Let’s Talk About Reading
description
Transcript of Let’s Talk About Reading
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Let’s Talk About ReadingConversation in the low SES home and the effects on our literacy learners. What is the link between oral language and academic success?
Leticia Lovejoy, WVDE Reading Coordinator
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The Listening Comprehension
Begins to develop around 12 months Continues to develop beyond grade 6 Grows through interaction with people Is more advanced than reading ability Determines level of reading
comprehension
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Dissecting the studyLet’s take a look at the information
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The Observation
Where •A
Included •B
Findings •C
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The Study
Included •D
Data •E
Goal •F
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The Methodology
Who •GHow •H
When •I
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The Study
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The StudyHart and Risley
1995
An observation of families to gather language information from a range of demographics over an extended period of time.
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The StudyHart and Risley
1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families
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The StudyHart and Risley
1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families 13 families from
upper SES
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The StudyHart and Risley
1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families 13 families from
upper SES 10 families from
middle SES
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The StudyHart and Risley
1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families 13 families from
upper SES 10 families from
middle SES 13 families from low
SES
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The StudyHart and Risley
1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families 13 families from
upper SES 10 families from
middle SES 13 families from low
SES 6 families on
welfare
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The StudyHart and Risley
1995
An observation of families to gather language information from a range of demographics over an extended period of time.
42 families 13 families from
upper SES 10 families from
middle SES 13 families from low
SES 6 families on welfare 2 ½ years, 1 hour
per month
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Methodology Recruit families to participate
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Methodology Recruit families to participate Obtain a range in demographics
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Methodology Recruit families to participate Obtain a range in demographics Record everything
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Methodology Recruit families to participate Obtain a range in demographic Record everything Begin when children were 7-9 months
old
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The Early Catastrophe The problem: Early interventions
implemented during the 1960’s war on poverty washed out early and completely as children aged.
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The Early Catastrophe The intervention: Vocabulary could be
easily increased by educators by teaching them new words.
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The Early Catastrophe The results: There was fast vocabulary
growth by children in professional families. There was vocabulary growth in the lower SES population.
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The Early Catastrophe The plan: Rather than concede to the
inevitable forces of heredity, the group decided to undertake the process of research which would allow educators to understand the trajectories observed.
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The Early Catastrophe The findings: Before children can take
charge of their own experience and begin to spend time with peers in social groups outside the home, almost everything they learn comes from their families.
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The Early Catastrophe The similarities: Children grew more
like their parents in stature, activity levels, vocabulary resources, language, and interaction styles.
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Take a few minutes to read about test performance in third grade for 29 of the 42 children observed in the Hart and Risley study.
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Meaningful Differences
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The PretestParent
13 Professional 41
23 Working class 31
6 Welfare 14
Child
13 Professional 0
23 Working class 0
6 Welfare 0
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Recorded Vocabulary SizeParent
Professional 2176
Working class 1498
Welfare 974
Child
Professional 1116
Working class 749
Welfare 525
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The 30 Million Word GapP WC W
Hour 2153 1251 616
Week 215,000 125,000 62,000
Year 11,000,000 6,000,000 3,000,000
4 years 45,000,000 26,000,000 13,000,000
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Quality and Quantity
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Quality and QuantityThe quality of words is very important
and can provide
EncouragementSelf-esteemSelf-respectConfidence
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Daily Affirmations with Stuart Smalley
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The Quality of WordsAffirmations Prohibitions
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Quality of Words Heard in an Hour
Welfare children heard 5 affirmations
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Quality of Words Heard in an Hour
Welfare children heard 5 affirmations Welfare children heard 11 prohibitions
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Quality of Words Heard in an Hour
Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12
affirmations
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Quality of Words Heard in an Hour
Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12
affirmations Working class children heard 7
prohibitions
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Quality of Words Heard in an Hour
Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12
affirmations Working class children heard 7
prohibitions Professional children heard 32
affirmations
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Quality of Words Heard in an Hour
Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12
affirmations Working class children heard 7
prohibitions Professional children heard 32
affirmations Professional children heard 5 prohibitions