The Secret Code Of Reading
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"The greatest task in the life of a human being is learning to read...and it must be done as a child." - John Steinbeck, Nobel Prize Winner for Literature, 1962
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The Secret Code Of Reading
- 1. THE SECRET CODE OF READING Thomas Baker, Colegio del Verbo Divino, Santiago de Chile profesorbaker@gmail.com
- 2. OBJECTIVES 1. FIVE COMPONENTS OF READING 2. INTERNATIONAL TEST RESULTS 3. SIX INSTRUCTION TECHNIQUES 4. PRACTICAL APPLICATION
- 3. Activity: RPSS Read – Pair – Share - Square ♦ First, read the paragraph on the following slide to yourself. ♦ Next, discuss the paragraph with a partner. ♦ Then, make a list of the five most important words/terms from the paragraph. ♦ Finally, share your lists with another pair.
- 5. “Some people there are, who, being grown; forget the horrible task of learning to read. It is perhaps the greatest single effort that the human undertakes, and he must do it as a child.” John Steinbeck, Nobel Prize Winner for Literature, 1962
- 11. F L U E N C Y
- 12. DYSFLUENCY
- 13. Remember: Fluent Readers…. Read smoothly and easily. Group words into phrases. Read punctuation marks. Read like they are talking.
- 15. Tier 1 Tier 2 Tier 3 Description Basic words that most children know before entering school. Words that appear frequently in texts and for which students already have conceptual understanding, ie. Uncommon words that are typically associated with a specific domain. Examples clock, baby, happy, dog, taxi, radio sinister, fortunate, permit, conduct knowledge, adapt isotope, peninsula, bucolic, cranium (Beck, McKeown, Kucan, 2002) Selection Criteria for Instructional Vocabulary
- 16. The Vocabulary Secret “To speak and write English in normal situations you need at least 2000 words.” McCarthy and O’Dell (1999, pg4) Words Text 1000 72% 2000 79.7% 3000 84.0% 4000 86.8% 5000 88.7% 6000 89.9% 15,851 97.8%
- 17. VOCABULARY RESEARCHVOCABULARY RESEARCH “We do not learn a word from one meeting. Research tells us that it takes between 5-16 meetings (or more) to ‘learn’ an average word.” ( Nation, Paul 1990: 41)
- 19. Role of ICT – Leverage, if used well… "Give me a lever, a fulcrum, and a place to stand, and I will move the world." Archimedes of Syracuse (287-212 BC),
- 20. Comprehension Strategies Activate Prior Knowledge Monitor & Repair Comprehension Predicting Questioning Finding Main Ideas Drawing Inferences Visualizing Summarizing Synthesizing Evaluating (Allington, 2001; Dowhower, 1999; Pressley, 2002, Duffy, 2003)
- 22. Report from the NationalReport from the National Research CouncilResearch Council 19981998 In 1995, the U.S.In 1995, the U.S. Department of EducationDepartment of Education and the National Institutesand the National Institutes of Healthof Health National Academy ofNational Academy of SciencesSciences http://books.nap.edu/execsumm_pdf/6023.pdfhttp://books.nap.edu/execsumm_pdf/6023.pdf
- 23. In 1999, New Zealand Ministry of Education Report of theReport of the Literacy TaskforceLiteracy Taskforce http://http://wwwwww..mineduminedu..govtgovt..nznz/web//web/ downloadabledownloadable/dl3853_v1//dl3853_v1/reportreport..pdfpdf By 2005 “All 9 year old children will be able to read…”
- 24. In 1997, UnitedIn 1997, United States CongressStates Congress National Institute of ChildNational Institute of Child Health and HumanHealth and Human Development & U.S.Development & U.S. Department of EducationDepartment of Education Report of the NationalReport of the National Reading Panel,Reading Panel, 20002000 http://www.nichd.nih.gov/publications/nrp/upload/report_pdf.pdf
- 25. In 2003, Scottish Executive Education Department Dr. Rhona Johnston,Dr. Rhona Johnston, (University of Hull) &(University of Hull) & Dr. Joyce Watson,Dr. Joyce Watson, University of St. AndrewsUniversity of St. Andrews Clackmannanshire (5 Year Follow Up) http://www.scotland.gov.uk/Resource/Doc/36496/0023582.pdf#search=%
- 26. In 2005, Scottish Executive Education Department Dr. Rhona Johnston,Dr. Rhona Johnston, (University of Hull) &(University of Hull) & Dr. Joyce Watson,Dr. Joyce Watson, University of St. AndrewsUniversity of St. Andrews Clackmannanshire February 2005 (7 Year Follow Up) http://www.scotland.gov.uk/Resource/Doc/36496/0023582.pdf#search =%22insight%207%20accelerated%20reading%20and%20spelling %20with%20synthetic%20phonics%20watson%20johnston%22
- 27. In 2005,In 2005, AustralianAustralian GovernmentGovernment Department ofDepartment of Education, ScienceEducation, Science and Trainingand Training National Inquiry into the Teaching of Literacy, December 2005 http://www.dest.gov.au/nitl/documents/report_recommendations.pdf http://www.dest.gov.au/nitl/documents/report_recommendations.pdf
- 28. In 2005, Irish Department of Education & Science Succeeding inSucceeding in Reading?Reading? http://www.education.ie/servlet/blobservlet/http://www.education.ie/servlet/blobservlet/ insp_succeeding_in_reading.pdfinsp_succeeding_in_reading.pdf “Teachers require additional support in teaching reading comprehension skills…” (pg 28)
- 29. In 2006, BritishIn 2006, British GovernmentGovernment http://www.standards.dfes.gov.uk/rosereview/report.pdf Department forDepartment for Education andEducation and Skills (DfES)Skills (DfES) Independent ReviewIndependent Review of the Teaching ofof the Teaching of Early Reading,Early Reading, March 2006March 2006
- 31. 2002 National Institute of Child Health and Human Development & U.S. Department of Education 2006 - Report of the2006 - Report of the National Literacy Panel forNational Literacy Panel for Language Minority ChildrenLanguage Minority Children and Youthand Youth http://www.cal.org/natl-lit-http://www.cal.org/natl-lit- panel/reports/Executive_Summary.pdfpanel/reports/Executive_Summary.pdf ““Instruction…in theInstruction…in the fivefive components of readingcomponents of reading hashas clear benefitsclear benefits for languagefor language minority students.”minority students.” (Executive Summary, pg 3)(Executive Summary, pg 3)
- 32. National Literacy Panel (NLP) Executive Summary, (2002-2006) ♦Oral language proficiency in English is critical...but student performance suggests that it is often overlooked. (pg 4)
- 33. USA Public School Enrollment Pre-K – 12th Grade Year 1985 2005 Total Enrollments 39.4 million 48.7 million Spoke language other than English at home 3.8 million 9% 10 million 19% Spoke English with difficulty 1.3 million 3% 3 million 5% National Center for Educational Statistics, 2006, pg. 34 http://nces.ed.gov/pubs2006/2006071.pdf
- 35. The Big Surprise: More adolescent ELLs are native than foreign born www.wested.org/qtel
- 36. USA: FY 2007 BUDGET http://www.ed.gov/about/overview/budget/budget07/summary/edlite-section1.html ♦ $1.0 billion for Reading First ♦ $103 million for Early Reading First ♦ $669 million for English Language Acquisition to help ensure that limited English proficient (LEP) students learn English... ♦ WHY SO MUCH MONEY?
- 37. Margaret Spellings, Secretary of Education, USA (October 10, 2006) ♦“90 percent of the fastest growing jobs require post-secondary education”... ♦ http://www.whitehouse.gov/ask/20061010.html (Retrieved February 7, 2007)
- 40. TURN - & - TALK (3 Minutes)3 things I’ll try to learn more about 3 things I’ve learned TODAY 3 things I knew
- 41. What Test Scores Tell Us
- 42. Research Indicates... ♦Girls read more than boys. (Barrs & Pidgeon 1994) ♦Girls consistently achieve better results than boys in reading tests. (Barrs & Pidgeon 1994)
- 43. BOYS ♦ spend less time reading. ♦ have lower motivation. ♦ do not value reading. ♦ are less confident. ♦ have less interest. ♦ perceive themselves as having lower reading skills than girls.. ♦ Labercane & Shapiro, 1986; Baker and Wigfield, 1999; Gambell & Hunter, 2000; Millard, 1997; Solsken, 1993; Wigfield, Eccles, Yoon, Harold, Arbreton, Freedman- Doan, & Blumenfeld, 1997
- 44. www.pirls.org
- 45. PIRLS 2001 ♦Progress in International Reading Literacy Study ♦ 4th grade girls performed better than boys in all 35 countries where the assessment was administered. ♦ (10 year-olds tested) ♦ Average score: 20 points higher. ♦ http://timss.bc.edu/pirls2001i/pdf/P1_IR_ExecSum.pdf ♦ http://isc.bc.edu/pirls2001i/pdf/P1_IR_Ch01.pdf
- 46. PIRLS 2006 REPORT: DECEMBER 2007
- 48. PISA ♦ “Females have significantly higher performance (than males) in reading in all countries”... (15 year-olds tested) ♦ 34 out of 34 countries: PISA 2000. ♦ 39 out of 39 countries: PISA 2003. ♦ Average score: 34 points higher. ♦ Finland - Average score: 51 points higher.
- 50. Correlation between Spending and Results Source: UNESCO Average Performance (Reading, mathematical, and scientific literacy) Cumulative expenditure per child from beginning of primary education to age 15 in U.S. dollars 600 550 500 450 400 350 300 0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 POL MEX IDN BRA CHL ARG GRC HUN CZE KOR IRL ESP DEU PRT GBR BEL FIN JPN CAN AUS NOR FRA SWE ITA DNK CHE USA AUT PER http://portal.unesco.org/education/en/file_download.php/5d8f55178d66b02a76cbde3ff2697448figure3.29.pdf
- 51. ♦ Read-Alouds ♦ Shared Reading ♦ Guided Reading ♦ Repeated Reading ♦ Drama / Reader’s Theatre ♦ *Book Club / Literature Circle ♦ Silent Sustained Reading (SSR) ♦ Independent / Extensive Reading
- 58. “The more you read, the better you get at it; the better you get at it, the more you like it; and
- 59. PRACTICAL APPLICATION: THE LITERATURE CIRCLE
- 63. 1. Students choose their own reading materials. 2. Small, temporary groups are formed based on the reading materials the students have chosen. 3. Different groups read different text. 4. Groups meet on a regular, predictable schedule. 5. Students use written or drawn notes to guide their reading. 6. Discussion topics come from the students. 7. Group meetings aim to be open, natural conversations. 8. The teacher servers as a facilitator, not a group member. 9. Evaluation is by teacher observation and student self- evaluation. 10. A spirit of playfulness and fun pervades the room. 11. New groups form around new reading choices. Basic Principles
- 64. INTRODUCING A LITERATURE CIRCLE ♦Teach students social skills and thinking skills before the literature circles begin. ♦Start with a group of good students to serve as a model for others to follow. (and / or) ♦Show a video of a literature circle. www.teachers.tv (Reading Aloud with Michael Rosen) (and / or) ♦Roleplay a literature circle with other teachers.
- 65. STUDENT ROLES ♦ Use role cards to define students’ roles. ♦ 1. Discussion Director ♦ 2. Smart Summarizer ♦ 3. Word Wizard ♦ 4. Curious Connector ♦ 5. Passage Person ♦ 6. Culture Collector
- 66. LITERATURE CIRCLE JIGSAW 11 22 33 44 11 22 33 44 11 22 33 44 11 22 33 44 BASE GROUP 11 22 33 44 11 22 33 44 11 22 33 44 11 22 33 44 BASE GROUP 11 11 11 11 22 22 22 22 33 33 33 33 44 44 44 44 EXPERT GROUP 10 Minutes 10 Minutes 5 Minutes
- 67. Taught by methodsTaught by methods that are…that are… engaging & motivatingengaging & motivating SUMMARY The Five Keys to Reading http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf Phonemic AwarenessPhonemic Awareness PhonicsPhonics FluencyFluency VocabularyVocabulary Comprehension strategiesComprehension strategies Identifying wordsIdentifying words accurately andaccurately and fluently.fluently. ConstructingConstructing meaningmeaning once wordsonce words are identified.are identified.
- 68. CONCLUSION ♦When teachers know and teach the five components of reading, explicitly and systematically, we help students learn ..... ♦“THE SECRETTHE SECRET CCOODDEE of READINGof READING” ♦This is not easy, but...
Notas del editor
- 1. The goal of phonological awareness instruction is to enable children to work with the phoneme level. PA is comprised of multiple concepts. 2. However, not all children can begin at the phoneme level. 3. Start at the task where children are not firm….no need to backtrack through the entire continuum if children have preskills. 4. Give examples of each task level. 5. Explain onset rime (the set of <?> before the first vowel (sw - im; b = at)
- Here I tell briefly the story of the NRC report. Emphasizing that 20 or so scientiests, teachers, policy makers worked for two years to find a consensus, and they did, and produced this book. Chapter 10 contains some very specific recommendations for instruction that are different than many teachers were following when the book was published in 1998. Basically, it emphasized the importance of explicitly teaching phonemic awareness and phonics, and also highlighted the importance of working explicitly and systematically to build children’s vocabulary and teach them comprehension strategies in reading.
- Next came the report of the NRP. It reviewed only experimental studies, and came also to a consensus about many instructional features that should be part of instruction for all children, and particularly for those who are at risk of reading difficulties.
- KAREN BRUETT
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