METACOGNITIVE INSTRUCTIONAL STRATEGIES … · statements (Wesby, 2014) •Children develop an...

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METACOGNITIVE INSTRUCTIONAL STRATEGIES WITH VISUAL SUPPORTS FOR

TEACHING AND LEARNING

Dr. Carolyn Ford, CCC-SLPUniversity of South Florida

Tampa, [email protected]

Images retrieved from http://www.gosslp.org/

GO SSLP Best Practices

2018 ConferenceMarch 8-9, 2018

DISCLOSURE

Financial:

Non-Financial

Other then honorarium for this presentation, the speaker has no other financial ties to the content of this presentation.

I have no nonfinancial disclosures.

LEARNING OUTCOMESPlan language lessons in the before, during, and after phases of instruction that incorporate metacognitive strategies

Use metacognitive skills to build children’s background knowledge.

Use metacognitive strategies to build children’s summarization and inferencing skills to improve student outcomes in the classroom.

Use metacognitive instructional strategies to teach vocabulary, morphology, and syntax.

Use metacognitive strategies to build oral language skills.

THE FACTS ABOUT PROFICIENCY

26% of 12th graders are proficient in Math.

38% of 12th graders are proficient in

Reading.

Scores on the NAEP are unchanged since

2009.

International data indicates 8% of 15 year olds score at

level 5 or 6 in reading.

Within the US and Internationally there is room for improvement.

O’Reilly & Sabatini, 2016

HOW DO WE FILL IN THE GAPS?

Use an approach that

combines strategy

instruction with appropriate assessments.

Expand what it

means to be

proficient.

e.g., Common Core

Standards. Comprehension of complex sentences

Comprehension of complex syntactic

constructions

Understanding of multiple perspectives

Inferencing skills

“Reading Comprehension”

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23

4

5

LOOKING BEYOND THE SURFACE

Comprehension of cause - effect

Courtesy of Michelle Hite

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METACOGNITIVE INSTRUCTION

WHAT IS METACOGNITION?

• Knowing about knowledge• Compromises conscious

knowledge of what one is expected to do and strategies for doing it

“Metacognitive knowledge”

• Planning how to do the task and implementing the plan

• Also known as self-regulation

“Executive functioning”

(Wesby, 2004)

FOUNDATIONS FOR METACOGNITION AND SELF-REGULATION IN READING

Executive Functions Theory of Mind

Language

EXECUTIVE FUNCTIONS (EFS) (WESBY, 2004)

Working Memory

Capacity to hold and manipulate

information in our heads over short periods of time.

Inhibitory Control

Ability to filter thoughts and impulses to resist temptations

and distractions. Pause and think before acting.

Cognitive flexibility

Capacity to switch gears adeptly and adjust to changed

demands, priorities, or perspectives.

COGNITIVE AND METACOGNITIVE STRATEGIES Cognitive Skills

• Intentionally performed strategies to influence learning and cognition

• Enhance understanding • Aid in difficulties with comprehension • Compensate for weak or imperfect knowledgeMetacognitive

Skills • Self-monitoring • Evaluate level of difficulty • Monitor ongoing performance

Garjria & Jitendra, 2016

COGNITIVE STRATEGY INSTRUCTION


Goal: How to learn

Rather than: What

to learn

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FOUR PRONG STRATEGY FRAMEWORK

Metacognitiveand self-

regulatory strategies

Preparing to Read

Interpret Ideas,

Sentences and Words

in Text

Strategies that go

Beyond the Text Strategies

to Organize, Reconstruct Synthesize


TEACHING STYLES

Metacognitive development is dependent on education and practice (Schneider, 2010)

Adults promote self-regulatory development by emphasizing the use of reasoning and verbal rationales, conceptual questioning, praise and encouragement, gradual relinquishing of control, and direct relinquishing statements (Wesby, 2014)

• Children develop an internal locus of control by seeing themselves as active, effective agents in their environment (Diaz et al., 1992).

Metacognitive talk during teachers’ lessons can have a significant positive effect on children’s metacognitive strategy use (Wesby, 2004).

CHILDREN WHO HAVE LEARNING DISABILITIES IN READING COMPREHENSION HAVE DIFFICULTY WITH:

VocabularyRecognizing

and Recalling Details

Making Inferences

Drawing Conclusions

Predicting Outcomes

Due to a lack of metacognitive skills

LANGUAGE

3 components of metacognitive/metalinguistic knowledge (Schunk, 2001)

Declarative or factual knowledge about the

cognitive and linguistic aspects of the texts to be read

Procedural knowledge for how to use the declarative

knowledge

Conditional knowledge about when to use the

declarative and procedural knowledge and why it’s important

Employing metacognitive strategies in reading requires considerable language skills

Language

ConventionsofStandardEnglish

KnowledgeofLanguage

VocabularyAcquisitionandUse

SpeakingandListening

Comprehension&Collaboration

Knowledge&Ideas

Writing

TextTypes&Purposes

Production&Distributionof

Words

ResearchtoBuild&PresentKnowledge

http://www.cpalms.org/cpalms/dok.aspxLANGUAGE ARTS STANDARDS ACROSS GRADE LEVELS LANGUAGE ARTS STANDARDS ACROSS GRADE LEVELS

Reading:InformationalTexts

KeyIdeasandDetailsCraftandStructure

Knowledge&Ideas

Range&LevelofTextComplexity

Reading:Literature

KeyIdeas&Details

Craft&Structure

Knowledge&Ideas

Range&LevelofTextComplexity.

Reading:FoundationalSkills

PrintConcepts

PhonologicalAwareness

PhonicsandWordRecognition

Fluency

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4TH GRADE SPEAKING & LISTENING STANDARDShttp://www.cpalms.org/cpalms/dok.aspx

Engage effectively in a range of collaborative

discussions

Read and be prepared to

discuss.

Follow agreed upon rules of

discussion.

Report on a topic; tell a story using relevant facts.

With diverse partners on grade 4 topics and texts

Report on a topic using descriptive

details.

Differentiate when to use formal

English.

Review key ideas expressed by

others.

Building on others’ ideas & expressing their own

clearly

Pose and respond to specific questions;

contribute by linking to remarks of others.

Adhere to a logical progression in your

discussion.

INTERVENTION

Treatment should include building metacognitive and metalinguistic skills by:

1) Learning lexical, semantic, and syntactic patterns that are

partially familiar to them.

2) Providing multiple exposures to these

patterns.

3) Making decisions about relating these patterns to classroom reading and writing.

Treatment goals should be linked directly to curriculum content and the language of instruction.

(Silliman & Mody, 2008).

SAMPLE ACTIVITIES TO SUPPORT WORKING MEMORY

Unscrambling words to create grammatically

correct sentences.

Cloze sentences where children select

appropriate prepositions, pronouns, conjunctions, or

articles) to create grammatically correct

sentences.

PARAGRAPH CLOZE ACTIVITY

• First, read the whole paragraph, showing students how to get an overall sense of the topic.

• Then, use a think-aloud procedure to work through the blanks, drawing attention to the context clues that help narrow the possible choices.

Show students how to complete

the activity in stages, and

model for them the kinds of

decisions that skilled readers make as they process text.

METACOGNITIVE INSTRUCTIONPlanning Before,

During, After ReadingInstructional Protocol

Handout

METACOGNITIVE INSTRUCTION

Semantic Gradients Videos

https://drive.google.com/file/d/0B-dBkNlwszWYR1RqR1h3a0o3d1k/view

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TEACHING STRATEGIEShttp://hubpages.com/education/What-Causes-Poor-Reading-Comprehension

READING AND LEARNING STRATEGIES

(O’Reilly & Sabatini, 2016)

Strategies are effortful and conscious activities

When to select strategies? • Metacognition • Self-Regulation • Strengthen material for later recall

How do strategies help?• Reduce memory load • Simplify complex ideas• Enrich context • Make implicit explicit • Provide organization framework • Make connections

INSTRUCTIONAL AND INTERVENTION IMPLICATIONS (WESBY, 2014)

Components of instruction to facilitating self-regulation in reading comprehension:• Teach emotion words and metacognitive vocabulary• Foster the use of non-immediate language• Model self-regulation• Teach students to set goals for reading• Teach a few research-validated comprehension strategies• Combine strategy instruction with content teaching• Motivate and encourage students to use their strategies and monitor

their comprehension• Stimulate students to reflect on their performance

PRONG 1: PREPARING TO READ Goal: promote goal setting, activation of relevant knowledge, schematic and frames, question generation to guide reading

Preview the title, chapter heading, bold and italics words and chapter review questions.

Purpose: Activate relevant knowledge and provide idea on what text is about.

Preview 1st preview text, 2nd

read text and find question answers and 3rd

write what you have learned.

Purpose: Activate and integrate background knowledge to ensure students are monitoring and regulating reading.

Know, What, Learn

PRONG 2: INTERPRET WORDS, SENTENCES AND IDEAS IN TEXT O’Reilly & Sabatini, 2016

Word Level

Dictionaries to find meaning

Surrounding context to infer meaning

Sentence Level

Reread the text

Paraphrase

Idea Level

Inference Training

Knowledge of Organizational Patterns/ Text

Structure

PRONG 3: STRATEGIES THAT GO BEYOND THE TEXTGoal: Build upon or extend what was read and remembered.

Have students to elaborate and enrich the text representation.

Strategies

Generate Questions

Use background knowledge

Consult other sources for future

reading

Visualization or Imagery

Elaborating meaning of text


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PRONG 4: STRATEGIES TO ORGANIZE, RECONSTRUCT AND SYNTHESIZE

Goal: Strengthen the mental model by focusing on the global and interconnected elements of the text.

These strategies decrease memory burden and highlight organization


Graphic Organizers• Depict the text

structure

Concept Maps • Represent

knowledge and highlight relationships

Summary Writing • Concise writing

representations of the text

HOW TO INTEGRATE RESEARCH: DESIGN

Give a quiz on relevant background knowledge

before reading text.

Sequence tasks to model

learning and study

strategies.

Provide clear expectations of what is

required of the students.

Build collaborative

groups to share

understanding

Include the reading

strategies into the

assessment design.

STUDY GROUP SCENARIO Section Skill

Section 1 Practice- What do you already know?

Section 2 Read and Summarize important text.

Section 3 Consider evidence and connect science to policy.

Section 4 Understand and apply scientific terms.

Section 5 Say it in your own words.

Section 6 Review scientific data.

Section 7 Check your understanding.



Components of instruction to facilitating self-regulation in reading comprehension:

Teach emotion words and metacognitive vocabulary.

Foster the use of non-immediate language.

Model self-regulation.

Teach students to set goals for reading.


Components of instruction to facilitating self-regulation in reading comprehension:

Teach a few research-validated comprehension strategies.

Combine strategy instruction with content teaching.

Motivate students to use their strategies.

Stimulate students to reflect on their performance.

EVALUATING SELF-REGULATION IN READING COMPREHENSION

Self-regulation strategies students use in reading have been evaluated through 3 procedures:

Interviews and questionnaires

Students are asked about the processes they use in reading.

Think-aloud methodsAfter reading, students are asked everything

they think.

Error detection tasksStudents identify a contradiction or an

error in a text.(Israel, 2007; Schellings & Van Hout-Wolters, 2011)

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ERROR DETECTION• Two aspects of comprehension monitoring:

• Evaluation- involves noticing the comprehension problem and

• Regulation- involves the process of repairing the problem once it has been detected (Wesby, 2014).

Used to evaluate students’

comprehensionmonitoringstrategies:

• Lexical- a nonsense word or difficult vocabulary word is unknown

• External inconsistency- inconsistency between the readers’ prior knowledge and text information

• Internal inconsistency- inconsistency between the elements in the text (Gardner, 1987).

Types of errors/

inconsistencies in texts: HELP STUDENTS MAKE CONNECTIONS

BUILD BACKGROUND KNOWLEDGE

Use metaphors and analogies

Use examples

Personalize the content

KWL and other visual supports

Authenticate the content- have students do and think

METAPHORS AND ANALOGIES

http://pediaa.com/difference-between-analogy-and-metaphor/

Used to connect known ideas to describe and clarify new

ideas.

Making connections between seemingly

dissimilar things.

(Zwiers, 2014)

VOCABULARY STRATEGIESExamples: Most office

workers are encouraged to take short respites during the day. For example, they go to

the water fountain or a friend’s office to chat.

Restatements: All instruments used during an operation must

be sterile. They have to be free of germs.

Similes: Capillaries are like tiny pipelines that connect

veins and arteries.

Metaphors: The bean-shaped mitrochondria are the cell’s

power plants.

Summary: The wealthy man enjoyed raising money for charities. He gave

large sums of his own money to homes for orphaned children, soup

kitchens, and shelter for the homeless. He also turned one of his

homes into a school for needy children. He was one of the best

known philanthropists.

ANALOGIESBegin with a discussion of the many ways in which words can

be related(e.g., synonyms, antonyms, cause-effect, category-

example, part-whole, object-use, etc.).

Model the process of identifying the

relationships between the first two words in each

analogy.

Lead the class in a discussion of words

that would complete the

second half of the analogy.

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PERSONALIZE AND AUTHENTICATE THE CONTENTMake personal connections.

Connect with examples.

Connect to background knowledge.

Use authentic therapy materials

Personify (stepping into the mind of another person or object) (Zwiers, 2006).https://blogs.adobe.com/digitalmarketing/personalization/8227/

KWL charts can be used to share background knowledge.

Great free graphic organizers: http://www.educationoasis.com/printables/graphic-organizers/

AN INTRODUCTION TO STRATEGIC PLANNING AND TEACHING Improving Student Learning at Center Point High School. http://slideplayer.com/slide/5662994/

EXAMPLE OF ACTIVITY PROCESS

Summary Thoughts coded as “R”(Reminds us of…)

Adapted from: (Harvey & Goudvis, 2007, pp. 91-108)

Reminds us of our own lives

Explanation of thought or feeling

Share Ideas and make a chart

EXAMPLEQuestions on sticky note

Place sticky notes on Africa chart

animals wildlife people

Sort into categories

Create fact sheet

Adapted from: (Harvey & Goudvis, 2007, pp. 91-108).

BUILD COMMUNICATION http://jeffzwiers.org

STRATEGIESRephrase what students say

Have students paraphrase

Conduct meta discussions

Teach how to make arguments

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FINDING THE MAIN IDEA

The “Paraphrasing Strategy, RAP,” was developed by Schumaker,

Denton, and Deshler (1994) for use with expository text.

• This must be done in complete sentences.• This task also allows for comprehension

monitoring to take place.

REPHRASE WHAT STUDENTS SAY (ZWIERS, 2014)

For younger children, this is known as “recasting”.

Model more developed clauses and sentences.

Clarify student’s responses.

Model higher level vocabulary.

REPHRASE WHAT STUDENTS SAY (ZWIERS, 2014)

Be more conscious and explicit with your rephrasing.

Let students know you value their responses.

Combine rephrasing with other types of modeling.

PARAPHRASE (ZWIERS, 2014)

http://minds-in-bloom.com/2014/02/teaching-kids-to-paraphrase-step-by-step.html

Model by paraphrasing a

paragraph into one or two sentences.

Model nominalization (changing verb

phrases to nouns) and use of

dependent clauses, teaching more

complex syntax.

https://www.youtube.com/watch?v=FSv3A7fefBQ

AUTHOR’S PURPOSE SUMMARIZATION

Restate the main ideas and connections using different words and phrasings

Restate and delete redundancies

Connect with the main ideas

Identify and/or formulate main ideas Four components of rule-governed summarizing strategy according to

Brown and Day (1983) and the National Institute

for Literacy (2007).

All steps should be taught explicitly, with teacher

modeling, guided practice with controlled materials, corrective feedback, and

independent practice.

(Gajria & Salvia 1992)

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ACTIVITY PROCESS

First: Model how to summarize a text by reading one to two paragraphs from an article such as “In Sickness and in Health,” and then by writing a summary in your own words. Model on whiteboard to show the students how to bracket off a section of the article and write the summary next to the bracket.

Second: Encourage the students to do the next page on their own with sticky notes (coded S for summarize).

PARAPHRASING TO SUMMARIZE EXPOSITORY TEXT

Harvey & Goudvis, 2007.

EXAMPLE

Write Summary

Code “S” for Summary

What’s Interesting What’s Important

CONDUCT META DISCUSSIONS INFERENCING

* Unique skill essential for comprehension.

* Requires explicit instruction.

* Takes place DURING Reading phase of instruction.

* Practice seeking missing information.

* Work on pronouns during task.

KIS STRATEGY

Key words

Students underline key

words and facts from text.

Infer

Next students make inferences

using the key words or facts to

answer a question.

Support

Then, students list background

knowledge used to support their

answers.

HOW DO YOU KNOW? STRATEGY

Read passage.

Ask question requiring an inference to answer.

Get answer from the group.

Then, ask if it says that in the book.

When they say “no.”

Ask “How do you know?”

(Richards & Anderson, 2003)

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THE ACT AND CHECK STRATEGY

(Murza, Nye, Schwartz, Ehren, & Hahs-Vaughn 2014).

Four-step reading

comprehension strategy to

help students generate

inferences as they read.

• Ask yourself a question.• Consider the text• Think about what you know and

take a good guess (infer).• Check your guess.

TYPES OF INFERENCES TO TEACHElaborative – adds detail through personal

experiences, to predict possible outcome

Cohesive – makes use of connective features of text

Knowledge-based inferences – makes connections with other text knowledge

Evaluative – makes an emotional connection to text

(Bowyer-Crane & Snowling, 2005).

WHICH TYPE INFERENCE?

He came into the room to shut the windows while we were still in bed and I saw he

looked ill. He was shivering, his face was white, and he walked slowly as though it

ached to move (Hemingway’s “A Day’s Wait” 1987, p. 332).

LEARNING TO MAKE INFERENCES

Model using Think-

Alouds.

Teach different types of

inferences.

Use small group

activities and

discussion.

Direct students to supporting information

to build their

schema.

INFERRING WITH TEXT CLUES

Purpose: Teaching the inferring equation BK+TC=I (Background Knowledge + Text

Clues=Inference)

Response: Three-column chart entitled Background Knowledge/Text Clues/Inference

(HARVEY & GOUDVIS, 2007, P. 141)

DILEMMA WORKSHEET

What is the character’s dilemma?

What are 2 choices of

the dilemma?

• What information, evidence or expertise does the character have to support her first choice?

Choice 1

• What information, evidence or expertise does the character have to support her second choice?

Choice 2

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DILEMMA WORKSHEET

Evaluate her final decision. How does the character justify

her action?Can the character be certain she made the

right decision?

Based on your own values,

beliefs, opinion, or evidence, do you believe that

the character made the right

decision? Why or why not?

METADISCUSSIONS (ZWIERS, 2014, P. 71)

• How can we use this thinking in another course?• What types of things do we do in this class that

helps you to learn?• How does working on a group project help

develop our language skills?• Why do we predict events?• How do we make an hypothesis?

Talking about language and learning with students

HOW TO MAKE ARGUMENTS (ZWIERS, 2014)

http://en.writecheck.com/blog/2012/12/04/the-art-of-writing-an-argument-essay

Argue pros and cons of an issue.

Ask how others interpret the text.

Ask how others might solve the problem.

Have students explain concepts to other

students. VOCABULARYVery large mean effect

sizes; greater than fluency, word study, and

multicomponent interventions.

(Scammacca et al., 2015)

HOW DO YOU SELECT VOCABULARY TARGETS?ACADEMIC WORD LIST

Teach through

Multiple exposures

Meaningful Use

Structural Analysis

Academic Talk ( i.e., student repetition, asking students to agree or disagree, partner talk)

Developed by Averil Coxhead of Victoria University of Wellington, New Zealand.

10 sub-lists of words families containing 570 high frequency words in broad range of academic texts.

www.englishvocabularyexercises.com/AWL

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VOCABULARY INSTRUCTION

TEACHING PROCEDURES

GREAT WEBSITES WITH VIDEO EXAMPLES OF HOW TO EXPLICITLY TEACH LANGUAGE

http://explicitinstruction.org/ Anita Archer

http://pubs.cde.ca.gov/TCSII/prolearningtoolkit/kinsellaindex.aspx Kate Kinsella

REVIEW ASSESSELABORATEPROVIDE EXAMPLES

EXPLAIN MEANING

PRONOUNCE THE WORD

VOCABULARY STRATEGIES

Use verbal and visual associations

Use right away activities

Use kinesthetic, auditory, and tactile cuesConnectionsTeach word learning habits - word detectivesWord walls

Link for vocabulary ideas:

http://vocablog-plc.blogspot.com/2012/10/mcvip-multi-

faceted-comprehensive.html

(Neuman & Wright 2014).

Engage children in explicit and

implicit instruction

Explicit Instruction:

Before, during, or after.

Detailed definitions and examples.

Follow-up Discussion designed to review words.

Implicit Instruction:

Teaching words in context of an

activity

VOCABULARY INSTRUCTION A NEW WAY TO TEACH SEMANTIC RELATIONSHIPS AMONG WORDS (NAGY & HIEBERT, 2011)

Common semantic classes i.e., shoes/boots

Words commonly used together i.e., absent/minded

Scriptali.e., hospital/nurse

Superordinationi.e., glass/metal

Synonymsi.e.,

absent/missing

Instrumentali.e., broom/floor

Part/Wholei.e., branch/tree

VERBAL AND VISUAL ASSOCIATIONS

https://legereetintelligere.wordpress.com/2012/04/19/reading-mathematical-language-using-graphic-organizers-to-understand-mathematical-text/

Provide symbolic representations of the vocabulary through

drawings, videos, graphic organizers, real objects

or visual supports.

Associate the new vocabulary word with an

image helping them create symbolic representations.

(Marzano, Pickering, & Pollock, 2001)

https://www.youtube.com/watch?v=QqdpRsfIK2I

RIGHT AWAY ACTIVITIES TO REPLACE DICTIONARIES

Children learn new vocabulary in engaging

ways.

Provide a stem or a sentence starter with the target vocabulary word.

Because of the density of the black hole.

(Beck, McKeown, & Kucan, 2002)

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KINESTHETIC, AUDITORY, AND TACTILE CONNECTIONS

(Zwiers, 2014)

• Use graphic organizers to promote deeper discussions.

• Use prompt posters with question starters.

• (i.e., What did we learn from this experience that might help future generations?)

BREIT-SMITH, BUSCH, & GUO’S(2015) STEPS TO TEACHING VOCABULARY

Module 4Problem-SolutionEnvironment

Module 3Cause-EffectSeasons

Module 2Compare-ContrastAnimals

Module 1SequencePlants

ZIP AROUND/ LOOPWRITERhttp://www.curriculumproject.com/loopwriter.php

Students must listen for word, definition, or phrase while playing a fast-paced game.

The words may be sight vocabulary (targets word recognition as well as vocabulary), word families (again, targets both reading

and vocabulary), content area vocabulary, similar sounding words.

Person asks, “Who has…(read card)?”

Another responds, “I have…(read first part of card).”

They ask, “Who has…(read second part of card)?”

LOOP WRITER

http://www.curriculumproject.com/loopwriter/index.php

FOUR SQUARE CONCEPT DEVELOPMENT

http://www.theteachertoolkit.com/index.php/tool/frayer-model

ELEMENTARY SCHOOL

Team 1• Scatter

Team 2• Plentiful

Team 3 • Predator

Team 4• Ridicule

DEFINITION ILLISTRATION

SENTENCE CONNECTIONS

WORD

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Team 1• Forgive

Team 2• Pleased

Team 3• Shocked

Team 4• Approve

DEFINITION TRANSLATION

EXAMPLE PICTURE

WORD

ESL CONCEPT LADDERWhat is it?• Literacy support tool that guides students to ask

questions about a specific topic.• Graphic organizer type format.• The ladder is set up just like a traditional ladder, but it

has a big box or “rung” in order for the students to write in. The topic will go in the top “rung”.

• Can be done as a pre-reading or post-reading strategy where students can come up with their own questions.

http://jrogers1.weebly.com/concept-ladder.html Credit to: Amanda Dignon

CONCEPT LADDER

Why teach it?• Students generate background

knowledge on a topic before they begin reading about it.

• It allows students to establish a purpose for reading.

• After reading, students will generate questions that they expect will be asked in future reading or research on this topic.

How to teach it:• First explain the topic of learning.• Hand out and explain that the

concept ladder is used to generate questions about the topic.

• After they have time to develop some questions that also have time to share them in groups.

• Read the book to the class.• Then they will determine if the text

answered any of their questions and discuss the material.

http://jrogers1.weebly.com/concept-ladder.html Credit to: Amanda Dignon

AIMS TO IMPROVE MORPHOLOGICAL AWARENESS OR THE “CONSCIOUS AWARENESS OF THE

MORPHEMIC STRUCTURE OF WORDS AND THEIR ABILITY TO REFLECT ON AND MANIPULATE THAT

STRUCTURE”

Morphology(CARLISLE, 1995, P. 194)

WHAT ORDER?Teach words

that don’t change

spelling or pronunciation

first.

Teach morphemes

that are frequently occurring

first.

Teach morphemes

where meaning is transparent

first.

(Moats, 2010)

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CONSIDERATION OF SHIFTSType shift Word Root/Affix Type

changeTransparent payable pay / able No change

Phonological magician magic/ian Pronunciation

Orthographic living live / ing Drop e

Both P/O competition compete/tion Drop e; long to short e

Semantic appliance apply / ance Distant meaning

Easiest

Hardest

TARGET MORPHOLOGY IN THREE AREAS

Morphological knowledge- one’s implicit knowledge about morphology.

Morphological awareness- conscious ability to manipulate internal word structures.

Morphological analysis- cognitive strategy for determining the meaning of unknown morphologically complex words.

(Smith, Gabig, & Zaretsky, 2013).

MORPHOLOGICAL STRATEGIES

(Bowers, Kirby, & Deacon, 2010; Carlisle, 2010).http://links.lww.com/TLD/A14 (morphology worksheets)

Analyzing words for their constituent morphemes

Synthesizing meanings of individual morphemes to predict meanings of complex words

Producing morphologically complex words in cloze or analogy tasks

Engaging in problem-solving to determine meaning of unknown morphologically complex words

WHAT TO TEACH? 20 prefixes used in nearly 3,000 words

PREFIX No. of WORDS PREFIX No. of WORDS

Un 782 Pre 79

Re 401 Inter 77

In, im, ir, il (not) 313 Fore 76

Dis 216 De 71

En, em 132 Trans 47

Non 126 Super 43

In, im (in, into) 105 Semi 39

Over 98 Anti 33

Mis 83 Mid 33

sub 80 under 25

TOTAL WORDS 2,859

KINDERGARTEN THROUGH 3RD GRADE TEACH

Anglo-SaxonMorphemes(Meaning)

• Commonfrequentlyoccurringshortwords

• FryandDolchlists• In1st Gradebeginteachingsuffixesorally:

• Regularpluralnounsbyadding–sor–es•Mostfrequentlyoccurringinflectionsandaffixes– (-ed,-s,-ful,-less,un-,pre-,re-)ascluestomeaningofunknownwords

(Moats, 2010) TEACH

3rd Grade

•Prefixes•Derivationalmorphemes•Compoundwords•DecodewordswithcommonLatinsuffixes

4th and5thGrades

•LatinandGreeksuffixes•Teachmorphemesversussyllables

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LATIN PREFIXES AND ROOTS TO TEACH

Ex – out In- not Sub-under Con-with, together

Ob- against Dis- apart, not Ad- to, towards

Re-again, back

Trans-across Inter-between, among

Scrib, script –write

Spect, spec-see, watch Mit, mis- send

Tend, tens, tant- stretch,

strain

Ten, tant, tain– have or

holdPlic, ply – fold Fer- bring,

bear, yieldDuc, duce,

duct- to lead

Fac, fact, fic, fec- make or

do

Cept, cap, ceive, ceit –take , seize,

receive

Post, pon, pose –put, place, set

Sist, sta, stat-stand, endure

Latin Affixes

Word Meaning of Prefix

Meaning of Root

Literal Word Meaning

Teaching Strategies EXAMPLE: VISUAL FOR TEACHING MORPHOLOGY

WORD DETECTIVE STRATEGY

http://www.education.com/games/

https://wvde.state.wv.us/strategybank/WordDetective.html

HOW TO USE A WORD HUNT

http://www.readingrockets.org/article/word-analysis-expand-vocabulary-development

Introduce the topic and provide students with written material (i.e., dictionaries, books,

and/or news article).

Model word hunting by using a portion of text

copied onto chart paper, overhead

transparencies, or a familiar book.

Ask the students to read and reread a text to find words that fit a particular pattern.

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WORD BUILDING ACTIVITIES (GIBSON & WOLTER, 2015)

Students deconstruct words and their parts.

Students explore and create words (real and nonsense).

Students focus on and practice strategies that can be applied to unfamiliar words.

Students hunt for and record complex words in their academics.

EXAMPLES OF WORD DETECTIVE ACTIVITIES

Words Their Way: Word Sorts

Morpheme Flipbook

http://www.readwritethink.org/classroom-resources/student-interactives/word-family-sort30052.Html (Word Family Sort from readwritethink.org)

Teaching Affixes and Compound Words

Words their Way Sorting Activities

Additional Morphological Activities

HARRIS, SCHUMAKER, AND DESHLER STUDY (2011)The word-mapping strategy included the mnemonic MAPS and a graphic organizer to sequence the following steps:

1) Breaking the words into morphemes.

2) Attaching meaning to each morpheme.

3) Predicting the meaning of the word.

4) Seeing if the prediction was correct by checking in a dictionary.

SEMANTIC FEATURE ANALYSISSelect a category or topic for the semantic feature analysis.

Provide students with key vocabulary words and important features related to the topic.

Vocabulary words should be listed down the left hand column and the features of the topic across the top row of the chart.

Have students place a "+" sign in the matrix when a word aligns with a feature, a "–" if it does not align, or leave it blank if they aren’t sure.

http://www.readingrockets.org/strategies/semantic_feature_analysis

VIDEO OF SEMANTIC GRADIENTS(2ND GRADE)

Reading Rocket's Semantic Gradients

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VIDEO

https://drive.google.com/file/d

/0B-dBkNlwszWYS

Wk4bmI3Z2psd2s/view

Let’s revisit our instruction

Instructional Teaching Form

WORD WALLSAn organized

collection of words & symbols that are

prominently displayed within the environment and used to help

the individual reference & learn new vocabularyLunger-Bergh, Burns-McCloskey, Russell, &

Skulski, (2013) ASHA Conference

Presentation

WORKING TO IMPROVE SYNTAX3 main ways to make sentences more complex:

1)1) Noun phrase elaboration:

1)Involves adding determiners, adjectives, prepositional

phrases and relative clauses

Ex: This table; My big, round, bouncy ball; The girl who is talking on the phone.

2) Verb phrase elaboration: Adding auxiliaries, secondary verbs, adverbs

Ex: She likes to walk quickly to school; He had been

studying for a long time; They should have won the

game.

3) Conjoined and embedded clauses:

Embed nominal & adverbial clauses

(i.e., subordinate/dependent clauses). (FANBOYS)

Ex: John wants the book that I read; They walked to the beach because there is no parking; She

thought it was useful, but difficult to remember.

Summarized from Kamhi (2014); Scott (2014) TEACHING SENTENCE COMBINING

Teachers model techniques using demonstration to students.

Using scaffolding techniques to develop multiple solutions.

Using independent practice technique, students create multiple solutions.

Ex:Adjective clause who/ whom

The girls are acting in the play.

The girls are on stage.

The girls who are on the stage are acting in the play.

Ex: Noun phrases & noun clauses

Something was a mystery.

How did the budget pass?

How the budget passed was something of a mystery.

Ex:Adjective clause when

1905 was the year.

The rebellion began then.

1905 was the year when the rebellion began.

(Saddler, 2014)

GROUP ACTIVITY

https://youtu.be/Y48w7KoVyVM

What is missing in this instructional activity teaching sentence combining?

https://youtu.be/LyiWgT-mZsk

This video explains the metacognitive skills in sentence combining.

MODELING ACADEMIC LANGUAGE

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STRATEGIES

Sentence starters Emphasis Think Alouds

(Davey, 1983; Farr, 2001)

Gestures and facial

expressions

(Marzano, Pickering, and Pollock, 2001)

SENTENCE STARTERS

https://www.youtube.com/watch?v=C92n6ITgKko

http://www.teachersnotebook.com/product/frogsandcupcakes/science-sentence-starters

EMPHASIS OR PROSODY

http://www.wheelofpersuasion.com/wp-content/uploads/2013/06/emphasis.jpg

Prosody has larger effects on learning than slowing one’s rate of speech.

Change your loudness and pitch.Stress specific syllables and words. Pause for punctuation and syntax.

(Zwiers, 2014)

Children learn better when the SLP places emphasis on learning targets.

THINK-ALOUDS AND EXPLANATIONS (WESBY, 2004)

• Requires students to talk about their thought process• Requires reflecting on and reporting what they are doing as

they are reading

Think-Alouds

• Requires students to demonstrate comprehension by explaining the content of the text

• Works best with tests that include casual relationships

Self Explanations

THINK ALOUDS (DAVEY, 1983; FARR, 2001)

http://strategiesforspecialinterventions.weebly.com/think-alouds1.html

Provide one or two think alouds.Model your thinking, building evidence and guide

children to making bigger meaning of the text. Think alouds can be anywhere in the text at any

time.Have genuine responses to the text.

The wording that you use when thinking aloud needs to be planned intentionally.

https://www.youtube.com/watch?v=YSWJQHtK-fQhttps://www.youtube.com/watch?v=IO42Cyx-uCw

GESTURES AND FACIAL EXPRESSIONS

Decreases cognitive load.

Places less demand on working memory.

Facilitates encoding into long term memory.

Gesture is a visual representation and draws attention to the child’s speech.

Capone & McGregor, 2004; Eileen M. Brann 2009 ASHA Convention Presentation

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SINGLE STRATEGY STUDIES: SUMMARIZATION Concentrate on Important Information

Extract Main Ideas

Understand Relationship Between Ideas

Extract Supporting Ideas

Focus on Text Structure

Condense the InformationGarjria & Jitendra, 2016

Requires students to develop a

conscious gist of the most

important points in text.

SQ3R

Surveyheading

and subheadingsto gain an

overview of the reading

passage

Question,change

headings and

subheadingsquestions to

set a purpose for the reading

Read the passage/

text to answer

questions

Recite the important

information and write brief notes about key

ideas

Reviewthe main points

and try to recall them

(Garjria & Jitendra, 2016)

RT MODIFIED FOR LD TO COLLABORATIVE READING STRATEGY (CRS)


Preview

Click and Clunk

Get the Gist

Wrap Up

RECIPROCAL TEACHING (RT)

4 comprehension fostering and

monitoring strategies Expert

scaffolding: teacher modeling

replaced by student lead

Interactive teacher student dialogue in

applying the strategies

Prediction, Clarification,

Question Generation

and Summarization


DISTANCING STRATEGIES TO PROMOTE METACOGNITION

4 types of questions that require increase distancing from the explicit content of the text (Raphael, Highfield, & Au, 2001)

Right there: explicitly stated

Think and search: answer is stated differently in the

text

You and the author: Student thinks about what is

learned from the text

On my own: Answer generated by student’s prior

knowledge

Language-distancing strategies promote metacognitive awareness (Diaz, et al., 1990)

INTERVIEWS AND QUESTIONNAIRES

A variety of questionnaires have been developed to evaluate metacognitive awareness and use of self-regulatory

strategies.

Selecting a response from

multiple choicesRating scale for

statements Asking

hypothetical situations

(Israel, 2007; Schellings & Van Hout-Wolters, 2011)

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QUESTIONING IN DEEPER WAYS

SINGLE STRATEGY STUDIES: QUESTIONING

• Activates Prior Knowledge • Focus Attention on Important Information • Summarize Key Points • Monitor Understanding of Text by Asking

Use various Questions at Different Points

Promotes Comprehension

*Benefits are noted for both teacher generated questions and teaching self-questioning as a cognitive strategy


QUESTIONING EVIDENCE • Improved ability to generate text based

questions • Improved comprehension performance

Students generated their own questions

• Weak evidence for LD • Possibly due to short training periodQAR Strategy

• Positive evidence for self-generating questions

• Self-questioning impacts comprehension

Using Headings and

Subheadings


STRATEGIES

Ask justification questions

Ask clarification questions

Ask elaboration questions

Use discussion starters

Word tables

JUSTIFICATION QUESTIONS

Very important for promoting higher level thinking in middle and high school age students.

Why do you think that?

What evidence do you have to support your conclusion?

What is your reasoning for thinking that?For example? Based on what?

(Zwiers, 2014) CLARIFICATION QUESTIONS

Important for meeting Common Core State Standards in Language and Writing areas.

Model how we justify and provide evidence for our thinking for students.

Tell me more…

What do you mean by…..I think we should clarify the meaning of …..

(Zwiers, 2014, p. 121).

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ELABORATION QUESTIONS

Tell me more…

Acknowledge student’s

response as you add or

ask for more information.

DISCUSSION STARTERS

http://classroomreadyesl.blogspot.com/2010/10/discussion-questions-and-conversation_15.html

Support your point with evidence.

State your opinion.

Clarify.

Show another point of view.

Add to what someone else has said.

WHAT DOES THE RESEARCH SAY?http://web.peanutlabs.com/research/

IMPLICATIONS FOR RESEARCH

Facilitate skills and strategies that will be used in the classroom, using authentic tasks that transfer across subject areas. Match language goals with curriculum and with the Common Core State Standards.

Begin from knowledge building, meaning-based approach helping connect known and new information.

(Wallach, 2014)

IMPLICATIONS FOR RESEARCH

Facilitate metalinguistic and metacognitive awareness in treatment. For example, teach

students to ask for clarification when necessary.

Target comprehension and production of expository texts across spoken and written language.

(Wallach, 2014) IMPLICATIONS FOR RESEARCH

Use strategies that help students use and express what they already know.

KWHLTWA

Engage students in prior knowledge activities.

(Wallach, 2014)

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LANGUAGE-DISTANCING STRATEGIES

Parents foster children’s representational thinking by using distancing strategies to create an environment in which children are stimulated to reconstruct past events, anticipate the future, or assume alternative perspectives on the present.

Parents can use language-distancing strategies in joint book-reading sessions with young children (van Kleeck, 2006).

Research has shown that the degree of language distancing that parents used with their preschool children positively correlated with children’s subsequent academic achievement (Sigel et al. 1991).

LITERACY KNOWLEDGE: INSTRUCTION IN TEXT STRUCTURE(Garner & Bochna, 2004)

Repeated presentation

Explicit explanation

Teacher modeling

Questioning

Ability to transfer knowledge from one activity to another

Higher listening comprehension

Metalinguistic awareness

USEFUL RESOURCES RESEARCH SUPPORTS

Helping students make connections.

(Applebee, Langer, Nystrand, & Gamoran, 2003, McKeown, Beck, & Blake, 2009).

Helping students develop metalinguistic

and metacognitive skills.(Leland, Ociepka, & Kuonen, 20112; Manak, 2011).

Goals should be connected to the content

areas and CCSS.

Knowledge and skills must be brought to the surface – they must be strategic, self-reliant

learners.

Content knowledge and awareness of text

structure should be part of comprehension during intervention (Wallach et al., 2010).

REFERENCESApplebee, A.N., Langer, J.A., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction

and student performance in middle and high school English. American Educational Research Journal, 40, 685-730.

Barkley, R.A. (1997). ADHD and the nature of self-control. New York: Guilford Press.

Bowers P. N., Kirby J. R., Deacon H. S. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80, 144–179.

Capone, N., & McGregor, K,. (2004). Gesture development: A review for clinical and research practices. Journal of Speech, Language, and Hearing Research, 47, 173-186.

Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464–487.

Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47.

Diaz, R. & Berk, L. (1992). Private speech: From private speech to self-regulation. Hillsdale, NJ: Erlbaum.

Diaz, R., Neal, C.J., & Amaya-Williams, M. (1990). The social origins of self-regulation. In L.C. Moll (ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 127-154). New York: Cambridge University Press.

Farr, 2001Farr, R. (2001). Think-along/think-alouds and comprehending lead to better comprehension. The California Reader, 34(10), 29-33.

Gardner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.

Garner, J., & Bochna, C. (2004, October 1). Transfer of a listening comprehension strategy to independent reading in first- grade students. Early Childhood Education Journal, 32(2), 69-74. (ERIC Document Reproduction Service No. EJ732268). Retrieved November 25, 2008, from ERIC database.

Garjria. M., & Jitendra. A.K. (2016). Effective strategies for developing reading comprehension. In R. Schiff. & R. Malatesha Joshi. (Eds.), Interventions in learning disabilities: A handbook on systematic training programs for individuals with learning disabilities (pp. 119-138). Switzerland: Springer.

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REFERENCESGibson, F.E., & Wolter, J.A. (2015). SIG 1 Morphological awareness intervention to improve vocabulary and reading success. Perspectives on Language

Learning and Education, November 2015, Vol. 22, 147-155. doi:10.1044/lle22.4.147.

Harris, M. L., Schumaker, J. B., & Deshler, D. D. (2011). The effects of strategic morphological analysis instruction on the vocabulary performance of secondary students with and without disabilities. Learning Disability Quarterly, 34(1), 17–33.

Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Portland, ME: StenhousePublishers. Markham, ON: Pembroke Publishers Limited.

Henry, M. K. (2010). Unlocking Literacy: Effective decoding and spelling instruction (2nd ed.). Baltimore: Brookes Publishing.

Israel, S. (2007). Using metacognitive assessments to create individualized reading instruction. Newark, DE: International Reading Association.

Kamhi, A. (2014). Improving clinical practices for children with language and learning disorders. Language, Speech, and Hearing Services in Schools, 45, 92-103.

Leland, C., Ociepka, A., & Kuonen, K. (2012). Reading from different interpretive stances: In search of a critical perspective.Journal of Adolescent and Adult Literacy, 55, 428-437.

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD Publishing.

Moats, L. C. (2010). Speech to print: Language essentials for teachers (2nd ed.). Baltimore: Brookes Publishing.

McKeown, M.G., Beck, I. L., & Blake, R.G.K. (2009). Rethinking reading comprehension instruction: A comparison of instruction from strategies and content approaches. Reading Research Quarterly, 44, 218-253.

Murza, K.A., Nye, C., Schwartz, J.B.,D., Ehren, B.J., & Hahs-Vaughn, D.L. (2014). A randomized Controlled Trial of an Inference Generation Strategy Intervention for Adults with High-Functioning Autism Spectrum Disorder. American Journal of Speech Language Pathology, 23(3), 461-473. doi:10.1044/2014_AJSLP-13-0012.

REFERENCESNagy, W., & Hiebert, E. (2011). Toward a theory of word selection. Handbook of Reading Research, 4, 388-404.

Neuman, S.B. & Wright, T. S. (2014). In A.C. Stone, E.R. Silliman, B.J. Ehren & G.P. Wallach (Eds). Handbook of Language and Literacy. (pp. 161-172). New York: The Guildford Press.

O’Reilly, T., & Sabatini, J. (2016). Using advances in cognitive science to improve students study skills and reading comprehension. In R. Schiff. & R. Malatesha Joshi. (Eds.), Interventions in learning disabilities: A handbook on systematic training programs for individuals with learning disabilities (pp. 139-158). Switzerland: Springer.

Raphael, T., Highfield, K., & Au, K.H. (2001). QAR now. New York: Scholastic.

Richards, J. C., & Anderson, N. A. (2003). How Do You Know? A strategy to help emergent readers make inferences. Reading Teacher, 57(3), 290-293.

Saddler, B. (2014). Teacher’s Guide to Effective Sentence Writing. New York: The Guilford Press.

Scammacca, N.K., Roberts, G., Vaughn, S., & Stuebing, K.K. (2015). A meta-analysis of interventions for struggling readers in grades 4-12: 1980-2011. Journal of Learning Disabilities, 48(4), 369- 390.

Schellings, G. (2011). Applying learning strategy questionnaires: Problems and possibilities. Metacognition and Learning, 6, 91-109.Schunk, D. H. (2001). Social cultural theory and self-regulated learning. In B. J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 125-151). Austin, TX: PRO-ED.

Schneider, W. (2010). Metacognition and memory development in childhood and adolescence. In H.S. Walters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (pp. 54-81).

REFERENCESSchellings, G., & Van Hout-Wolters, B. (2011). Measuring strategy use with self-report instruments: Theoretical and empirical considerations.

Metacognition Learning, 6, 83-90.

Sigel, I.E, Stinson, E.T., & Flaugher, J. (1991). The relationship between parental distancing strategies and the child’s cognitive behavior. In L.M. Laosa& I.E. Sigel (Eds.), Families as learning environments for children (pp. 47-86). New York: Plenum Press.

Silliman, E.R., & Mody (2008). Individual differences in oral language and reading. In Brain, behavior, and learning in language and reading disorders (pp. 349-386). New York: The Guilford Press.

Smith Gabig, C. & Zaretsky, E. (2013). Prompting morphological awareness in children with language needs: Do the Common Core State Standards pave the way? Topics in Language Disorders, 33(1), 7-26.

Stone, A.C., Silliman, E.R., Ehren B. J., & Wallach, G. J. (2014). Handbook of Language and Literacy (pp. 339-358). New York: The Guilford Press.

Van Kleeck, A. (2006). Fostering inferential language during book sharing. In Sharing books and stories to promote language and literacy (pp. 269-317). San Diego, CA: Plural Publishing.

Wallach, G. P., Nippold, M., Hoffman, L. (2014) Improving clinical practice: A school-age and school-based perspective. Language, Speech, & Hearing Services in Schools, 45, 127-136.

Wallach, J. P. , Charlton, S. J., & Christie, J. (2010). What do you mean by that? Constructive beginnings when working with adolescents with language learning disabilities. Perspectives on Language Learning and Education, 17, 77-84.

Wesby, C.E. (2004). A language perspective on executive functioning, metacognition, and self-regulation in reading. In C.A. Stone, E.R. Silliman, B.J. Ehren, & G.P. Wallach (Eds.),Handbook of language & literacy: Development and disorders (pp. 339-358). New York: The Guilford Press.

Zwiers, J. (2014). Building academic language: Meeting common core standards across disciplines. (2nd Edition). (pp. 47-77). San Francisco, CA: Jossey-Bass.

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