1. Using Technology to Support Effective Preschool Literacy Instruction: The Individualizing Student Instruction Project Carol McDonald Connor Florida State University and the Florida Center for Reading Research PBS 2005, Washington DC

2. Acknowledgements ISI team – both FSU and UM ISI team – both FSU and UM Fred Morrison, Barry Fishman, Lisa Slominski and Claire Cameron Fred Morrison, Barry Fishman, Lisa Slominski and Claire Cameron Pathways to Literacy Project students and staff Pathways to Literacy Project students and staff Parents, children and teachers who participated in the study Parents, children and teachers who participated in the study This work was supported by the US Department of Education IES, National Institute of Child Health and Human Development and the National Science Foundation under grant numbers R305H04014, R01 HD27176 and 0111754, respectively. This work was supported by the US Department of Education IES, National Institute of Child Health and Human Development and the National Science Foundation under grant numbers R305H04014, R01 HD27176 and 0111754, respectively.

3. What should children learn in preschool? Among other important skills: Among other important skills: Phonological awareness Phonological awareness Rhyming, phonological segmentation, blending Rhyming, phonological segmentation, blending Letters and letter-sound correspondence Letters and letter-sound correspondence Emergent reading Emergent reading Vocabulary and oral language skills Vocabulary and oral language skills Dickenson et al (2003); Lonigan et al. (1999); Nelson et al., (2003); NICHD- ECCRN (numerous) Dickenson et al (2003); Lonigan et al. (1999); Nelson et al., (2003); NICHD- ECCRN (numerous)

4. Overview Research on Child X Preschool Instruction Interactions Research on Child X Preschool Instruction Interactions Implications for effective instruction Implications for effective instruction Using Assessment to guide instruction Using Assessment to guide instruction Planning Planning Present A2I software Present A2I software Teacher planning tool that uses children’s test scores to provide recommended types and amounts of instruction Teacher planning tool that uses children’s test scores to provide recommended types and amounts of instruction

5. Conceptualizing Preschool Instruction Dimensions of Instruction Dimensions of Instruction Teacher versus child managed Teacher versus child managed Code focused versus meaning focused Code focused versus meaning focused Explicit versus implicit (play) Explicit versus implicit (play)

6. Teacher Managed Child Managed Code focused Spelling Spelling  Phonological Awareness  Alphabet Activity  Letter-Sound Correspondence  Initial Consonant Stripping Handwriting Handwriting  Alphabet Activity Meanin g focused Teacher read-aloud Teacher read-aloud  Choral reading aloud  Discussion  Teacher Read- aloud/Discussion combined  Conventions of Print  Vocabulary activities  Sharing Sustained silent reading Sustained silent reading Play (implicit) Play (implicit)

7. Participants 156 student participants 156 student participants 3-4 years of age in fall 2002 3-4 years of age in fall 2002 34 classrooms taught by 24 teachers 34 classrooms taught by 24 teachers Lead teachers hold Early Childhood Credential Lead teachers hold Early Childhood Credential Head-Start, State supported and Fee-for-service licensed preschools/daycare Head-Start, State supported and Fee-for-service licensed preschools/daycare Typically developing children Typically developing children Full and half day programs Full and half day programs School District – Urban Fringe transitioning School District – Urban Fringe transitioning

8. Results Fall Mean (SD) Range Spring Mean (SD) Range Alphabet Naming (# of letters) 11 (8) 0-26 16 (8) 0-26 Letter-Word Recognition 334.80 (25.08) 270-400 350.27 (31.98) 130-464 Vocabulary W466.59 (15.79) 374-502 472.82 (13.36) 417-506 On average, children made age appropriate progress on all measures

9. Mean minutes PS Literacy Instruction

10. TM-Code-focused 03 6 minutes 75 th percentile fall LW 25 th percentile fall LW Spring Letter-Word

11. Letter-word X Instruction Amount of TM Code Focused Classroom Amount of TM Meaning Focused Classroom 75 th percentile fall Letter- word score 25 th percentile fall Letter- word score Spring Letter-Word

12. Implications Both code- and meaning-focused preschool literacy activities, including play, contribute to emergent literacy and language outcomes Both code- and meaning-focused preschool literacy activities, including play, contribute to emergent literacy and language outcomes But their effect appears to depend on children’s literacy and vocabulary skills at the beginning of the year But their effect appears to depend on children’s literacy and vocabulary skills at the beginning of the year How do we design effective preschool instruction that take into account these child X instruction interactions? How do we design effective preschool instruction that take into account these child X instruction interactions? Use assessment to guide instruction Use assessment to guide instruction Encourage teacher planning for individualized instruction Encourage teacher planning for individualized instruction Individualizing Student Instruction Project Individualizing Student Instruction Project

13. There once was a Boston Tea Party They needed some men who were hardy They took up their axes They took up their axes Got rid of their taxes Got rid of their taxes And laughed at the king, the old smarty! http://hicedev.soe.umich.edu/A2I/ http://hicedev.soe.umich.edu/A2I/ http://hicedev.soe.umich.edu/A2I/