Effective Reading Instruction Married to Corey Peltier Professor in - PowerPoint PPT Presentation

About Me… Effective Reading Instruction • Married to Corey Peltier • Professor in Educational for ALL Students Psychology, Special Education • 2 ½ year old son, Harper • 11 month old daughter, Rye Tiffany Peltier, M.Ed. • B.S., Interdisciplinary Studies (EC-4), Texas A&M University About Me… Poll Everywhere Survey • M.Ed., Curriculum & Instruction: Emphasis in Reading/LA, Texas A&M • Private and Public Experience • Taught a semester of 3 rd -7 th grade English in Addis Ababa, Ethiopia • Taught 1st grade in Temple, TX 1. In only a few words, what are you hoping to learn from this session • Taught K and 1st in Anne Arundel County, Maryland today? • Taught Pre-K and 1st in Bryan, TX • Taught 1 st grade in Charlotte-Mecklenberg, North Carolina 2. Are you a special education teacher, general education teacher, parent, • Taught undergraduate pre-service teachers at Texas A&M University administrator, other stakeholder (which)? and the University of Oklahoma 3. Rate your current knowledge about reading instruction. • Reading in the Elementary School, Assessment in Reading Instruction, Multicultural and Interdisciplinary Literature, Reading Methods, Essential Foundations of Language and Literacy for All Learners, Children’s Literature and Writing http://pollev.com/tiffanypelti030 • Now perusing my doctorate in Special Education: Reading and Teacher Prep

The Big Picture: NAEP Results The Current State of Literacy The Current State of Literacy Why? • About 15% of students drop out of school among which over 75% report • Two reasons: difficulties in learning to read • A. Environmental Reasons • Only 2% of students receiving special or compensatory education for difficulties learning to read will complete a four-year college program • B. Instructional Reasons • At least half of the adolescents with criminal problems and history of substance abuse have reading problems • A student who can't read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer. • Only 29% of Oklahoma’s 4 th graders were at or above proficient in the NAEP Reading scores in 2015 (US 36%)

Environmental Reasons Instructional Reasons • Oral language Development (Hart & Risley, 1995). This is a very interesting study • Carroll (1963): High percentage of schoolchildren fail to acquire literacy skills • Age 3- after 8 months, welfare: 10 million/500, middle class: 20 million/700, when the classroom instruction is ineffective or insufficient professionals: 30 million/1100 • Linguistically “poor” first graders knew 5,000 words; linguistically “rich” knew 20,000 • Calfee (1983): Majority of the children with a reading disability represent an words (Moats, 2001). instructional dysfunction rather than a constitutional disability • Other reasons include • Poor instruction resulting in poor reading performance is especially true at the • Number of books available at home (Chiu & McBride-Chang, 2006) early primary grades. • Parents reading to children (Feitelson, 1964); ] • Enjoyment of reading (Chiu & McBride-Chang, 2006) • Juel (1988): Children who read poorly at the end of the first grade were likely • Gender Differences (Chiu & McBride-Chang, 2006) to remain poor readers at the end of the fourth grade. • Chui & McBride-Chang examined the availability of books, parents reading to children, and gender gap in 43 countries and found that children who came from families who • Similar findings were found by Shaywitz et al. (1993): 74% of reading disabled in the third owned over 100 books were better readers. This does not mean that if we buy every grade continue to exhibit reading and spelling problems even at the ninth grade level. family 100 books, children will automatically learn to read. • Genetics Simple View of Reading Dyslexia D x LC = RC Hyperlexia Decoding Listening Reading Comprehension Comprehension

The Brain’s Role… A knowledgeable teacher makes the • Parieto-temporal area: decoding biggest difference! (letter à sound à word) • Occipito-temporal area: identifies words by sight (constantly building a ‘bank’ of sight words) • stores information about how a word looks, sounds, and the meaning • Broca’s area-organization, production, manipulation of speech/language • Research shows that RBRI can change brain activity in struggling readers (and assist in use of areas in back of brain)

National Reading Panel (2000): Essential What is the answer? components • Scientifically based reading instruction: tells us how and why • Phonemic Awareness something works. • Phonics • Effective teaching methods and instructional strategies based upon • Fluency research • Vocabulary • Direct , Explicit, and Systematic instruction • Comprehension • Multisensory Instruction (VAK) Spelling and writing: reciprocal relationship Ehri’s Phases of Reading Development How many misconceptions do you have? True/False Pre-Alphabetic (according to Moats’ Teaching Reading is Rocket Science ) • First phase: Recognizing Words based on their shape/sight (McDonald’s, Chick- Fil-A, Target) • (1) Teachers should use memorization, picture cues, and contextual Partial Alphabetic guessing for teaching word recognition, • Know some letters and some sounds (every word with a ‘d’ is dog or dad) • (2) Teacher modeling and think-alouds should be the primary content Memorization in comprehension instruction; Full Alphabetic Pictures Context Clues • Know the letters and sounds • (3) Phonics and phonemic awareness are the same; • Unlocked the key to reading! • Reading may be slow and laborious – lots of practice and instruction needed • (4) Teachers should rely on leveled books and trade books to organize phonics instruction; Consolidated Alphabetic •Students read with more automaticity and comprehension •Remember word patterns and syllable types, and other units to help them read unknown words. •Sight word knowledge increases Automatic Phase • Goal for all students

4 th grade slump…. WHY?? • Students become over-reliant on recognizing words by sight, by analogy (word families), and using context • Learning to read becomes reading to learn • 3 rd /4 th grade they begin to encounter new vocabulary Understanding Terms Related to Reading Phonological/phonemic awareness è speech sounds Phonics /m/ Letter(s) to sound connection (Grapheme <-> Phoneme)

95 Percent Group, Inc. (2005) Phoneme Manipulation v What is the first sound in man? v What is the word if I add /s/ in front of “eye” ? v What is park without the /p/ ? Complex Deletion v Which word doesn’t belong? Addition truck, trailer, car Substitution Segmentation Blending Rhyming and Simple Identity Alliteration Isolation Categorization 95 Percent Group, Inc. (2005) Quick Review: You Try… v The word is cat . Change /k/ to /h/. What’s How is your phonemic awareness??? Knowledge of graphemes??? the new word? Segment the sounds, then Write a word with the v How many sounds are in pat and what blend them backwards following number of are they? phonemes and letters: cat à tack Complex v What is the first sound in Deletion tin, tall, and toy? • 4 letters, 3 phonemes • ace Addition Substitution • 5 letters, 2 phonemes • rail Segmentation • patch • 3 letters, 4 phonemes Blending Simple Identity Isolation Categorization

PA Instruction, continued. PA Instruction, continued. • Sequence phonological skills from easiest to more difficult. • Sources for phonological/phonemic awareness activities: Consider these factors: • Larger units of sound are easier than smaller units • Florida Center for Reading Research (www.fcrr.org) • Fewer units of sound are easier than more • Reading Rockets (www.readingrockets.org) • position of the sound within a word (F, L, M, blends) • whether the sound is a continuous or clipped sound • University of Oregon – Big Ideas in Teaching Reading • make the process more concrete http://reading.uoregon.edu/ • ex. Elkonin boxes, race cars, cheerios, choosing between two objects rather than coming up with their own examples Understanding Terms Related to Phonemic Phonics & Research Awareness and Phonics • Skilled readers read words by processing virtually every letter in every word (Adams, VOWEL? 1990) Vowels are open and voiced. • Not by: CONSONANT? • shape of the word The sound is blocked, or partially blocked, by the tongue, teeth, or lips. • relying on context cues to “guess” SYLLABLE? A syllable is a word or part of a word made with one opening of the mouth. A syllable has one vowel sound.