WHEN OLDER KIDS Who needs help? CANT READ Why do they need help? - PDF document

6/30/2014 Critical Questions WHEN OLDER KIDS Who needs help? • CAN’T READ Why do they need help? • Louisa Moats, Ed.D. What kind of help do they need? • Texas Dyslexia Conference Is the help helping? 2014 • If not, what needs to be changed? • Who Are We Concerned About? What’s Unique about Middle and High School Poor Readers? 60 • History of failure and frustration • 11-17 % of students are 50 dyslexic dyslexic • Hopelessness and lack of trust in own 40 ability to succeed in academics 30 below • 24% are “below basic” in basic • Maladaptive habits (e.g., reliance on reading nationally 20 high (NAEP) at 8 th grade guessing, faking, avoiding) poverty 10 • High value placed on peer interaction 0 • 60 % or more of high % Affected • New awareness of larger world and the poverty kids are poor readers future, coupled with knowledge deficit 3 Cumulative Deficits in Language Exposure Texts are More Difficult After Grade 5 A student at the 10 th percentile reads • Students are expected to learn at least 3,000 new word about 60,000 words a meanings per year from reading and direct instruction, year in 5 th grade just to keep up • Words are topic-specific and low-frequency A student at the 50 th • More background knowledge is required to make percentile reads inferences and construct the meaning of the whole text about 900,000words a year in 5 th grade • Sentences are longer, more complex, and contain more ideas Average students • Stamina and persistence are expected; meaning is receive about 15 constructed over longer segments of text times as much practice in a year 1

6/30/2014 The Reading Rope Multi-component Approaches are Best • Strong word study and basic skills remediation • Direct teaching of language comprehension • Accommodations for presentation of information and for time/manner of response • Assistive Technology (text to speech translation; word prediction; vocabulary support; annotation tools) Manifestations of a Word Recognition Important Components of Intervention, 6 th + Problem Written Expression • Guesses from context Text Comprehension • Is “stymied” by unfamiliar words Vocabulary • Confuses similar sounds, Grammar, Usage, symbols, and/or words and Syntax • Inaccurate reading impairs Advanced Word Work (Morphology) comprehension and fluency Fluency • Slow to develop “sight word” habits Basic Word Work • Tires easily, looks away, is easily Phonological Awareness frustrated, hates to read Reading Level 1 2 3 4 5 6+ A Framework for Word Study Lessons Components Time 9th grader State Goal and Purpose 1 minute Review Previous Topic 5 minutes Direct Teaching of Concept 5 minutes Practice with Concept 10 minutes (expression) Spell in Dictation 10 minutes Read in Connected Text 10 minutes Assign Homework, Frequent 2 minutes Practice 11 2

6/30/2014 Teaching All Levels of English Orthography Emphasizing the History of English Sound-Symbol Syllable Morpheme Patterns Structure Anglo- Consonants closed compounds Language of Origin Features of Words Examples single, digraphs, open inflections Saxon Anglo-Saxon Short, one syllable; sky, earth, moon, sun, blends vce base words common words; water, sheep, dog, (Old English) Vowels vowel-r suffixes irregular spellings horse, cow, hen, head short, long, vowel team high frequency Norman French Soft c and g ; soft “ ch ” genre, cousin, cuisine, -v-c-e, vowel team, words consonant – le (/sh/); special endings; century, peace, triage, vowel-r patterns (oddities) words for food, fashion rouge, baguette, machine, charlatan Latin Few digraphs or vowel prefixes Latin/Romance Multi-syllable words firmament, spectral, teams. roots with prefixes, roots, derivative, solar, suffixes suffixes; content words equine, aquarium, mammal Greek ph for /f/ (graph) Combining Greek Combining forms; hypnosis, catastrophe, forms ch for /k/ (chorus) science and math neuro-psychology, plurals terminology; special decathlon, chlorophyll y for /i/ (gym) spellings ph, ch, y Vowel Spellings in English (Moats) Mapping the Graphemes to Phonemes shrink k sh r i n y ū cute few three th r ee universe feud mulch m u l ch pinch p i n ch thrill th r i ll cinch c i n ch Six Syllable Types Spelling: Supply the Missing Syllable 4. Vowel Team 1. Closed Syllables with Digraphs: teeth, high, show pet, cats, in __________ble (thimble) 2. Vowel-Consonant-e 5. Vowel - r slide, scare, cute __________ney (chimney) car, bird, her __________mer (shimmer) 3. Open __________tle (whistle) 6. Consonant -le ri-pen, a-pron ap-ple, bun-dle __________ner (thinner) 3

6/30/2014 Learning Meaningful Parts (Morphology) Word Building with Morphemes • prefixes in ible/able • suffixes innate per • base words ation nation, national • Latin roots con nationalistic ed vers, • Greek combining native, nativity, contra/contro ive forms vert nativist intro ion nature, unnatural, sub naturalist ity re ing Procedure: Reading Big Words Is There an Optimal Arrangement of Instructional Components? • Locate each sounded vowel (not silent e’s ) One researcher (Calhoon) has obtained best • Box familiar suffixes results with this sequence: • Circle familiar prefixes • Use syllable knowledge to guess at vowel 7 weeks – Phonic Decoding (Linguistics) sounds 7 weeks- Phonics Decoding + spelling 7 weeks – Decoding + spelling + fluency • Scoop the pencil under the syllables as the 7 weeks - Comprehension + spelling + fluency word is blended, left to right • Say the whole word and see if it makes sense. Calhoon et al., 2010; Calhoon & Petscher, 2013 What is “Language Comprehension”? Fluency meaning (semantics) discourse structure morphology pragmatics sentences language (syntax) phonology writing system (orthography) “Reading builds on language…” (Perfetti, 2011) 24 4

6/30/2014 Strategies Proficient Readers Use to Comprehend (Wagner & Ridgewell, 2009 Before During After Identify purpose for Identify how words within reading sentences and sentences within paragraphs work together Surface Code Bring background Use background knowledge to fill in Connect new learning Situation or knowledge to surface gaps and make inferences to knowledge base Mental Model Anticipate text structure Use text structure to organize Summarize and Text Base thinking express understandings Formulate Seek answers to questions/queries Answer questions/queries and formulate additional ones questions/queries Make predictions Verify predictions and make Verify predictions additional ones based on reading Create “mental movies” Monitor comprehension and use Reread as necessary; “fix - up” strategies compare to other 26 sources Comprehension Instruction Framework Comparison of Text Structures (Genres) Identify critical or enduring understandings to be derived from the text and discussions. Narrative Informational Identify the author’s purpose and lesson purpose. Tells about events meant to Explains concepts or solve a problem or conflict information Identify and teach meanings of vocabulary critical to May be fiction or nonfiction Is factual and non-fiction text’s meaning. Fewer propositions per Sequence of ideas is First read: Choral reading, partner reading, or read- sentence determined by the logic of aloud, with questions after critical junctures in text. ideas in the text May include more figurative Second read: “Close read” – to explore cohesive ties in language Usually more dense Purpose is to stimulate Uses content-specific text, word use, important details, and assumptions. emotion, insight, imagination; vocabulary and requires Third read (to prepare for writing): Answer specific often to entertain or transport background knowledge questions about the text using specific prompts. reader to another time/place Purpose is to inform Express understanding: Written or constructed response. Comprehension: Prepare for Reading Word Knowledge Rating Chart Key Passage Vocabulary Vocabulary Knowledge Definition Picture Word Rating ingest 0 1 2 3 To eat, take in 0 1 2 3 0 1 2 3 0 1 2 3 Key: 0 = I’ve never heard it; 1 = I’ve heard it before; 2 = I can use it in a sentence; 3= I know it. 30 5

6/30/2014 Vocabulary: Preteach Vocabulary: Review and Recontextualize Review Recontextualize Multiple-Meaning Maps Semantic Feature Analysis Can you brainstorm several meanings for this natural gas oil wind solar coal word? power A share of ownership – I well-being, as in the natural own 1/3 interest in the public’s best interest resource business renewable interest fossil fuel A charge added for something that carbon borrowing money captures my attention emissions Comprehension: “Close Reading” or Options for First Read of a Guided Highlighting Challenging Text • Teacher reads aloud, students have “eyes on text” and follow • Teacher-led or student-led choral read • Independent read of small sections with frequent comprehension checks • Paired read or independent read 6