Technology Technology Marilyn Jager Jager Adams Adams Marilyn - PowerPoint PPT Presentation

Technology Technology Marilyn Jager Jager Adams Adams Marilyn Chief Scientist, Chief Scientist, Soliloquy Learning Soliloquy Learning Visiting Professor Visiting Professor Cognitive & Linguistic Sciences Cognitive & Linguistic Sciences Brown University Brown University May 13, 2007 May 13, 2007 Opportunity to Read Opportunity to Read IRA IRA Toronto, Ontario, Canada Toronto, Ontario, Canada

Fourth Grader’ ’s Reading Levels s Reading Levels Fourth Grader 1992 National Assessment 1992 National Assessment of Educational Progress (NAEP) of Educational Progress (NAEP) 50 % 43 % 43 45 40 of Students Students Grade 35 Level 30 25 Percent of Percent 20 15 10 5 0 Below Basic Below Basic Basic Basic Proficient Proficient Advanced Advanced marilyn@SoliloquyLearning.com

How are we doing? doing? How are we

Fourth Graders' Reading Levels Fourth Graders' Reading Levels 1992 vs vs. 2005 NAEP . 2005 NAEP 1992 45 1992 40 2005 35 Percent of Students 30 25 20 15 10 5 0 Below Basic Basic Proficient Advanced Achievement Levels marilyn@SoliloquyLearning.com

What else? What else? marilyn@SoliloquyLearning.com

Skill Percentiles vs vs. . FCAT Levels Skill Percentiles FCAT Levels FCAT Level Skills (Independent Measures) 1 2 3 4 5 Fluency 6 32 78 87 93 Grade 3 Phonemic Decoding 25 45 59 74 91 Verbal Know. & Reasoning 42 59 72 91 98 Fluency 7 25 45 82 95 Grade 7 Phonemic Decoding 27 53 63 74 84 Verbal Know. & Reasoning 34 45 64 88 93 Fluency 8 30 68 87 93 Grade 11 Phonemic Decoding 18 27 45 56 72 Verbal Know. & Reasoning 30 58 66 84 89 Schatschneider, C., Buck. J., Torgesen, J, Wagner, R., Hecht, S., Powell-Smith, (2005). A Multivariate Study of Individual Differences in Performance on the Reading Portion of the Florida Comprehensive Assessment Test: A Preliminary Report. Tallahassee, FL: FCRR. marilyn@SoliloquyLearning.com

The Costs of Poor Fluency The Costs of Poor Fluency Poor Comprehension Poor Comprehension   Limited Learning Limited Learning   Disinclination to read Disinclination to read   Less text read despite despite Less text read   time or effort time or effort marilyn@SoliloquyLearning.com

What is the major underlying major underlying What is the source of poor reading fluency? source of poor reading fluency? Students lack ……… ………. . Students lack Decoding Automaticity Decoding Automaticity Laberge & Samuels, 1979 & Samuels, 1979 Laberge

Decoding Automaticity is the is the major underlying major underlying Decoding Automaticity source of poor reading fluency source of poor reading fluency But which one do they lack? But which one do they lack? or or Automaticity Automaticity Decoding Decoding ???? ???? ???? ????

One day Bob took a trip to the zoo. First he went to the great big lion house. He was a little frightened when the lions began to roar. The cages were clean, but the lions didn’t seem to like them because they kept walking up and down, roaring and switching their tails. On the way out of the park, Bob stopped to watch the other animals. He saw a black wolf and a red fox in their cages. The keeper was feeding the wolf from a pail of food. The keeper didn’t enter the cage, but she pushed the food through the bars to the wolf. 30th percentile. G2 80th percentile. G2 Level 2.8, Level 2.8, Word Count=107 Word Count=107 marilyn@SoliloquyLearning.com

Decoding Automaticity is the is the major underlying major underlying Decoding Automaticity source of poor reading fluency source of poor reading fluency Which one do they lack most? Which one do they lack most? or or Decoding Automaticity Decoding Automaticity

Explaining Fluency Explaining Fluency Analysis of Fifth Graders’ ’ Fluency Fluency Analysis of Fifth Graders Torgesen & Hudson, 2006 & Hudson, 2006 Torgesen Factor Variance Factor Variance Sight Word Efficiency 67% Sight Word Efficiency 67% Vocabulary 6% Vocabulary 6% NonWord (Decoding) (Decoding) NonWord 1% 1% Efficiency Efficiency Torgesen, J. K., & Hudson, R. F. (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels & A. Farstrup (Eds.), Reading fluency: The forgotten dimension of reading success . Newark, DE: International Reading Association. marilyn@SoliloquyLearning.com

How are Sight Words Acquired? Sight Words Acquired? How are marilyn@SoliloquyLearning.com

Learning Sight Words Learning Sight Words Provided: • The student has working knowledge of phonics • S/he bothers to figure out the word when it first arises • The word is in her/his vocabulary It will become a sight word in 3-6 encounters. marilyn@SoliloquyLearning.com

Learning Sight Words Learning Sight Words In order to learn new sight words, students must: • Read !!! • Attend to new words !!! • Know the word’s meaning. marilyn@SoliloquyLearning.com

Explaining Fluency Explaining Fluency Is it Decoding Automaticity Automaticity ? ? Is it Decoding As Proficiency grows, As Proficiency grows, Vocabulary Vocabulary overtakes overtakes Analysis of Fifth Graders’ ’ Fluency Fluency Analysis of Fifth Graders Sight Words . Sight Words . Torgesen & Hudson, 2006 & Hudson, 2006 Torgesen Factor Variance Factor Variance Sight Word Efficiency 67% Sight Word Efficiency 67% Vocabulary 6% Vocabulary 6% NonWord Efficiency Efficiency 1% NonWord 1% Torgesen, J. K., & Hudson, R. F. (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels & A. Farstrup (Eds.), Reading fluency: The forgotten dimension of reading success . Newark, DE: International Reading Association. marilyn@SoliloquyLearning.com

How is vocabulary best learned? How is vocabulary best learned?

Definitions Definitions Students’ Sentences Dictionary Definitions correlate . 1. be related one to the Me and my parents correlate other: The diameter and the because without them I wouldn’t circumference of a circle correlate. be here. 2. put into relation. I was meticulous about falling off meticulous . very careful or too particular about small details. the cliff. redress . 1. set right; repair; remedy: The redress for getting well when King Arthur tried to redress you’re sick is to stay in bed. wrongs in his kingdom. Miller, G., & Gildea, P. (1987). How children learn words. Scientific American, 27 , 94-99. marilyn@SoliloquyLearning.com

Vocabulary Growth Depends on Reading Vocabulary Growth Depends on Reading Rare Words per 1000 Printed Texts Scientific articles 128 Newspapers 68 Written Magazines Magazines 66 Adult books books 53 Comic books 54 Children’s trade books 31 Preschool books 16 TV Adult Prime Time 23 Children’s Prime Time 20 Spoken Cartoons 31 Mr. Rogers, Sesame Street 2 Adults Speaking to Adults College graduates to friends 17 Expert Witness testimony 28 Cunningham & Stanovich. (1998 ) What reading does for marilyn@SoliloquyLearning.com the mind. American Educator, Spring/Summer, pp. 8-15.

Spoken vs vs. Written Vocabulary . Written Vocabulary Spoken  Only 4000 different words account for about 96% of Spoken Language.  The number of different words in popular, contemporary print is at least 500,000.  Conversational levels of vocabulary limit readers to a reading level equivalent of Grade 4 or below. marilyn@SoliloquyLearning.com

Fostering Vocabulary Fostering Vocabulary Which words should we teach (or Which words should we teach (or test), and in what order? test), and in what order?

American Heritage American Heritage Sample of School Children’ ’s print s print Sample of School Children (Carroll, Richman, & Davies,1971) (Carroll, Richman, & Davies,1971) Total number of tokens Total number of tokens 5,088,721 5,088,721 sampled sampled Total number of types Total number of types comprising… … comprising 50% of sample 109 50% of sample 109 75% of sample 1000 75% of sample 1000 80% of sample 2000 80% of sample 2000 85% 85% of sample of sample 3000 3000 90% of sample 5000 90% of sample 5000 100% of sample 86,741 100% of sample 86,741 • Total # sampled words (Tokens) 5,088,721 • Estimated Total number of Types 609,000 marilyn@SoliloquyLearning.com

If only we had a big enough sample… …. . If only we had a big enough sample Frequency per Million Rank Frequency of Words

British National Corpus = 100,000,000 Words British National Corpus = 100,000,000 Words Number of Unique Words per Frequency Number of Unique Words per Frequency 2600 2400 Things we 2200 2000 Adjective write about Number of Unique Words 1800 Adverb Noun 1600 Verb 1400 Words we 1200 1000 write with 800 600 400 200 0 100 96 92 88 84 80 76 72 68 64 60 56 52 48 44 40 36 32 28 24 20 16 12 8 4 Frequency per Million Words of Running Text (Freq/100, Freq > 10000 = 100) marilyn@SoliloquyLearning.com

What Level Text should be Read should be Read What Level Text to Learn New New to Learn Sight Words Sight Words and and Vocabulary Vocabulary? ?  Independent Independent   Instructional Instructional   Frustration Frustration  marilyn@SoliloquyLearning.com