STUDYING THE EFFECTS OF TEXTS ON THE FLUENCY OF CHALLENGED READERS Elfrieda H. Hiebert University of Michigan
FOUR COMPONENTS OF PRESENTATION: • The TExT model & fluency of challenged and beginning readers • Analysis of the texts on which NRP based their conclusions on fluency using the TExT model • The design of texts to promote fluency based on the TExT model • Evidence for the effects of TExT-based texts on the fluency of challenged readers
FOUR COMPONENTS OF PRESENTATION : The TExT model & fluency of challenged and beginning readers • State mandates of California and Texas have meant massive changes in some features of beginning reading texts (I.e., literature and decodable texts) but no attention to variables such as cognitive load • Characteristics of texts such as cognitive load (especially number of multisyllabic words that appear a single time) influence development of fluency
The TExT Framework TExT: Text Elements by Task • Texts provide linguistic information that needs to be recognized/learned – High-frequency words - Decodable words – Multisyllabic words • The pace of introducing new linguistic information and the repetition of existing linguistic information makes demands on students’ cognitive processing – Unique words per 100 – Repetitions per new, unique words – Singletons (especially of multisyllabic, rare words)
WHAT’S THE CRITICAL LINGUISTIC CONTENT? • Through analyses of tests, core word recognition expectations at end-of-year have been established. A grade-level curriculum accounts for at least 85% of the words on a majority of prominent assessments.
CRITICAL LINGUISTIC CONTENT •End of Grade 1: 300 • Words that fit inside the most-frequent words and target curriculum monosyllabic words with • Words beyond the simple and long vowel target curriculum patterns. •End of Grade 3: 1,000 most-frequent words (Carroll et al. & Zeno et al.) and any vowel pattern in a monosyllabic word
FOUR COMPONENTS OF PRESENTATION: • The TExT model & fluency of challenged and beginning readers • ANALYSIS OF THE TEXTS ON WHICH NRP BASED THEIR CONCLUSIONS ON FLUENCY USING THE TEXT MODEL
REVIEW: NRP FLUENCY STUDIES TEXT TYPES STUDIES IN STUDIES IN NRP DATA- NRP META- BASE (#) ANALYSIS •Basals (pre-1990) •24 •8 •Skill series (e.g., Barnell Loft •9 •0 Multiple/Specific Skill Series) •High-interest, low- •4 •2 vocabulary stories (e.g., I can read series) •Literature •9 •3 •Unspecified texts •2 •0
LITERATURE STUDIES IN META-ANALYSIS STUDIES Speed Accu- Comp Voca Study racy Conditions •Eldredge NS NS + + •Es specified (1990) literature; Cs literature unspecified & no T time •Eldredge - + + + •Cs had 33% et al. (1996) T time of Es •Miller et NS NS + NS •Parents al. (1986) reading aloud with children; not repeated
HOUGHTON HIGH/INTEREST, HOUGHTON MIFFLIN (1979) LOW-VOCABULARY MIFFLIN (2003) TWO WEEKS OLD Born to Rope Hill of Fire AND ON HIS OWN Once there was a My name is Anthony The little mouse farmer who lived in Reynoso. I'm named was only two week after my father, who is Mexico. He lived in old. He knew holding the white horse, a little village, in a nothing about life. and my grandfather, house which had only He didn’t know who is holding the one room. how to search for dappled horse. We all The farmer was not food, hide from his rope and ride Mexican happy. “Nothing ever enemies, or find Rodeo style on my happens,” he said. shelter from wind grandfather's ranch The people in the and water. He outside of Phoenix, village thought the didn’t even know Arizona. farmer was foolish. that he had As soon as I could “We have everything enemies. stand, my dad gave me we need,” they said. a rope.
CORE VOCABULARY: 1979 & 2003 (UNIQUE WORDS PER 100 WORDS OF TEXT) 40 30 20 10 1979 HI/LV 2003A 2003B Gr. 3 Curr Beyond Gr.3
FOUR COMPONENTS OF PRESENTATION: • The TExT model & fluency of challenged and beginning readers • Analysis of the texts on which NRP based their conclusions on fluency using the TExT model • THE DESIGN OF TEXTS TO PROMOTE FLUENCY BASED ON THE TEXT MODEL
THE DESIGN OF TEXTS TO PROMOTE FLUENCY BASED ON THE TEXT MODEL • Why design, not identification, of texts?
THE DESIGN OF TEXTS BASED ON THE TExT MODEL COGNITIVE FEATURES - Support cognitive processes through instructional design: -5 texts per topic -Address topics from social studies and science topics
SECOND-GRADE FLUENCY/CONCEPT CURRICULUM LIFE SCIENCE EARTH SCIENCE PHYSICAL SCIENCE Do Animals Talk? Weather Magnets Insects Water and Us FORCES AROUND US Trees Rocks Thinking Like a Scientist CIVICS GEOGRAPHY/ HISTORY National Symbols ECONOMICS Children’s Games Transportation Then Being a Citizen Maps and Now Brave Americans Money Life in Colonial Jobs Around Us America
THE DESIGN OF TEXTS BASED ON THE TExT MODEL COGNITIVE FEATURES LINGUISTIC FEATURES - Support cognitive -Have 98% of words fall processes through into core vocabulary instructional design: --why 98%? -5 texts per topic -2% of words are critical -Address topics from words--and these are social studies and always repeated science topics - Support “metacognitive awareness” of rate of reading through length of texts -Decrease # unique words per 100
Working and Playing Push or Pull You and your friends are playing You and your friends are with toy cars. Whenever you playing with a wagon. One of move a toy car, we say that work your friends gets into the wagon happened. Work happens and asks you to move it. How whenever a force is used to can you make the wagon move something. move? You can push the wagon or you can pull the If you use a lot of force to move wagon. When you push or pull something a long way, you are the wagon, you use force. By doing a lot of work. It's more work using force, you can move the to move a box of toy cars than wagon from place to place. just one toy car. Even when you are playing, you are doing work! What if your friend asks you to make the wagon go faster? If you push a real car but it does Use more force! If your friend is not move, you will not be doing small, it will not take very much work. Why? The force you use is force to go faster. But if your too small to move the car. A friend is big, it will take a lot force has to move something to more force to go faster. do work.
Up and Down Energy and Work Can you jump ten feet high? When you take out the trash you Why not? You can't jump ten do work. When you ride your bike feet high because of gravity. you are doing work. When you Gravity is the force that pulls you write a story you do work. Work back down when you try to happens when you use a force to jump up. make something move. But how does the force move something Can you toss a ball ten feet and do the work? high? You probably can. It does not take much force to You can do work because you toss a ball that far because a have energy. Energy is what it ball does not have much mass. takes to do work. If you do a lot of You have more mass than a ball work, it takes a lot of energy. If so it would take more force for you do just a little work, you don't you to jump ten feet high than it use much energy. would to toss a ball ten feet You get energy from food. Cars high. Moving an object against get energy from gas. If there is the force of gravity takes a lot of energy, work can be done. energy.
Smooth and Rough If you have ever tried to move an object like a heavy chair, you know about friction. The heavy chair is hard to drag over something rough like a rug. The chair does not move easily because it rubs against the rug. The force needed to drag one thing over another is called friction. The heavy chair is easy to move over a slick floor. That's because there is less friction between objects and smooth surfaces like the slick floor than between objects and rough surfaces like the rug. Friction causes heat. Rub your hands together very fast. You should feel heat. The heat is caused by friction between your hands.
Text with Grade 3 Vocabulary What Is a Hurricane? Tracking Hurricanes People need to know when a Hurricanes are storms that start at hurricane is coming. Weather sea. As the Sun beats down on scientists help people by keeping the sea, the water gets hot. The track of hurricanes with computers. hot water starts to evaporate. Using computers helps weather Evaporate means to turn water scientists know when a hurricane into clouds. has started out at sea. Computers As the clouds get big with can measure how fast the wind is evaporated water, the air around blowing. Computers can also help the clouds can start to move very people know if the hurricane is fast. When the winds are moving moving toward land. at 74 miles per hour or more, the Hurricanes can last five to six days. Yet storm is called a hurricane. hurricanes do not stay over land for Many hurricanes never reach land. five to six days. When a hurricane Yet when a hurricane does reach moves over land, the rain in the land, the winds are so strong they clouds starts to fall. The wind starts can blow the roof off of a house. to slow down. Soon, the hurricane is Hurricane winds also can make over. However, there can be lots to big waves that cause floods. clean up after a hurricane.
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