Reading: The Foundation of Future Learning

1. Reading: The Foundation of Future Learning  by Carolyn McGuffog, Ph.D., Ed.D., A.B.S.N.P.

2. Importance of Reading Research has shown that READING IS SINGLE MOST IMPORTANT thing a parent can do to help children: • acquire language • succeed academically • love learning

3. 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).

4. 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

5. 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 Eyre Charlotte Brontë

6. 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)

7. Language Development In the 1980s, psychologists sampled the actual number of words spoken to young children from families at 3 socioeconomic (SES) levels: • Low SES • Middle SES • High SES

8. 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 hourthan children in welfare homes (Low SES).

9. 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.

10. How can we change that? Reading! Expose our children to literature!

11. Guided Reading • https://www.youtube.com/watch?v=JAiSWCxIP6M

12. 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

13. 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.

14. National Reading Panel The National Reading Panel recognized 5 key components as building blocks for proficient readers. They are:  1) Phonemic Awareness 2) Alphabetic Principles or Phonics 3) Fluency 4) Vocabulary 5) Comprehension

15. 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.

16. 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.

17. Phonemic Awareness Activities • Rhyming • Blending Phonemes • Segmenting Phonemes • Manipulating Phonemes • Syllable Segmentation

18. 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

19. Blending Phonemes • Blending: What word am I trying to say? m...o...p p...l...a...n....t w… i….n…d…o

20. 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/

21. Manipulating Phonemes Omit 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’

22. Syllable Segmentation Words are made up of syllables. Syllable Clap Ask child to clap with you as you say these words: Ta - ble Te - le – phone Wa - ter - me - lon

23. 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).“

24. National Reading Panel The National Reading Panel recognized 5 key components as building blocks for proficient readers. They are:  1) Phonemic Awareness 2) Alphabetic Principles or Phonics 3) Fluency 4) Vocabulary 5) Comprehension

25. Alphabetic Principle or Phonics 2) Phonics: the study and use of sound-symbolrelationships (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.

26. Phonics • Letter-sound correspondences – learn individual letter sounds, progressing to more complex letter combinations, and then onto more complex decoding rules.

27. 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.

28. Sight Words • Irregular Word: A word that cannot be decoded because the sounds of the letters are unique to that word.

29. Irregular Words

30. 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.

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

32. Reading Fluency • 3) Fluency: the rate at which a student reads. This includes, speed, accuracy, expression, phrasing and comprehension

33. Reading Fluency • Knowledge of and automaticity with advanced word analysis skills and sight words is essential if students are to read fluently.

34. ZUMBA • Tobago • (track 19) 47:03

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

36. 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.

37. 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. 

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

39. 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).

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

41. 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.

42. 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.

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

44. 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.

45. 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.

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