Reading and Vocabulary Project Launch: Key Findings and Current Plans Laura Shapiro 1 Jessie Ricketts 2 Sanne van der Kleij 1 Adrian Burgess 1 1 Aston University 2 Royal Holloway University of London @LaShaps1 @ricketts_lara
Plan for today 11.00 – 11.15 Welcome and introductions 11.15 – 11.45 Key findings and current plans iStockphoto: Chelnok Aston Literacy Project (ALP), Dr. Laura Shapiro Vocabulary and Reading in Secondary Schools (VaRiSS), Dr. Jessie Ricketts Reading and Vocabulary (RAV), Dr. Laura Shapiro 11.45 – 12.30 Discussion and feedback Megan Dixon, the primary context Alex Quigley, the secondary context 12.30 – 2.00 Buffet lunch and informal discussions
Project updates Key Findings from the Aston Literacy Project (ESRC funded project, with Anna Cunningham, Caroline Witton, Joel Talcott, Adrian Burgess) Key Findings from the VaRiSS project (ESRC funded project, with Nicola Dawson, Charles Hulme, Arne Lervåg) Introducing the Reading and Vocabulary Project (Nuffield Foundation funded project, with Jessie Ricketts, Sanne van der Kleij and Adrian Burgess)
Aston Literacy Project (ALP) http://www.aston.ac.uk/alp/ Plus additional sample in Year 2 (2012) n = 570
Aston Literacy Project (ALP) 1. What are the most crucial skills children need to learn to read? 2. How has phonics teaching influenced children’s reading?
Early reading = learning to “decode” words Ehri, L. C. (2008). Scientific Studies of Reading, 9(2) . Share, D. L. (1995). Cognition, 55.
Early reading = learning to “decode” words Each time a child “decodes” a word, they strengthen their knowledge of print-sound mappings …and eventually develop fast access from print to meaning Ehri, L. C. (2008). Scientific Studies of Reading, 9(2) . Share, D. L. (1995). Cognition, 55.
Aston Literacy Project (ALP) 1. What are the most crucial skills children need to learn to read? 2. How has phonics teaching influenced children’s reading?
Crucial skills for reading What is the first sound in “bat”? Cunningham, A.J., Witton, C., Talcott, J.B., Burgess, A.P., & Shapiro, L.R. (2015). Deconstructing phonological tasks: The contribution of stimulus and response type to the prediction of early decoding skills, Cognition, 143 , pp. 178-186.
Crucial skills for reading Segmenting skills Linguistic skills Verbal skills Cunningham, A.J., Witton, C., Talcott, J.B., Burgess, A.P., & Shapiro, L.R. (2015). Deconstructing phonological tasks: The contribution of stimulus and response type to the prediction of early decoding skills, Cognition, 143 , pp. 178-186.
Crucial skills for reading: Implications for teaching In pre-school and early primary, promote activities that involve phoneme segmentation … out loud Picture matching OK as long as child says the word, and segments it out loud Ideal activity: segmenting words and blending sounds Stuart, M,& Stainthorp, R. (2015). Reading development and Teaching. London: Sage https://uk.sagepub.com/en-gb/eur/reading-development-and-teaching/book237999
Aston Literacy Project (ALP) 1. What are the most crucial skills children need to learn to read? 2. How has phonics teaching influenced children’s reading?
Phonics teaching The phonics screening check was introduced in 2012 (when ALP pupils were in Reception). Schools ‘sharpened up’ phonics teaching (more systematic) All ALP schools taught systematic synthetic phonics (either Letters and Sounds or Read Write Inc.) ALP sample, suburbs of Birmingham: 25% disadvantaged pupils (from 0 - 66% per school) 10% English Additional Language
Phonics teaching How do ALP pupils perform on standardised tests of reading (compared to a normative sample prior to phonics screener)? Nonword reading (words that must be decoded- direct test of phonics teaching) Exception word reading (words that cannot be fully decoded- tests lexical-semantic processes)
Standard scores: expected distribution Average = 100
Standard scores: expected distribution Average = 100
Year 4: reading accuracy Average = 107 Average = 104 Forum for Research in Literacy and Language (2012). Diagnostic test of word reading processes (DTWRP). GL Assessment.
Year 5: reading efficiency Average = 105 Average = 99 Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2011). TOWRE-2: Test of Word Reading Efficiency. Pearson Clinical.
Phonics teaching Long term advantage on nonword reading (directly tests decoding) Lower than expected numbers of children with difficulties Perform at expected-levels on exception word reading (tests lexical- semantic processes: words that cannot be fully decoded)
Aston Literacy Project: Summary Promoting segmentation skills will prepare children for phonics We can raise basic reading attainments through systematic synthetic phonics teaching But we could do more: Continue to support basic reading skills in late primary and beyond Consider how to support exception word reading (linked to vocabulary, and amount of reading practice!)
Aston Literacy Project: Summary Promoting segmentation skills will prepare children for phonics We can raise basic reading attainments through systematic synthetic phonics teaching But we could do more: Continue to support basic reading skills in late primary and beyond Consider how to support exception word reading (linked to vocabulary, and amount of reading practice!)
Plan Key Findings from the Aston Literacy Project (ESRC project, with Anna Cunningham, Caroline Witton, Joel Talcott, Adrian Burgess) Key Findings from the VaRiSS project (ESRC project, with Nicola Dawson, Charles Hulme, Arne Lervåg) Introducing the Reading and Vocabulary Project (Nuffield Foundation funded project, with Jessie Ricketts, Sanne van der Kleij and Adrian Burgess)
Oral language and reading The Simple View of Reading Oral language processes: Vocabulary is particularly important Oxford Language Report (2018) Teacher views Vocabulary is a barrier for many Word gap is increasing We need more support, especially in upper primary and secondary oxford.ly/wordgap
Vocabulary and Reading in Secondary School VaRiSS project Little is known about oral vocabulary and reading progress in secondary school Accessing the secondary (and primary) curriculum Expectations of independence: ‘ reading to learn ’ Exam performance Downplayed in the upper primary (KS2) and secondary curriculum (other aspects of language and literacy are also important)
Vocabulary and Reading in Secondary School vocabulary reading Do we see reciprocal relationships between vocabulary and reading comprehension in adolescence? Childhood (Verhoeven et al., 2011 but see Quinn et al., 2015) Only one study in adolescence (Reynolds & Turek, 2012) Vocabulary → reading comprehension
Development: three separable processes First longitudinal study tracking progress within adolescence Growth: Is there progress over time? Stability: Does pecking order stay the same over time (Bornstein et al., 2014) ? Spread: Is there evidence for Matthew effects? Compensation?
Design and participants 2013-2014 2014-2015 2015-2016 unselected Phase 1 Phase 2 Phase 3 12.01 yrs (.33) 13.07 yrs (.34) 14.01 yrs (.33) N = 208 N = 195 N = 186 48.6% girls 49.7% girls 48.4%
Measures Oral vocabulary (two measures) • Receptive, expressive, depth, breadth what does summer mean? Word-level reading (six measures) • Nonwords, regular words, irregular words, accuracy, efficiency Reading comprehension (four measures) • Individual differences, reliability pump, chicken cough, cello delk, seldent
Word reading (accuracy) average bottom 10-20% Age-appropriate performance on average: M ≈ 100, SD ≈ 15 • Significant growth (small but functionally relevant?) • Very high stability • Gap narrows
Reading comprehension average: (6 – 8/13 questions correct) bottom 10-20% Age-appropriate performance on average: M ≈ 100, SD ≈ 15 • Significant growth (small but functionally relevant?) • Very high stability • Gap narrows
Oral vocabulary WASI bottom 10-20% BPVS • Significant growth (small but functionally relevant?) • Very high stability • Gap narrows
Relationship between vocabulary and reading vocabulary reading
Relationship between vocabulary and reading reading vocabulary comprehension no
Relationship between vocabulary and reading reading vocabulary comprehension no
Relationship between vocabulary and reading vocabulary reading comprehension
Summary Poorest performing 10-20%: • not exceeding levels of the average 9 year old (but 12 – 14 years) • can‘t assume they can access the curriculum, will constrain outcomes Significant growth • small in real terms but may be functionally important • clearly learning new information (e.g. subject-specific vocab) High stability: rank order also preserved Evidence of compensation: narrowing of gaps (but not closing) Vocabulary and reading comprehension inextricably linked
Plan Key Findings from the Aston Literacy Project (ESRC project, with Anna Cunningham, Caroline Witton, Joel Talcott, Adrian Burgess) Key Findings from the VaRiSS project (ESRC project, with Nicola Dawson, Charles Hulme, Arne Lervåg) Introducing the Reading and Vocabulary Project (Nuffield Foundation funded project, with Jessie Ricketts, Sanne van der Kleij and Adrian Burgess)
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