Reading
EXC 7765
Teaching & Learning II
Spring 2004
Standards Based Reform &
Special Education
IDEA 1997
Establish goals for the performance of
students with disabilities that are consistent
with goals & standards for all students
Address and report on the performance of
students with disabilities on assessments,
graduation, drop-out rates
 Provide access for students with disabilities
to the general education curriculum
Research-based Best Practice
“The ultimate beneficiaries of education
research must be children, not the
researchers themselves. Enlightened
educators look to education research for
well-founded evidence to help them do a
better job with the children they serve”
(Slavin, 2004, p. 27).
Differentiation
(Tomlinson, 1995, ED38914)
• Variety of ways for students to explore curriculum
content
• Variety of sense-making activities or processes
through which students can come to understand
and “own” information and ideas
• Variety of options through which students can
demonstrate or exhibit what they have learned.
Quality vs. quantity
Differentiation
(Tomlinson, 1999; Strieker, 2004)
• Readiness: Readiness for a given skill, concept,
or way of thinking (ability). Begin where students
are.
• Interests: Those things learners find relevant,
fascinating, or worthy of their time. Engage
students in instruction.
• Learning Profile: Learning style, intelligence
preference, processing preferences, and/or how the
learner sees himself in relation to the rest of the
world. Students learn in different ways
Differentiated Instruction
(Tomlinson, 1999)
Grouping
Interest
Modalities
Rates of instruction
Level of complexity
Active exploration
Highly
complex
PLANNING
PYRAMID
FEW
WILL
LEARN
Functional or
Access Skills
MOST WILL LEARN
Next important
concepts or skills
ALL WILL Learn
Most Important
Concepts & Skills
http://www.nrrf.org/synthesis_research.htm
A Synthesis of Research on Reading
from the National Institute of Child
Health
and Human Development
by Bonita Grossen
University of Oregon
November , 1997
Phonemic awareness
Children who are not phonemically aware are not able to
segment words and syllables into phonemes.
Consequently, they do not develop the ability to decode
single words accurately and fluently, an inability that is the
distinguishing characteristic of persons with reading
disabilities.
Phonological Processing
Component Skill
Phonological Awareness
Assessment
Say cat without the /t/
sound
Phonological recoding in Name objects, letters,
lexical access (Rapid
colors quickly
naming)
Phonological recoding in Repeat sentences, words,
working memory
or digits accurately.
Key principles of effective reading
instruction identified in the research
1. Begin teaching phonemic awareness directly at an
early age (kindergarten).
2. Teach each sound-spelling correspondence explicitly.
3. Teach frequent, highly regular sound-spelling
relationships systematically.
4. Show children exactly how to sound out words.
5. Use connected, decodable text for children to practice
the sound-spelling relationships they learn.
6. The use of interesting stories to develop language
comprehension.
Balance, but don't mix.
http://www.cornerstoneliteracy.org/
"To read, to write, to
think critically, to
reason, to analyze and
evaluate information,
to communicate
effectively in a variety
of forms, and to inquire
systematically into any
important matter."
Proficient Reader Research
Miller (2002)
• Activating relevant, prior knowledge (schema) before,
during, and after reading text (Anderson & Pearson, 1984)
• Creating visual and other sensory images from text during
& after reading (Pressley, 1976)
• Drawing inferences from text to form conclusions, make
critical judgments, and create unique interpretations
(Hansen, 1981)
• Asking questions of themselves, the authors, and the texts
they read (Raphael, 1984)
• Determining the most important ideas and themes in a text
(Palinscar and Brown, 1984)
• Synthesizing what they read (Brown, Day, and Jones,
1983)
Stages of Reading Development
• Readiness
Listening comprehension
Phonemic awareness
• Beginning Reading
Phonological processing
Automaticity
Reading comprehension
• Functional Reading
Locating information
Following directions
Organizing ideas
• Recreational Reading
Choosing appropriate reading materials
Reading Comprehension
Reading comprehension is viewed as the
process of using one’s own prior
knowledge and the writer’s cues to
infer the author’s intended meaning
(Johnson, 1981, p. 16).
Reading comprehension requires active
involvement by the reader.
Strategy Use (Keene & Zimmerman, 1997)
•
•
•
•
•
•
Uses schema (connections)
Infers
Asks questions
Determines what is important in text
Monitors comprehension
Visualizes & creates mental images while
reading
Rand Reading Study Report (2001)
http://www.rand.org/publications/MR/MR1465/index.html
Reading comprehension capacity builds on
successful initial reading instruction
Text
Activity
Reader
How Good Readers Process Text
(Irwin, 1991)
• Microprocesses – individual sentence level
• Integrative processes – use of context
• Elaborative processes – interaction with
past
• Macroprocesses – reading strategies for
main ideas
• Metacognitive processes – self-monitoring
strategies
Building Connections (Herrell, 2000)
• Listening to proficient reader (teacher/parent)
• Proficient reader stops to check understanding
of new or key vocabulary words
• Role play or act out new vocabulary words
• Picture or realia to represent new vocabulary
word
• Repetition – reread/continue role play
• Students use vocabulary in context – oral and
then written
• Repetition of student use in context.
Crafting sessions
•
•
•
•
•
•
Quality children’s literature
Teacher model
Student participation
Active engagement
Monitor
Review
Vocabulary Journals
New words
How I used my word
Flung
I told my mom, “I flung my
towel over the towel rack.”
Intently
I asked my dad, “What are
you looking at so intently?”
(He was impressed.)
Vocabulary Instruction
• Essential vocabulary
– Survival
– Literacy
• Reading vocabulary
– Comprehension
– Semantic map
• Content vocabulary
– Comprehension
– Relationships
Levels of Word Knowledge
(Snyder, 2003)
• Unknown No idea at all what word means
• Acquainted Must deliberately think about
word in order to recall its meaning
• Established Recognizes word and gives
meaning to it easily
• In-depth Word is thoroughly understood in
all or most contexts; uses word flexibly; can
associate it with range of experiences
Processing unknown words
• Unknown word:
eleemosynary
• Write the word
• Context sentence: The philanthropist made
an eleemosynary gesture.
• Synonym: gratutious
• Definition : Of or relating to alms or the
giving of alms; contributed as an act of
charity
Learning New Words
(Snyder, 2003)
•
•
•
•
•
•
•
•
Label known concept
Receptive – expressive oral vocabulary
Oral – reading vocabulary
Clarification & enrichment – known words
New meanings for known words
Multiple meanings for known words
Receptive – expressive written vocabulary
New words & new concepts
Balance
Genres
Learning to read
Reading to learn
Surface skills
Deep structure
•
•
•
•
Listening
Speaking
Reading
Writing
http://www.standards.dfee.gov.uk/literacy/
Closure
Differentiated
practice
activity
Review
Explicit
Instruction
Dimensions of Learning
(Marzano, 1992)
1. Positive attitudes and perceptions about
learning
2. Thinking involved in acquiring and
integrating knowledge
3. Thinking involved in extending and
refining knowledge
4. Using knowledge meaningfully
5. Productive habits of mind
Vocabulary Enrichment &
Dimensions of Learning
(Marzano, 1992)
1. Positive attitudes and perceptions about
learning
2. Thinking involved in acquiring and
integrating knowledge
3. Thinking involved in extending and
refining knowledge
4. Using knowledge meaningfully
5. Productive habits of mind
Dimension 1: Positive attitudes
and perceptions about learning
• Task value
– Student interest
– Product choice
• Wait time Stahl, 1994 (ED 370885)
– Processing time
– Active engagement
• Guidance
– Cues & prompts
– Feedback
March Madness
< 1.5 > 3 seconds
Crossword, “sounds
like, synonym
Vocabulary Instruction & Reading
Comprehension (Smith, 1197, ED412506)
Vocabulary instruction should be included
across all areas of curriculum
Direct involvement of students in
constructing meaning is more effective
that memorization techniques
Study of relationships is important in content
area reading
Beginning with current student framework
facilitates learning
Dimension 2: Acquiring and
integrating knowledge
DeclarativeKnowledge
KWL
Representations
Patterns
Graphic Organizers
Memory Strategies
Vocabulary Frames are a flashcard method for learning new vocabulary. Do not use
Vocabulary Frames for every vocabulary word encountered. Words that introduce new
concepts are best used with Vocabulary Frames.
Top Right Corner: Write the word’s
definition top
Left Corner: Write the word’s
opposite and cross it out
Lower Left Corner: Write a silly
sentence that uses the definition of
the word
Lower Right Corner: Draw a graphic
to help you visualize the concept
In the Center: Write the word
Isolate any prefixes
Isolate the root
Note the meaning of the
root
Isolate any suffixes
Label the part of speech
in parenthesis
http://litsite.alaska.edu/uaa/workbooks/readi
ngvocabulary.html
WRITING YOUR OWN DEFINITION
DEFINITION WORD CHART
http://www.tandl.leon.k12.fl.us/lang/Elementary/Anchorvoc.html
Word
Things I know
about the word
General category
this word might
belong in
Examples of other
related words
My definition
Dimension 2: Acquiring and
integrating knowledge
Procedural Knowledge
Algorithms
Strategies
General rules
Analogies
Think Aloud
Flow Charts
Latin & Greek Roots
• http://www.quia.com/jg/275995.html
• http://english.glendale.cc.ca.us/quizr.html
• http://hyper.vcsun.org/HyperNews/nherr/get
/SED646/S99.1/104.html?nogifs
• http://www.resourceroom.net/Comprehensio
n/index.asp
Dimension 3: Extending and
refining knowledge
•
•
•
•
•
•
•
•
Comparing
Classifying
Inducing
Deducing
Analyzing errors
Constructing support
Abstracting
Analyzing perspective
Dimension 4: Using knowledge
meaningfully
• Application-oriented tasks
• Long-term tasks
• Student-directed tasks
Dimension 5: Productive habits
of mind
• Self-regulated thinking and learning
• Critical thinking and learning
• Creative thinking and learning
Integrating & Weaving
Vocabulary Instruction Across the
Curriculum
• Graphic organizers
• Compare/contrast
• Preview strategies
Facilitating retention, understanding &
independent application
Elaboration Techniques
• Teach new vocabulary in context (meaningful
subject-matter lesson)
• Select vocabulary that is:
– Key to understanding
– Repeated
• Facilitate student discussion to promote use of
new term
• Build on previous knowledge
• Use examples/non-examples
• Use multiple formats
Clarifying Table (Titanic)
Term Elitism
Core Idea being especially proud of belonging to a small
group who thinks its superior
Use it to describe
Clarifiers
Knowledge connections
Example of:
“Superior to others” belief
Snobby acting movie stars
“more valuable” belief
Snobby acting
Aristocracy, super-rich,
celebrities
Integrating & Weaving
Vocabulary Instruction Across the
Curriculum
• Graphic organizers
• Compare/contrast
• Preview strategies
Facilitating retention, understanding &
independent application
Elaboration Techniques
• Teach new vocabulary in context (meaningful
subject-matter lesson)
• Select vocabulary that is:
– Key to understanding
– Repeated
• Facilitate student discussion to promote use of
new term
• Build on previous knowledge
• Use examples/non-examples
• Use multiple formats
Clarifying Table (Titanic)
Term Elitism
Core Idea being especially proud of belonging to a small
group who thinks its superior
Use it to describe
Clarifiers
Knowledge connections
Example of:
“Superior to others” belief
Snobby acting movie stars
“more valuable” belief
Snobby acting
Aristocracy, super-rich,
celebrities
Stages of spelling development
• Readiness
20xot7
• Prephonetic
TR
• Phonetic
tejr
• Transitional
teechir
• Correct
teacher
Communication Disorders
• Language - cognitive function
• Form:
• Phonology
• Morphology
• Syntax
(sounds)
(parts)
(grammar)
• Content
– Semantics
(vocabulary)
• Use
– Pragmatics
(function)
Language Disorders
• Pragmatics
–
–
–
–
–
–
Function or use of language
What to say
Who to say it to
When to say it
How to say it
Under what circumstances
Expansion of Expressive
Vocabulary
•
•
•
•
•
•
•
Opportunity
Model
Expansion
Establish
Transfer
Maintain
Correction
http://toread.com/
http://www.brainconnection.com
http://www.ncrel.org/sdrs/timely/briiss.htm
http://www.ncrel.org/sdrs/timely/brires.htmhttp://www.ericfac
ility.net/ericdigests/ed435986.html
http://www.indiana.edu/~eric_rec/ieo/digests/d144.html
http://www.indiana.edu/~eric_rec/ieo/bibs/balanced.html
http://www.dfes.gov.uk/index.htm