1. Dr. Amy Murdoch and Dr. Elizabeth Corbo Mount St. Joseph University
Stronger Together Advancing Reading Science STARS Kilpatrick Book Study Group
Dr. Amy Murdoch and Dr. Elizabeth Corbo Mount St. Joseph University

2. Objectives Understand the STARS Grant Objectives & Work
Get to know each other
Explore key components of the Science of Reading
Discuss Emily Hanford’s At A Loss for Words and analyze implications for our work in schools.

3. Agenda Introductions STARS Grant – Goals & Activities
Plan for our 4 Meetings
Teacher Preparation
Pre-Assessment – Moats
Science of Reading Overview—Key Tenets
Reading Rope
Discussion – Emily Hanford’s At A Loss for Words
Next Meeting

4. Positively impact the reading achievement of Cincinnati’s children
Ultimate Goal
Positively impact the reading achievement of Cincinnati’s children

5. STARS Grant Goals & Activities
Goal 1: Create a meaningful partnership between MSJ Reading Faculty & CPS by working together to deepen our knowledge & skills around implementing the Science of Reading in urban public schools that serve a diverse group of students with a range of reading needs.
Activity:
Book Study – Kilpatrick Books
Learn about new reading program in CPS & how it fits with Science of Reading

6. Extending Our Book Study Work
Creating professional learning sessions in your school.
All materials will be available to you.
Powerpoints
Activities
Discussion Questions

7. Book Study Materials

8. Our Professional Learning Sessions
12/5: The Science of Reading
Hanford—At A Loss for Words and Kilpatrick Ch. 1-3 (overview)
2/6: Phonological Awareness
Kilpatrick Ch. 4, 6 & Part 1 of Equipped
3/5: Orthographic Mapping
Kilpatrick Ch. 5, 7, 8 & Part 2 of Equipped
4/23: Vocabulary & Comprehension
Kilpatrick Ch. 5, 9-13

9. STARS Grant Goals & Activities
Goal 2: Strengthen the reading core in MSJ’s teacher preparation program.
Activity:
MSJ Reading Faculty will work collaboratively to strengthen our reading core.
Find strong reading placement sites for reading practicums and student teaching.

10. New Coursework for Undergraduates and Initial Licensure Programs
RDG 215: Foundations of Literacy RDG 330: Phonological Awareness, Phonics and Fluency RDG 331: Vocabulary, Comprehension, & Writing RDG 338: Assessment, Instruction and Intervention RDG 391: Practicum (Structured Literacy--Orton Gillingham)

11. MSJ Courses & Small Group
Please form a small group. You will be in this small group later too—same roles.
Assign a facilitator, note taker, and reporter.
10 Minutes

12. Pre-Assessment Created by Dr. Louisa Moats with a few additions.
Moats L.C. & Foorman, B.R. (2003). Measuring teachers’ content knowledge of language and reading. Annals of Dyslexia, 53,
Purpose: To see what things we might want to emphasize in our work together and where to go more quickly!
If you don’t know something, don’t sweat it, skip it. We are looking for fluency. Don’t guess.
15-20 Minutes

13. Why Focus on the Science of Reading?

14. 1/11/2020
2019 results from National Assessment of Educational Progress at 4th Grade
Overall, 34% of 4th graders performed below the Basic Level of Proficiency
Percent below Basic 23
White 52
Black
Hispanic 45 47
Free lunch
Pay 19
Dr. Amy Murdoch, Mount St. Joseph Univesity

15. NAEP Progress Data

16. Study by Murdoch et al (2019)
PELI Goal = 201
Mid-Year

17. - National Council on Teacher Quality, 2007, p. 17
However….
Reading skills are alterable, observable, measurable, and valid targets for change. We know how to improve reading achievement!
“With the scientific discoveries that began over a half-century ago, we now have the good fortune of holding the keys to the locks that bar far too many children from having full access to society. It is time to put the keys in the locks and start turning them.”
- National Council on Teacher Quality, 2007, p. 17

18. Teachers are POWERFUL
“The Magic is in the Instruction” - Anita Archer, 2017 “Every student deserves a great teacher, not by chance, but by design.” -Fisher, Frey, & Hattie, 2016, p. 2

20. End of Year Goal = 231

21. Preschool Data from Project Ready!
Research presentations and the curriculum that was created and used in the research that was presented on previous slides is available on this website (free).

22. “Various sources converge in suggesting that ill-informed, ineffective reading instruction practices are the norm in our classrooms, and that these contrast sharply with the content and principles of structured language and literacy teaching” - Moats, 2017 IDA Summer Perspectives

23. Educational “Beliefs,” Fads, and Pseudo-Science
Learning Styles
Multiple literacies
Brain based reading exercises—Brain Gym
3 Cueing System
Guided guessing (whole language approaches)
Video game based reading instruction
Reading is natural

24. The Science of Reading SO, What’s the problem?
Reading is HIGHLY researched by cognitive psychologists, neuroscientists, as well as educational researchers. It is one of the oldest topics in experimental psychology. We know a great deal about how to teach reading!
SO, What’s the problem?
“There is a profound disconnection between the science of reading and educational practice. Very little of what we’ve learned about reading as scientists has had any impact on what happens in schools because the cultures of science and education are so different.”
- Seidenberg, 2017, p. 9

25. There is new awareness of the need to change.
Teacher preparation is being examined and pressured to change.
Curriculum Developers are bring pressured to change.
HOPE
Lots has been written, studied and discussed --- we know, teacher prep is NOT (as a whole teaching the science)

26. We Can Do Better We know what it takes to create readers
We can predict who may struggle with early screening
We know the skills to teach, how to teach them and how much of each is necessary
We know how to prevent reading failure and intervene with struggling readers

27. Our Goal
Eliminate the research to practice gap. Prepare teachers to implement the science of reading (and learning) so ALL children learn to read.

28. What is The Science of Reading Informs Powerful Instruction & Intervention
Key Tenets
How Students Learn to Read: Research from cognitive science on how children learn
Essential Elements of Reading: the skills that support literacy and how student needs change across development
Essential Elements of Effective Instruction: instructional approaches that are based in research and best practice
Multi-Tiered Systems of Support: the application of data-based decision making to the creation of systems of support for all students.

29. How Students Learn to Read - Cognitive Science

30. 1st Grade 2nd Grade 3rd Grade 4th & 5th Grade Phonetic Phonetic
PreK - KG
Pre-Reader Early Later Fluent Expert
Phonetic Phonetic
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

31. What is The Science of Reading Informs Powerful Instruction & Intervention
Key Tenets
How Students Learn to Read: Research from cognitive science on how children learn
Essential Elements of Reading: the skills that support literacy and how student needs change across development
Essential Elements of Effective Instruction: instructional approaches that are based in research and best practice
Multi-Tiered Systems of Support: the application of data-based decision making to the creation of systems of support for all students.

32. John Hattie’s Work
Anita Archer’s Work

33. Retention
d = -.13
Taken from: Website

34. Effective Intervention Design & Delivery
Direct/Explicit Instruction (.59)
Teacher Clarity (.75)
Clear lesson goals & intention (.50)
Feedback & Correction (.73)
Mastery Learning— “over-learning” (.57)
Practice, Practice, Practice – “Drill & Skill or even Drill & Thrill”
Retrieval Practice (.50)—creates deeper pathways
Spaced practice (.60)—doubles retention
Slide Adapted from Anita Archer’s 2017 presentation at DIBELS Super Institute

35. Effective Intervention Design The Teacher
In intervention work we must remember the feelings and self-concept of the student in front of us.
It is very hard to learn from someone you do not trust/value.
Teacher-Student Relationship Effect Size
d = .72

36. What is The Science of Reading Informs Powerful Instruction & Intervention
Key Tenets
How Students Learn to Read: Research from cognitive science on how children learn
Essential Elements of Reading: the skills that support literacy and how student needs change across development
Essential Elements of Effective Instruction: instructional approaches that are based in research and best practice
Multi-Tiered Systems of Support: the application of data-based decision making to the creation of systems of support for all students.

37. Decisions about tiers of support are data-based
Effect Size, d = 1.07
Fisher, Frey, & Hattie (2016)
MTSS
Academic Systems
Behavioral Systems
1-5% Intensive Individualized Interventions
1-5% Intensive Individualized Interventions
5-10% Targeted Interventions
5-10% Targeted Interventions
80-90% School-Wide Interventions
80-90% School-Wide Interventions
Adapted from OSEP Effective School-Wide Interventions
Decisions about tiers of support are data-based
RDG Murdoch

38. . .

39. OLD Ideas (All Disproven) Science of Reading
Reading is Natural
Surround Children with Books and They Will Learn to Read
If They Don’t Learn to Read in 1st Grade Just Give Them Time They Will Catch Up
Something is “wrong” if a child needs explicit instruction in reading
Reading problems like Dyslexia are very uncommon.
Science of Reading
Our brains are not wired to read. It is through instruction that we wire our brains to read.
Instruction is POWERFUL!
Early intervention is crucial.
Approximately 30% of humans will not learn to read well without explicit, systematic instruction. All humans benefit from it!
Approximately 1 in 5 children have some symptoms of Dyslexia.

40. The Science of Reading

41. Newer Great Books

42. If You Read One

43. Reading Development: The Reading Rope
Dr Hollis Scarborough’s famous “Reading Rope” describes how the decoding skills required for successful word recognition, and the comprehension strategies required for successful language comprehension are woven together in skilled readers.

44. “The little dog barked at the big cat.”
National Center on Improving Literacy:

45. Let’s Build a Reading Rope!
LANGUAGE COMPREHENSION (RED):
Use red sparkly pipe cleaners for the “superpowers” of Language Comprehension-
Background Knowledge (facts, concepts, etc.)
Vocabulary Development (breadth, depth, precision, etc.)

46. Let’s Build a Reading Rope!
LANGUAGE COMPREHENSION (RED):
Use red pipe cleaners for the other important aspects of Language Comprehension-
Language Structures (Syntax, semantics, etc.)
Verbal Reasoning (inference, metaphor, etc.)
Literacy Knowledge (print concepts, genres, etc.)

47. Let’s Build a Reading Rope!
WORD RECOGNITION (BLUE):
Use blue pipe cleaners for the first two essential aspects of Word Recognition-
Phonological Awareness (Syllables, phonemes, etc.)
Decoding & Spelling (alphabetic principle, spelling-sound correspondences, etc.)

48. Let’s Build a Reading Rope!
WORD RECOGNITION (BLUE): Use the sparkly blue pipe cleaner for the critical aspect Word Recognition- Sight Recognition (of familiar words) yellow blue green pink purple

49. Let’s Build a Reading Rope!
WORD RECOGNITION (BLUE): Use the sparkly blue pipe cleaner for the critical aspect Word Recognition- Sight Recognition (of familiar words) yellow blue green pink purple
This is NOT the same thing as irregular words (red words)

50. From Kilpatrick
Sight word = a word that is known. It is a word that is instantly recognized by the individual reading. Goal of Word Recognition Instruction!

51. Let’s Build a Reading Rope!
WORD RECOGNITION (BLUE): Use the sparkly blue pipe cleaner for the critical aspect Word Recognition- Sight Recognition (of familiar words) yellow blue green pink purple

52. The Path to fluent reading for meaning
The strands of LANGUAGE COMPREHENSION becomes increasingly strategic.
The strands of WORD RECOGNITION becomes increasingly automatic.
Skilled reading is a fluent execution and coordination of word recognition and text comprehension.

54. Emily Hanford

55. Our Professional Learning Sessions
12/5: The Science of Reading
Hanford—At A Loss for Words and Kilpatrick Ch. 1-3
2/6: Phonological Awareness
Kilpatrick Ch. 4, 6 & Part 1 of Equipped
3/5: Orthographic Mapping
Kilpatrick Ch. 5, 7, 8 & Part 2 of Equipped
4/23: Vocabulary & Comprehension
Kilpatrick Ch. 5, 9-13

56. Questions