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The Critical Links between Oral Language Development, Early Literacy, And Reading

Scientifically Based Reading. The Critical Links between Oral Language Development, Early Literacy, And Reading.

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The Critical Links between Oral Language Development, Early Literacy, And Reading

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  1. Scientifically Based Reading The Critical Links between Oral Language Development, Early Literacy,And Reading Illinois ASPIRE 2009

  2. Project Goal : Establish and implement a coordinated, regionalized system of personnel development that will increase school systems’ capacity to provide early intervening services [with an emphasis on reading], aligned with the general education curriculum, to at-risk students and students with disabilities, as measured by improved student progress and performance. Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources. Illinois ASPIRE 2009

  3. Objectives: Deliver research-based professional development and technical assistance in Problem-Solving Service Delivery Systems, Response-to-Intervention (RTI), scientifically based reading instruction, and Standards Aligned Classrooms (SAC). Increase the participation of parents in decision-making across district sites. Incorporate professional development content into higher education general and special education preservice & graduate level curricula. Evaluate the effectiveness of project activities. Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources. Illinois ASPIRE 2009

  4. ACKNOWLEDGMENTS Dr. Ed Kame’enui Dr. Mark Shinn Dr. Deborah Simmons Dr. Barb Curl Dr. Roland Good Dr. Madi Phillips Dr. Joseph Torgesen Dr. Corinne Harmon Dr. Marcia Kosanovich Dr. Melissa Bergstrom Dr. Sharon Vaughn Dr. Amy Dahlstrom Klainer Dr. Reid Lyon Dr. Sally Shaywitz Dr. Louisa Moats Dr. Barbara Foorman Dr. Paula McGuire Dr. Viorica Marian Florida Center for Reading Research National Reading Panel Oregon Reading First/University of Oregon National Center on Student Progress Monitoring WE WISH TO THANK THESE PANELS, INSTITUTIONS, AND INDIVIDUALS FOR SHARING THEIR KNOWLEDGE AND WISDOM. Illinois ASPIRE 2009

  5. Scientifically Based CoreReading Programs • Trophies and Story Town, published by Harcourt • Reading Street, published by Scott Foresman (Sidewalks is intervention kit) • A Nations’s Choice, published by Houghton Mifflin • Treasures, published by Macmillan/McGraw-Hill (Triumphs is intervention kit) • Open Court, published by SRA • Reading Mastery Plus. published by SRA • Al Otaiba S., Kosanovich, M.L., Torgesen J.K., Hassler, L. & Wahl, M. (2005). Reviewing core kindergarten and first-grade reading programs in light of no child left behind: an exploratory study. Reading and Writing Quarterly, 21, 377-400. Illinois ASPIRE 2009

  6. Illinois ASPIRE 2009

  7. HOUSTON, WE HAVE A PROBLEM. Illinois ASPIRE 2009

  8. Childrenofthecode.org Illinois ASPIRE 2009

  9. Illinois ASPIRE 2009

  10. Illinois ASPIRE 2009

  11. The Obvious:Why we need to change our practices. Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills. Prevention of reading problems is far more effective and humane than trying to remediate after children fail. New discoveries from scientific research about reading can provide the basis for improved outcomes for all children. The National Reading Panel and many national reading experts have also told us WHAT WE NEED TO DO. The question is WHY AREN’T WE DOING IT? Illinois ASPIRE 2009

  12. The Hypothesis: • As SLPS and reading teachers, we are not all aware of the Critical Links between Oral Reading Development, Early Literacy, and Reading. • Without this understanding, Science will not drive our practices. Instead, a belief/philosophical system may. When a Belief/Philosophical system vs. Science drives reading instruction, we are not teaching ALL students all the skills-to-mastery they need to become proficient readers. Illinois ASPIRE 2009

  13. The Language Continuum Oral Language Early Literacy Learning to Reading Writing Development Development Read to Learn -Phonology -Lang. Dev. -Lang. Dev. -Vocab. -Semantics -Phon. Process. -Phon.Aware. -Comprehension -Syntax -Print Knowledge -Phonics -Word Analysis -Pragmatics -Fluency Illinois ASPIRE 2009

  14. Advanced Organizer • Links between Language and Literacy- 2. Oral Language Development- 3. Early Literacy Development- • Learning to Read and Reading to Learn- • ELL- • Language and Reading Disorders- • Effective Reading Programs- • Q & A Illinois ASPIRE 2009

  15. 1. The Science of Language/Language Hierarchy Writing (Language in print/Output) Reading (Language in print/Input) Expressive Language (Speaking/Output) Receptive Language (Listening and Understanding/Input) Inner Language (Experiences-Basis for Comprehension) Illinois ASPIRE 2009

  16. Reading and Writing are forms of Language..… “The print on any page is a visual representation of language form and structure….When we teach reading and writing, we are teaching language at one or all of its many layers. Reading, after all, is not an exercise in recitation of words, but a translation of speech to print to meaning that is mediated by the language centers of the brain. Language itself is the substance of reading instruction.”(Moats, 2000, p. 2) Illinois ASPIRE 2009

  17. What children bring to the printed page is knowledge of spoken language… “Students without awareness of language systems will be less able to sound out new words when they encounter them, less able to spell, less able to interpret punctuation and sentence meaning, and less able to learn new vocabulary words…” (Moats, 2000, p. 2) Illinois ASPIRE 2009

  18. The Science of Language Development and Reading and their Critical Links • Each has its own Developmental Sequence. • The difference is that Language develops naturally. Reading does not. It must be explicitly and systematically taught. Illinois ASPIRE 2009

  19. 2. The Language Continuum Oral Language Early Literacy Learning to Reading Writing Development Development Read to Learn -Phonology -Semantics -Syntax -Pragmatics Illinois ASPIRE 2009

  20. Language Four Components: • Phonology: Language sounds and their perceptions • Vocabulary: Meaning of words; Semantics • Syntax and Grammar: Structure of language • Pragmatics: The appropriate use of language Illinois ASPIRE 2009 Hart Paulson, 2009

  21. Illinois ASPIRE 2009 Hart Paulson, 2009

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  23. Hart Paulson, 2009 Illinois ASPIRE 2009

  24. Illinois ASPIRE 2009 Hart Paulson, 2009

  25. The Language Continuum/Language-Literacy Connection • All SLPs, Reading teachers, including teachers of ELL students need knowledge of our language structures and the processes/science of reading development. • All teachers need insight into ‘our symbol system’ in order to teach children acquisition of our language ‘code’. Learners are dependent on systematic learning of our symbol system.(p. 4,Moats, 2009) Illinois ASPIRE 2009

  26. Illinois ASPIRE 2009 Everything about Reading is about Language Development.

  27. Advanced Organizer • Links between Language and Literacy- 2. Oral Language Development- 3. Early Literacy Development- • Learning to Read and Reading to Learn- • ELL- • Language and Reading Disorders- • Effective Reading Programs- • Q & A Illinois ASPIRE 2009

  28. 3. EARLY LITERACYDEVELOPMENT Illinois ASPIRE 2009

  29. The Language Continuum Oral Language Early Literacy Learning to Reading Writing Development Development Read to Learn -Phonology -Lang. Dev. -Semantics -Phon. Process. -Syntax -Print Knowledge -Pragmatics Illinois ASPIRE 2009

  30. Humans have devised systems of written symbols to represent sounds, syllables, and morphemes of spoken language. • Alphabets, systems that use symbols for individual speech sounds, were invented little more than 3,000 years ago. It is understandable, then, that learning to read is not as natural or biological “wired in” as are speaking and listening and that reading must be taught directly to most children. Learning to read and write are much more challenging for most of us than learning to speak. (Moats, 2000, p. 3) Illinois ASPIRE 2009

  31. Illinois ASPIRE 2009 Hart Paulson, 2009

  32. Illinois ASPIRE 2009 Hart Paulson, 2009

  33. Hart Paulson, 2009 Illinois ASPIRE 2009

  34. Illinois ASPIRE 2009 Hart Paulson, 2009

  35. Illinois ASPIRE 2009 Hart Paulson, 2009

  36. Advanced Organizer • Links between Language and Literacy- 2. Oral Language Development- 3. Early Literacy Development- • Learning to Read and Reading to Learn- • ELL- • Language and Reading Disorders- • Effective Reading Programs- • Q & A Illinois ASPIRE 2009

  37. 4. LEARNING TO READandREADING TO LEARN Illinois ASPIRE 2009

  38. The Language Continuum Oral Language Early Literacy Learning to Reading Writing Development Development Read to Learn -Phonology -Lang. Dev. -Lang. Dev. -Vocab. -Semantics -Phon. Process. -Phon.Aware. -Comprehension -Syntax -Print Knowledge -Phonics -Word Analysis -Pragmatics -Fluency Illinois ASPIRE 2009

  39. 5 BIG IDEAS IN READING “We now KNOW how to help almost all children become accurate and fluent readers by third grade.” Dr. Joseph Torgesen, Florida Center for Reading Research Illinois ASPIRE 2009

  40. Taught by methods that are… Identifying words accurately and fluently Constructing meaning once words are identified Systematic and explicit!! “The 5 Big Ideas is what reading instruction and intervention planning is all about.” (Dr. Joseph Torgesen, Florida Center for Reading Research) Phonemic Awareness Phonics Fluency Vocabulary Comprehension strategies Illinois ASPIRE 2009

  41. The Reading War should be over….There is a strong relationship between PA, Phonics, Fluency, Vocabulary, and Comprehension Learning to Read Phonemic Awareness Phonics/Automatic and fluent word recall Vocabulary and Comprehension are not ignored in this phase- done through oral language activities, read alouds Reading to Learn Vocabulary Comprehension Phonics is not ignored in this phase- still teaching students word analysis skills for reading multi-syllabic words. FLUENCY Students need all of this- the right doses at the right time. Illinois ASPIRE 2009

  42. The Reading War should be over…. Reading to Learn Learning to Read Fluency is the skill that links these two phases. Phonemic Awareness and Phonics/Word Analysis are the ‘engines’ that drives automatic word recognition/fluency. Fluency is the ‘engine’ that drives vocabulary and comprehension skills. Illinois ASPIRE 2009

  43. Relationships Among Strands…. • Changes over time, adding layers of complexity as emphasis shifts. • For example, oral reading fluency involves accurate decoding proficiency to promote vocabulary development. • Another example: as readers get older, the success of vocabulary knowledge becomes increasingly important to promote comprehension. • All strands interact with one another at all times. Illinois ASPIRE 2009

  44. Changing Emphasis of Big Ideas The right doses at the right time. K 1 2 3 Multisyllables Phonological Awareness Listening Alphabetic Principle Reading Letter Sounds & Combinations Reading Listening Automaticity and Fluency with the Code Vocabulary Comprehension Illinois ASPIRE 2009

  45. Informed classroom reading instruction… …that begins to teach critical language and reading skills in p-K and kindergarten and that is sustained throughout school ensures success for all but a few students. There are Many children who would learn to read and write MUCH better IF their instruction were to teach them to understand the systems of their own language (sounds, spellings, meaningful networks, sentences, text organization) as well as the strategies to comprehend narrative and expository text. (Moats, 2000, p. 4) Illinois ASPIRE 2009

  46. Teach students that we have a lively and interesting sound system.Graphemes represent phonemes/letters represent sound. We need to teach this explicitly- using symbols to anchor sounds. Illinois ASPIRE 2009

  47. PUTTING IT ALL TOGETHER In primary grades (Lyon, 1999) FLUENCY PHONICS VOCABULARY COMPREHENSION PHONEMIC AWARENESS ORAL LANGUAGE DEVELOPMENT At the same time,CONSTANT EXPOSURE) (Build Foundational Skills from the bottom up and then loop.) So students achieve: Reading to Learn. Illinois ASPIRE 2009 Learning to Read

  48. Vocabulary Comprehension 5 Big Areas: Fluency Phonics Phonemic Awareness A simultaneous bottom up and top down approach is Best Practice. Oral Language Development Illinois ASPIRE 2009

  49. What does this mean? “A simultaneous bottom upand top down approach is Best Practice.” It means students, especially strugglers, need ALL these skills taught explicitly and systematically. In the primary grades, focus on oral language development, phonemic awareness and phonics. Teach reading comprehension by building oral language development as students learn to ‘crack the code’. This is the Learning to Read phase. As students become automatic with word recognition and fluency, gradually transition from oral language development to reading comprehension strategies- the Reading to Learn phase. Illinois ASPIRE 2009

  50. LANGUAGE COMPREHENSION Skilled Reading- fluent coordination of word reading, fluencyand comprehension processes BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE SKILLED READING: fluent execution and coordination of word recognition and text comprehension. increasingly strategic WORD RECOGNITION PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION increasingly automatic The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) Reading is a multifaceted skill, gradually acquired over years of instruction and practice. Illinois ASPIRE 2009

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