Presentation on theme: "Louisa C. Moats, Ed.D. October 26, 2005"— Presentation transcript:
1Louisa C. Moats, Ed.D. October 26, 2005 Science, Language, and Imagination in the Development of Effective Reading TeachersLouisa C. Moats, Ed.D.October 26, 2005
23 Questions Often AskedWhy all this money, time, and expertise necessary for professional development?What kinds of interventions are most successful? (and who do I trust to tell me)Why should I get involved in instructional leadership?
3First, Some Basic Facts About Literacy… Early prediction is possibleEarly intervention is more effective than later interventionLanguage proficiency is the major correlate of reading and writing
4Multiple Causes of Reading Difficulty… reading failurelimitedexperiencewith booksdyslexia or other LDEnglish as a second languageinadequate instructioncognitive or language deficitsDo Exercise #1 as an interactive discussion (about five minutes of brainstorming and comments) if you have not chosen to use the previous “Constitutional vs. Environmental” slides for this activity. Encourage participants to express their beliefs about the causes of reading difficulty, in general and for specific children they know. Those who work with ELL students tend to be skeptical that the reading psychology presented here is relevant for their children. If the question comes up, acknowledge it but do not try to address it in detail at this juncture. The goal here is the “big picture” of possible causes for reading failure.
5Language Comprehension Four Language Processing SystemsContext ProcessorLanguage ComprehensionFluencyMeaning ProcessorVocabularyPhonemic AwarenessOrthographic ProcessorPhonological ProcessorPhonicsspeech outputwriting outputreading input
7Reading Trajectories Are Established Early This slide is provided by the Reading First Assessment GroupIt shows longitudinal data from the U. of OregonA reading trajectory is the predicted rate and level of achievement based on the pattern the child establishes early on, in 1st gradeComposite word reading fluency rate (of an unknown sample size) is shown on the vertical axis, and grade level on the horizontal axis; children with the squares are in the middle 10% of the sample, but children with the circles are in the lowest 10% of the sampleThe lowest group falls farther and farther behind, beginning in mid-1st grade
9Of Professional Development of Teachers of Reading The ScienceOf Professional Development of Teachers of Reading
10Teacher Preparation Issues ? “…Many teachers in general education and special education are not well prepared to provide research-based instruction, especially in the area of reading (Lyon et al., 2001)…inadequate preparation in all components of reading instruction in preservice programs and inadequate understanding of concepts involving phonological awareness and the structure of language.” Fletcher, 2004Remarkably, mainstream education groups are calling for very similar preparation standards for regular classroom teachers. Research shows clearly that the powerful methods that help dyslexic students are just as effective with “poor readers” who are not classified as LD. The AFT, for example how children learn to read, why some fail to learn, the structure of language, and the routines of explicit, research-bsed instruction and assessment. There is little difference between the standards upheld by IDA’s Alliance, and those envisioned for all other teachers. The responsibility for ALL children is in the hands the classroom teacher and the school.
11Research on Teacher Knowledge and Teaching Reading Moats & Foorman, 2003Spear-Swerling and Brucker, 2003, 2004Bos et al., 2001McCutchen et al., 2001A. Cunningham, 2004Spear-Swerling et al., in pressCornier, 2004
12Spear-Swerling and Brucker “Six hours of course instruction in word structure apparently was not sufficient for all student teachers to perform at high levels.”“Even periods of instruction much longer…may not yield perfect performance at post-test.”Children’s progress was consistent with teachers’ word-structure knowledge.
13Spear-Swerling, continued. Teachers learned from course work, not from teaching itself.There is a disciplinary knowledge base that cannot be “discovered” incidentally by most teachers.Thus, experienced teachers often do not know any more than the inexperienced about language and word structure, or about reading research.
14A. Cunningham et al.teachers in Oakland were much better at estimating their knowledge of children’s literature than they were at estimating their knowledge of language structure. Those who thought they knew less about language structure (phonics) actually knew more; those who thought they knew more, knew less.Annals of Dyslexia, 2004
15Steiner’s review of courses: 61 course syllabi reviewed (2004)Only 4 referred to NRP or NRC reportsWhole language assessments predominatedOnly 3 schools required a course in language structureMost courses taught “balanced literacy” and retained whole language orientation
16CCTC - 2002 Reading Program Review Study Of 20 programs reviewed, more than half were lacking instruction in state’s standards, assessments, and approaches required in Reading FirstTextbooks taught that all methods were equally valuable; did not emphasize and select evidence-based programs
18Why is So Much PD Required? Teachers did not receive sufficient training in licensing program even if the best practices were emphasizedAND/ORTraining did not emphasize the programs or program components or research basis that drives Reading FirstUnsupported (non-SBRR) theories and practices were taught
19and Professional Development of Teachers of Reading Languageand Professional Development of Teachers of Reading
20What About “5 Essential Components” of Reading? Phoneme AwarenessPhonicsFluencyVocabularyComprehension- Reading First
22Students Must Learn All Aspects of Language Speech sounds and word structurePrinted symbolsVocabularySentence structureParagraphsOverall text structureTwo options are presented for use with this exercise—choose the option that best fits participants’ needs. This first option is less structured and more large-group oriented. The second option is more structured and more appropriate when presenters want to provide small-group work. Here are the directions for this first option; the following slide provides information on how best to organize the second option.Option #1: Use the overhead master entitled “Comparison of Spoken and Written Language” (found in the Overhead Master Folder of Presenter’s Kit Module 1 CD-ROM) or large chart paper to take notes as participants brainstorm the ways that spoken language is different from written language. After five minutes of discussion, add any points that were not made by anyone in the audience. (For complete notes, refer to participant’s manual, Appendix A, Exercise #2, p. 74.) Speech sounds are co-articulated and processed in time, but print represents them separately so that they must be blended together. Many more unusual and specific vocabulary words are used in written text. Sentences in written text are more formally constructed, longer, and more embedded (have more clauses). Errors are not tolerated in writing. Paragraphs do not exist in spoken language, only in written. Speech is supported by contextual redundancy—that is, the speaker can monitor whether the listener has gotten the message and can repeat, restate, or elaborate as necessary. This is not so in writing.
24Current Research Findings Language systems are interdependent, so improvement in one system supports improvement in othersProficiencies are gained in parallel, although each one is gained in sequence
25ExamplesSpelling predicts reading comprehension as well as or better than word attack (Mehta et al., 2005, SSR)Phonological processing is a factor in vocabulary development
26Teacher Knowledge Surveys… Identifying phonemes, syllables, morphemesDefining basic termsUnderstanding the relationship between word recognition, fluency, and comprehensionInterpreting student work samples (oral reading, spelling and writing)
27Sentence Structure: What’s True? A sentence is constructed with a subject and a predicate.A sentence begins with a capital and ends with a period.
28Syllable counting, teachers grades K-2 (n=50) NICHD project DC side
30Phoneme Matching, n=53 Find a word that ends with the same sound: dogs: miss, has, decks, niececoached: trapped, screamed, twisted, filled(47% and 55% correct respectively)
31Awareness of Syllable Spellings The second “m” in “moment” is NOT doubled because:A) the first vowel is shortB) the first vowel is longC) the second vowel is a schwaD) the first syllable is stressed(51% correct)
32Let’s Get Specific: What Do Teachers Need to Be Taught? Differentiation of speech sounds from lettersFirst sound in “one” or “sure”?Phoneme identity and pronunciation- // /j/Knowing the functional spelling units:rifle - riffle wage - badge
33What Teachers Need to Be Taught (2) Parts of speech.Syntax and how to describe it.Aspects of text organization and genre.The classic direct instruction process:“I do, we do, you do.”
34What Teachers Need to Be Taught (3) How to use the instructional materialsHow to link the various levels of language organizationHow to assess in ways that inform instruction
35n q u ee Where We Must Begin Understanding that speech is made up of phonemes,/k/ /w/ /e/ /n/queenand matching phonemes to graphemes.
36Where We Are Going… Word structure, word meaning, word relationships: pro-ject re-jectsub-ject in-ject
37To Language Comprehension figurative languagemultiple meaningsacademic language formalitiesdiscourse structurephrase structure in sentencestopic-specific terminology
38What kinds of interventions are most successful What kinds of interventions are most successful? (and who do I trust to tell me)
39SBRR – Key Sources Florida Center for Reading Research (www.FCRR.org) Society for the Scientific Study of ReadingAmerican Psychological SocietyTexas Centers – Austin and HoustonUniversity of OregonNational Institute of Child Health and Human DevelopmentInstitute for Education Sciences
40NICHD Early Interventions Project, 1997-2001 Barbara Foorman, Principal Investigator9 schools in DC and 8 schools in Houston1600 children, followed from Kindergarten or 1st to 4th grade4 reading programs involvedGoal to improve reading achievement
41Results OverallStudents in sample began at levels below the 20th %ile on early screening (TPRI); vocabulary scores were at 5th and 17%ilesThrough 4th grade, students scored at or above the national average (between 50th and 65th %ile) on reading outcome measures, including comprehension (WJR)
44Results Overall, continued. Writing skills were significantly below average by grade 3; spelling was much lower than reading;Writing was not being taught at all in 1/3 of the classroomsThe quality of writing instruction did have a measurable effect on length of composition
45Results Consistent With Consensus Recommendations on Research-based Reading Instruction (NRP, etc.) Students benefit from direct, systematic, explicit teaching of phonology, letter recognition, sound-symbol correspondence, sight word recognition, vocabulary, and comprehension as they are building a foundation for fluent reading
46Five Important Conditions for Success Strong leadershipContent-rich, sustained professional developmentIn-class coachingCore, comprehensive programAssessment for screening and progress-monitoring (TPRI)The National Staff Development Council has led the field of education in conceptualizing what must be done by dividing the characteristics of good professional development into the categories of context, content, and process. We will discuss each of these categories.
47What the Teachers Told Us 50 teachers who had had two or more years in the DC project were interviewed by a former president of the local teachers’ union. Interviews were taped and transcribed; teachers’ identities were fully protected.
48Interviews, continued.49/50 teachers were “positive” to “extremely positive” about participatingReasons Cited:obvious, immediate student improvementgreater insight into reading developmenthelp determining priorities and goals (no one advocated more “choice” or “creativity”)material supportlearning with colleagues in supportive context; opportunity to practice and receive coaching
49Why should I get involved in instructional leadership?
50To Provide a Supportive Context Understand and give the time needed for teachers to master various componentsEvaluate in ways that are consistent with what teachers are learning to doFoster collaboration and teamwork across disciplines and roles
51To Lead Toward Sound Theories and Scientifically-grounded Practices Ungrounded ideas that infect education:Cueing systemsLearning stylesBrain-based learningMultiple intelligencesStructure of the junctions between the functions
52To Set Expectations for What Any Teacher Should Know How children learn to readWhy some children fail to learn to read well (and how to identify them)How written English is structuredHow to teach most effectively (guided by research)How to use a specific set of materialsFoundation concepts about reading provide a common frame of reference for everyone. These concepts should be revisited often in professional development institutes and courses.
53and Professional Development of Teachers of Reading Imaginationand Professional Development of Teachers of Reading
54Make time for… Personal goal setting Story-telling Humor Unusual collaborationsRole playObservationQuestion-generationArt and music
57ReferencesMoats L.C. & Foorman, B.R. (2003). Measuring teachers’ content knowledge of language and reading. Annals of Dyslexia, 53,Moats, LC (2004) Science, language, and imagination… In McCardle and Chhabra, Voices of evidence in reading research. Brookes Publishing.Foorman, B.R., & Moats, L.C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education, 25 (1),Foorman, B. (Ed.) Preventing and remediating reading difficulties: Bringing science to scale. Baltimore: York Press.