops language comprehension

How Reading and Spelling Develop

For reading and spelling, awareness of letter sequences, speech sounds, and morphology develop in a reciprocal fashion as soon as basic phonological awareness and letter knowledge are gained.

2. Understanding Language Structure

pages 17-19

Teachers Knowledge Must Be Deep

• Knowledge of language structure at all levels

• Language Structures: phonetics, phonology, morphology, orthography, semantics, syntax/text structure

How to Teach Language Structures

• Few teachers are well prepared to teach language sturctures (no fault of our own)

• pages 18-19

• page 21

flexible

3. Applying Best Practices in Reading Instruction

pages 20-21

Use of Validated Instructional Practices

• Instructional approaches supported are listed on pages 20-21

Useful Comprehension Strategies

• prediction of outcomes

• summarizing

• clarification

• questioning

• visualization

• These should be modeled explicitly and practiced overtly if students are not comprehending well or are passive

Opportunities for Coaching and Supervised Experience

• Knowledge alone is not sufficient for developing teaching skills

• Practice with a wide range of students is required

4. Assessment That Informs Teaching

pages 21-22

Assessment That Informs Teaching

• Focus should be on tools that have been thoroughly vetted through research

• Progress monitoring is essential for forming instructional groups (ORF and accuracy are often used)

• Language comprehension is not as easy to measure . Teachers can use work samples, unit tests, vocabulary measures, and comparing listening comprehension to reading comprehension.

When the Science of Reading is applied, there is double digit growth in systems that have been stagnate.

Dr. Tracy Weeden, The Reading League

Open Ended

What is one next step you can take to start using the science of reading in your classroom instruction?

Anything you want to talk more about, additional information or resources you would like?