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Knowledge to supportthe teaching of reading
Catherine E. Snow
Harvard Graduate
School of Education
06-06-06
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Knowledge to support
the teaching of reading:Crucial context
Preparing Teachers for
a Changing World
(Darling-Hammond
& Bransford, eds.)
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A quick summary of the argument
In improving education, we need to think
about three levels simultaneously:
The students development of knowledgeand skills
Linked to the teachers development of
knowledge and skills
And the effective functioning of schoolsas organizations to support students and
teachers
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The Book, This Talk
All those reports about teacher education!
Students change: reading development Students vary: addressing all the needs
Students encounter difficulties: specialized
knowledge
Learning to use assessments wisely
A model of professional growth in reading
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Why a separate book about reading?
Literacy is the gatekeeper skill
The research base is adequate to support better
practice
But performance is still disappointing,especially at higher grades
Literacy teaching encompasses domains we
dont traditionally think of as requiring
teaching Teaching highly automatized skills is hard
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Challenges in improving reading
Widespread focus of early reading
instruction only on 3rd grade outcomes
Inoculation theory problem
Variability among students in needs and
approaches to reading
Teachers as the final common pathway forimprovements
Size of the problem space
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Large problem spaces Small problem spaces
letters
phonemes
spelling rules
vocabulary
reading
vocabulary
phonological
representations
meaning
argument
structure
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Chapter 1. There is a
knowledge base for teaching reading The adult development knowledge base:
How People Learn, the accumulated wisdom
of cognitive research
The reading knowledge base: PRD and
NRP
The disciplinary knowledge base: the
many disciplines that enable us to analyzethe nature of writing and of written language
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The adult development knowledge base
Reflect
Assess
Enact
Learn
Reflect
Assess
Enact
Learn
Reflect
Assess
Enact
Learn
Reflect
Assess
Enact
Learn
The Learning, Enactment,
Assessment, Reflection Cycle
Knowledge that is usable,
elaborate, specific, detailed
Useable knowledge:
progressive differentiation
recurring cycles
learning
enactment assessment
reflection
enacted in practice
leading to integration
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Reflect
Assess
Enact
Learn
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Knowledge Representation at Three
Points on a Teachers Career
Reflective
Expert
Stable proceduralSituated
Declarative
Novice
Preservice
Reflective Expert
Declarative / Situated
Stable p rocedural
Situated
Stable procedural
Expert
Reflective
Master Teacher
DeclarativeNovice
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The reading knowledge base
Five opportunities to learn from PRD
Motivation to read
Functions of print Alphabetic principle
Language and metacognition
Assessment to guide prevention and
instruction
Five specific pedagogical practices
from NRP
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The disciplinary knowledge base:
Useable Knowledge about Language
Phonology
Morphology
Etymology
Orthography
Semantics
Syntax
Pragmatics
Discourse
Metacognition
Phonemic Awareness
Word attack, Phonics
Word meaning (vocabulary)
Comprehension,Strategy use
Fluency
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Students change: Preschool
Nature/role of Texts
mostly narrative
Language Comprehension
listening comprehension sense of narrative
vocabulary
Word Recognition
phonological/phonemic awareness
letter/sound recognition
Fluency not an issue
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Students change: Primary grades
Nature/role of Texts still mostly narrative
Language comprehension somewhat more complex/academic
Word Recognition a major task requires both developed knowledge and control
over processing
Fluency
requires practice with repeated readings,decodable and/or leveled texts
depends on diminution of attention to the task
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Students change: 4th grade and after Nature/role of Texts
reading subordinated to disciplines math, science, literature, social studies
most expository but even narratives read for analysis, not for plot
growing expertise in learning from text growing expertise in producing disciplinary texts
Language Comprehension specialized vocabulary
Word Recognition
discipline-specific reading practices and instruction specific genres
specific tasks
specialized vocabulary
Fluency
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Students change: one representation of
developmental changes in the reading system
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Reflect
Assess
Enact
Learn
Questions for discussion
What would disqualify someone fromteaching first graders to read?
Beliefs that are inconsistent with good practice
Absence of knowledge required
What would disqualify someone from
teaching ELA or social studies in 4th-12th
grades?
Beliefs that are inconsistent with good practice Absence of knowledge required
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Knowledge Representation at Three
Points on a Teachers Career
Reflective
Expert
Stable proceduralSituated
Declarative
Novice
Preservice
Reflective Expert
Declarative / Situated
Stable p rocedural
Situated
Stable procedural
Expert
Reflective
Master Teacher
DeclarativeNovice
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A model of professional growth in
reading: Programs need to Address teacher beliefs to foster openness to
new ideas
Develop expectations of and skills for
continuous learning Ensure development of comprehensive and
usable knowledge base
Help teachers apply new knowledge toparticular contexts and students
Promote articulation among key components topromote personal efficacy and professionalresponsibility
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A model of professional growth in
reading: Programs need to Stay the course, rather than changing focus
frequently
Be sensitive to local context, rather thangeneric in response to student needs
Encourage careful analyses of teaching and
the generation of shared knowledge
Achieve a balance between institutionalneeds and individual needs of teachers
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A model of professional growth in reading:
The system needs to recognize that novice teachers can perhaps at best be
expected to do no harm
the need for stages of teacher careers, associated
with changes in knowledge, experience,responsibilities, and rewards
that ongoing learning is as important forteachers as for MDs or car mechanics
that school-site support for teacher functioning
is as important as what teachers bring that delivering pre-service education is only part
of universities responsibilities
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In conclusion
We have a rich and multifaceted knowledge base
for teaching reading
And ensuring that teachers have access to it may
require rethinking teacher preparation The Learn-Enact-Assess-Reflect cycle applies to
teacher education and professional development
as much as to teacher learning
Changes in school organization and districtsupport are as important as improvements in
preservice education
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Specific recommendations Teacher preparation programs
Enhanced language/literacy content
For all teachers
Made useable through links to problems of practice
Focused on reflecting about enacted knowledge
Professional development Focused on literacy for content area teachers
Comprehensive and linked to preservice learning
Focused on reflecting about enacted knowledge
Conditions of work Differentiated teacher careers
Using experienced teachers as knowledge resources
Local and collaborative learning
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Knowledge to support the teaching of reading:
A brief history NAE project on teacher education, funded by
OERI/IES
Motivated by challenge of designing good teacher
education programs A reading-focused report as part of the work
NAE review process Review
Monitor report
Revision Re-review and resubmission to monitor
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Key information covered in
Preparing Teachers for a Changing World
Pedagogical practices
Theories of learning
Enhancing students language development
Educational goals and purposes
Teaching subject matter
Teaching diverse learners
Classroom management
Classroom routines
Motivation and discipline
Organizational alternatives
Clinical practice, internships, mentoring
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Knowledge to support the teaching
of reading: the committee
Core: Susan Burns, Claude Goldenberg,Peg Griffin, Louisa Moats, Annemarie
Palincsar, P. David Pearson, CatherineSnow, Dorothy Strickland
Additional original members: RichardAnderson, Joan Baratz Snowden
Later recruits: Gina Cervetti, MaryellenVogt
Key staff participants: Pam LePage,
Helen Duffy