Reading: The Foundation of Future Learning

by Carolyn McGuffog, Ph.D., Ed.D., A.B.S.N.P.

Importance of ReadingResearch has shown that READING IS SINGLE MOST IMPORTANT thing a parent can do to help children:

• acquire language• succeed academically• love learning

Importance of Reading• The greatest and longest lasting

academic benefits have been shown in children who are read to three or more times a week (Markland, 2011).

Reading Builds Higher Level Skills• Language Skills• Attentional Regulation• Tracking & Scanning - Directionality• Sequencing• Saliency Determination• Inferential and Deductive Reasoning• Social and Emotional Intelligence• Fund of Factual Knowledge

Reading & Language Development

Reading teaches vocabulary and sentence structure

“I am no bird; and no net ensnares me: I am a free human being with an independent will.”

Jane EyreCharlotte Brontë

Academic Achievement & SES

• Research has shown a high positive correlation between academic achievement and socio-economic status (SES).

• A meta-analysis found parents’ location in the socioeconomic structure has a strong impact on students’ academic achievement. (Sirin, 2005)

Language Development

In the 1980s, psychologists sampled the actual number of words spoken to young children from families at 3 socioeconomic (SES) levels:

(1) Low SES(2) Middle SES(3) High SES

Language Development

Then they tallied them up. The differences were astounding: • Children in professionals' homes (High

SES) were exposed to an average of 1500+ more spoken words per hour than children in welfare homes (Low SES).

Language Development

• Over one year, that amounted to a difference of nearly 8 million words.

• By age four, total gap of 32 million words between High and Low SES homes.

How can we change that?

Reading!

Expose our children to literature!

Guided Reading• https://www.youtube.com/watch?v=JAiS

WCxIP6M

Model Active Reading Strategies

• Talk about the author, illustrations, chapter titles, sub-headings etc.

• Encourage predictions.

• Activate prior knowledge.

• Stop during the story to confirm or refute predictions and to make new ones

• Discuss predictions again at the conclusion

National Reading Panel• In 1997, Congress asked the NICHD (Eunice

Shriver Kennedy National Institute of Child Health and Human Development) and the U.S. Department of Education to form the National Reading Panel to evaluate existing research about reading and determine what methods work best for teaching children to read.

National Reading PanelThe National Reading Panel recognized 5 key components as building blocks for proficient readers. They are: 1) Phonemic Awareness2) Alphabetic Principles or Phonics3) Fluency4) Vocabulary 5) Comprehension

Phonemic Awareness• The panel found that children who

learned to read through specific instruction in phonemic awareness improved their reading skills more than those who learned without attention to phonemic awareness.

Phonemic Awareness

1) Phonemic Awareness: the ability to hear, identify, and manipulate sounds in spoken language.

• phoneme - a speech sound.• does not involve words in print.

Phonemic Awareness Activities

• Rhyming• Blending Phonemes• Segmenting Phonemes• Manipulating Phonemes• Syllable Segmentation

Rhyming Books

Some of the best books to read to children are rhyming and poetry books because they help emphasize recurring patterns of sounds.

“I meant what I said, and I said what I meant. An elephant's faithful, one hundred percent.” Dr. Seuss, Horton Hatches the Egg

Blending Phonemes• Blending: What word am I trying to say?

m...o...p

p...l...a...n....t

w… i….n…d…o

Segmenting Phonemes• Segmentation (first sound isolation): What

is the first sound in mop? /m/

• Segmentation (last sound isolation): What is the last sound in mop? /p/

• Segmentation (complete): What are all the sounds you hear in mop? /m/ /o/ /p/

Manipulating PhonemesOmit phonemes• ‘dear’ omit ‘d’ ----------------- ‘ear’• ‘meat’ omit ‘m’ --------------- ‘eat’Substitute phonemes• ‘dear’…change the ‘d’ to an ‘n’• ‘meat’… change the ‘m’ to an ‘s’

Syllable Segmentation

Words are made up of syllables. Syllable ClapAsk child to clap with you as you say these

words: Ta - ble Te - le – phone Wa - ter - me - lon

National Reading Panel

• "The best predictor of reading difficulty in first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness).“

National Reading PanelThe National Reading Panel recognized 5 key components as building blocks for proficient readers. They are: 1) Phonemic Awareness2) Alphabetic Principles or Phonics3) Fluency4) Vocabulary 5) Comprehension

Alphabetic Principle or Phonics

2) Phonics: the study and use of sound-symbol relationships (matching a sound to a letter).

Speech is made up of a sequence of sounds (phonemic awareness) and those units of sound are represented by the symbols on a page.

Phonics• Letter-sound correspondences – learn

individual letter sounds, progressing to more complex letter combinations, and then onto more complex decoding rules.

Advanced Word Analysis Skills • Letter Combinations: ‘ch’ ‘sh’ ‘tr’• Word Patterns: VCe pattern words and their

derivatives (long Vowel Bossy E) – ‘cake’ ‘bike’

• Knowledge of prefixes, suffixes, and roots, and how to use them to "chunk" word parts.

Sight Words• Irregular Word: A word that cannot be

decoded because the sounds of the letters are unique to that word.

Irregular Wordsthe you said his people

to they were do know

was would are some your

of there because as mother

is one what could who

two too should put whose

Alphabetic Principle Research Says:There are too many words in the English language to rely on memorization as a primary word identification strategy. Decoding is essential.

A primary difference between good and poor readers is the ability to decode words.

National Reading PanelThe National Reading Panel recognized 5 key components as building blocks for proficient readers. They are: Phonemic AwarenessAlphabetic Principles or Phonics• Fluency• Vocabulary • Comprehension.

Reading Fluency• 3) Fluency: the rate at which a student

reads. This includes, speed, accuracy, expression, phrasing and comprehension

Reading Fluency• Knowledge of and automaticity with

advanced word analysis skills and sight words is essential if students are to read fluently.

ZUMBA

• Tobago

• (track 19) 47:03

Fluent Readers• Recognize words automatically• Read aloud effortlessly with expression• Do not have to concentrate on decoding• Can focus on comprehension

Guided Oral Reading Instruction• Choral Reading - Student reads aloud with the teacher.• Peer/Paired Reading- Students work in pairs. Each

student reads their text silently, then take turns reading the passage 3 times orally to the other student. The listening student gives suggestions and feedback.

• Echo Reading - the teacher reads a sentence, paragraph or page aloud and then has the student chorally reread that segment.

• Buddy Reading - An upper grade student listens to a lower grade student read, giving appropriate feedback.

• Tape Assisted Reading - Children listen and read along with a tape.

NRP- Reading Fluency• Panel determined that guided repeated

oral reading has a significant and positive impact on word recognition, reading fluency, and comprehension for students of all ages.

• The Panel was unable to conclude that independent silent reading, as the only type of reading instruction, improves reading fluency.

National Reading PanelThe National Reading Panel recognized 5 key components as building blocks for proficient readers. They are: Phonemic AwarenessAlphabetic Principles or PhonicsFluency• Vocabulary • Comprehension

Vocabulary Development• 4) Vocabulary: understanding the

meaning of new words both in and out of context and having the ability to apply and use the word (making the word your own).

National Reading Panel

• The Nation Reading Panel found that explicit vocabulary instruction and repeated contact with vocabulary words is critical to comprehension.

The Common Core Shift 6 - Academic Vocabulary

• Tier 1 - words acquired through every day speech.

• Tier 2 - Precise words that are used by the author in place of common words. (i.e. gallop instead of run). They change meaning with use.

• Tier 3 - Domain specific words” that are specifically tied to content. (i.e. evaporation, amendment). They are important to understanding content.

Common Core - Vocabulary

• The Common Core suggests that it’s important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading.

National Reading PanelThe National Reading Panel recognized 5 key components as building blocks for proficient readers. They are: Phonemic AwarenessAlphabetic Principles or PhonicsFluencyVocabulary • Comprehension

Reading Comprehension• 5) Comprehension: complete

understanding, both literal and inferential of text. The ability to read between the lines, predict accurately, draw conclusions and truly interact with the text.

NRP - Reading Comprehension• Comprehension monitoring - readers learn

how to be aware of their comprehension (meta-cognition)

• Graphic representations - graphic and semantic organizers and story maps

• Cooperative learning - students read and discuss what they read together.

• Question answering - readers answer questions about the text.

Ask Questions About Books

http://hale.sd54.org/wp-content/blogs.dir/21/files/2012/09/BloomsChart-3-5.pdf

Level of Thinking Question Stems

Level 1 :Knowledge or Remembering

Describe what happens when… Who was it that…? Who spoke to…? Where did ____take place? How did ____happen? Who were the main characters? When did _____happen? Can you list the three...? Who was...? What can you tell me about…?

Level of Thinking Question StemsLevel 2Comprehension orUnderstanding

Can you write in your own words…? What do you predict could happened next…? Who do you think…? What was the main idea…? What differences exist between…? Can you provide an example of what you mean...? How would you classify the type of...? How would you compare...? contrast...? State or interpret in your own words...? What can you infer from…? How would you rephrase the meaning...? Which statements support...? Can you explain what is happening...? or what is meant...? What can you say about...? Which is the best answer...and why? What can you conclude from…? How would you summarize...? What characteristics identify…? What patterns exist…?

Level of Thinking Question StemsLevel 3 Application or Applying

Do you know another instance where…? Could this have happened in…? Can you group by characteristics such as…? What factors would you change if…? Can you apply the method used to some experience/experiment? What questions would you ask of…? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a ,,,? How would you use...? How would you solve ___using what you've learned...? How would you organize ___to show...? How would you show your understanding of...? What approach would you use to...? How would you apply what you learned to develop...? What other way would you plan to ...? What elements would you choose to change...? What facts would you select to show...? Identify the results if….? Under what conditions would you…? Why does _____ work?

Level of Thinking Question StemsLevel 4 Analysis or Analyzing

Which events could have happened…? If … happened, what might the ending have been? How was this similar to…? What was the underlying theme of…? What do you see as other possible outcomes? Why did…change occur? Can you compare… with that presented in ...? Can you explain what must have happened when...? How is ...similar to ...? What are some of the problems of ...? Can you distinguish between ...? What were some of the motives behind ...? What was the turning point...? What was the problem with...? What are the parts or features of…? How is ___related to…? Why do you think…? What is the theme…? What motive is there…? What inference can you make…? What conclusions can you draw? How would you classify…? How would you categorize…? Can you identify the different parts…? What evidence can you find…? What is the relationship between…? Can you make a distinction between…? What ideas justify…?

Level of Thinking Question Stems

Level 5 Evaluation or Evaluating

Is there a better solution to…?Can you defend your position about …? Do you think … is a good or a bad thing? How effective was ...? Can you assess the value or importance of…? Why did they (the character) choose…? What would you cite to defend the actions…? Based on what you know, how would you explain…? What information would you use to support the view…? What data was used to make the conclusion…? How would you compare the people… the idea…?

Level of Thinking Question StemsLevel 6 Synthesis or Creating

If you had access to all resources, how would you deal with …? How would you improve the outcome of…? Can you elaborate on the reason…? Can you propose an alternative…? How would you adapt __ to create a different ...? Can you predict an outcome if…? Can you think of an original way for the…?

Reading Comprehension

Before reading - establish purpose for the reading, review vocabulary, activate background knowledge, encourage predictions.

Reading Comprehension

During reading – point out difficult words and ideas in the text; ask children to identify problems and solutions; encourage visualization

Reading Comprehension

After reading - ask children to retell or summarize stories, create graphic organizers (such as webs, cause-and-effect charts), put pictures of story events in order etc.

Response to Intervention (RtI)• Scientific research-based reading programs

that include explicit and systematic instruction in:

• phonemic awareness• phonics • vocabulary development, • reading fluency• reading comprehension strategies

Shifts in ELA/Literacy

57

Shift 1

Balancing Informational & Literary Text

Students read a true balance of informational (non-fiction) and literary texts.

Shift 2

Knowledge in the Disciplines

Students build knowledge about the world through TEXT rather than the teacher or activities

Shift 3

Staircase of Complexity

Students read grade appropriate text around which instruction is centered - close reading.

Shift 4

Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Shift 5

Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6

Academic Vocabulary

Students build the transferable vocabulary they need to access grade level complex texts.

Common Core ELA

Kate Gerson

• https://www.youtube.com/watch?v=pkHSEWnUfnk

Importance of Reading Reading to a child is one of the easiest ways

to prevent future learning problems.

Reading increases activity in the language center of the brain.

Online Children’s Books

Leveled Books Onlinehttp://www.raz-kids.com/

Children’s Story Books onlinehttp://www.magickeys.com/books/

So many books, so little time…

THE END