More Words = More Words = More Fluency: More Fluency: Reading - PowerPoint PPT Presentation

More Words = More Words = More Fluency: More Fluency: Reading Reading Interventions Interventions for California for California Classrooms Classrooms Elfrieda H. H. Hiebert Hiebert Elfrieda University of University of California, Berkeley California, Berkeley Hiebert, UC-Berkeley, CRA (2004)

Fluency Interventions for Fluency Interventions for California Classrooms California Classrooms 1. The problem 2. The solution (The 3 Ts): •Texts •Time •Techniques 3. The application in CA classrooms Hiebert, UC-Berkeley, CRA (2004)

The Words that Make up School Texts The Words that Make up School Texts 5 4 3 0-2 Hiebert, UC-Berkeley, CRA (2004) Zeno et al 1995

20 words a day = 1.4 million words 25 1,600,000 1,400,000 20 1,200,000 90 15 70 1,000,000 50 800,000 30 10 600,000 10 400,000 5 200,000 0 0 Minutes per day Words in books Hiebert, UC-Berkeley, CRA (2004) Anderson et al. (1988)

The 3 Ts: Time The 3 Ts: Time • 15 to 20 minutes daily over 20- week intervention = .35+ words per week beyond typical gains Hiebert, UC-Berkeley, CRA (2004)

How much growth is needed to change the trajectory? How much growth is needed to change the trajectory? 1.8 1.6 1.4 1.2 1 0.8 0.6 0.4 0.2 0 Gr. 2 Gr. 3 Gr. 4 Typical growth 25P:Intervention 50P:Intervention Hiebert, UC-Berkeley, CRA (2004)

Typical Fluency Growth Typical Fluency Growth 180 160 140 x 120 x 100 80 60 40 20 0 Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Natl. Norms:25P Natl Norms: 50P Inter: 25P Inter: 50P Hasbrouck & Tindal, 1992 Hiebert, UC-Berkeley, CRA (2004)

Fluency Interventions for Fluency Interventions for California Classrooms California Classrooms 1. The problem 2. The solution (The 3 Ts): •Texts •Time •Techniques 3. The application in CA classrooms Hiebert, UC-Berkeley, CRA (2004)

The 3 Ts: Techniques • Guided reading: A proficient reader who models reading and supports students’ attention to the text • Repeated reading: --independent supported reading --partner reading --choral reading --echo reading Hiebert, UC-Berkeley, CRA (2004)

The 3 Ts: Techniques Hiebert, UC-Berkeley, CRA (2004)

The Application in CA Classrooms The Application in CA Classrooms 1. Texts, Time, & Techniques in 1st- grade classrooms 2. Texts, Time, & Techniques in 2nd-grade classrooms 3. Texts, Time, & Techniques in YOUR classroom Hiebert, UC-Berkeley, CRA (2004)

1st Grade: A Small Gap Widens 1st Grade: A Small Gap Widens 120 100 10 80 25 60 50 75 40 90 20 0 1.2 1.3 Hiebert, UC-Berkeley, CRA (2004)

1st Gr Gr. Study: . Study: Hiebert Hiebert & Fisher (2004) & Fisher (2004) 1st •Project teachers each Project teachers each • •64 English Language • 64 English Language taught 2 groups from taught 2 groups from Learners were Learners were the same class (SC Text; the same class (SC Text; randomly assigned to randomly assigned to MC Text) MC Text) one of three groups: one of three groups: •Project teachers met with Project teachers met with • children in groups of 3 children in groups of 3 Single-Criterion Text, Single-Criterion Text, for 24 30-minute for 24 30-minute Multiple-Criterion Multiple-Criterion sessions (=12 hours of sessions (=12 hours of Text, and Control Text, and Control instruction) instruction) Hiebert, UC-Berkeley, CRA (2004)

1. Text 1. Text Single-Criterion Single-Criterion JAN AND JACK BRAD'S RAM JAN AND JACK BRAD'S RAM Jan packed Jack's Jan packed Jack's Brad is a trim man. Brad is a trim man. snack. snack. Brad's trim hat fits Brad's trim hat fits Jan put his snack in Jan put his snack in him. him. a jug. a jug. Brad has a fat ram. Brad has a fat ram. Jan tossed the jug in Jan tossed the jug in Brad's ram spins Brad's ram spins Jack's backpack. Jack's backpack. Jan jogged up hills. Jan jogged up hills. And nabs his hat. And nabs his hat. Hiebert, UC-Berkeley, CRA (2004)

Multiple-Criterion Multiple-Criterion Text Text Texts are shown by permission of NEARStar/PREL Hiebert, UC-Berkeley, CRA (2004)

2. Time (CA 1st Gr. Study) 300 250 200 150 100 50 0 State Adoption Intervention State Adoption Intervention Hiebert, UC-Berkeley, CRA (2004)

3. Techniques: Techniques: 3. •Each book was Each book was • read/reread read/reread at least 4 at least 4 times times Hiebert, UC-Berkeley, CRA (2004)

1st Graders 1st Graders’ ’ Growth Growth (12 hours (12 hours of of instruction) instruction) 4 3 Meaning/ Decodable/ High- Frequency with Repeated/ 2 Guided Decodable Reading with Repeated/ Guided Reading 1 Decodable without Repeated/ Guided Reading 0 WCPM Gain per Week Hiebert, UC-Berkeley, CRA (2004)

CA Project 2: Hiebert (in press) 1. Texts Used with permission of Used with permission of Pearson Learning Group Pearson Learning Group Hiebert, UC-Berkeley, CRA (2004)

2. Time 300 250 200 150 100 50 0 State Adoption Intervention State Adoption Intervention Hiebert, UC-Berkeley, CRA (2004)

3. Techniques Hiebert, UC-Berkeley, CRA (2004)

CA 2nd Gr. Project: Closing the Gap 80 70 60 50 40 30 20 10 0 Nov. Jan. March May FORI 10P 25P Hiebert, UC-Berkeley, CRA (2004)

CA Project #3: YOUR CLASSROOM CA Project #3: YOUR CLASSROOM 1. Finding Texts 1. Finding Texts •Science textbooks • Some decodables • Some leveled books • Some selections in basal anthologies and/ or parts of selections in basal anthologies Hiebert, UC-Berkeley, CRA (2004)

Information at: Information at: www.textproject textproject.org .org www. Hiebert, UC-Berkeley, CRA (2004)