Download - Reading Rope Keynote - PaTTAN
6/7/2018
The Multifaceted Nature of Reading
PaTTAN Literacy Symposium Nancy Hennessy
Acquisition: Unraveling the Reading Rope
June 13, 2018
Today
The Science
The Rope The Strands
The Connections
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Right to learn how to read…
To learn to read is to light a fire; every syllable that is spelled out is a spark.
Victor Hugo
….reading is a proxy for how individuals perceive their intelligence.
Reid Lyon
Where the press is free and every man able to read, all is safe.
Thomas Jeffer
Skills
Knowledge
…teachers’ beliefs about their effectiveness are directly linked to their own self‐esteem and sense of competence.
Robert Brooks
I am what I can make work.
Erik Eriksen
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... Responsibility to know how to teach.
…a key element of teacher quality is the specialized knowledge teachers utilize when teaching. Piasta et al, 2013
….reading is a proxy for how individuals perceive their intelligence.
Reid Lyon
….reading problems potent perpetrators of low self‐esteem. Reid Lyon
Courage
Skills
Connectio
ns
Knowledge
…teachers’ beliefs about their effectiveness are directly linked to their own self‐esteem and sense of competence.
Robert Brooks
I am what I can make work.
Erik Eriksen
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“The country is a
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Programme for International Student Assessment PISA, 2011
Internationally
chronic underachiever” Seidenberg, 2016
NAEP Shows Little to No Gains in Math, Reading for U.S. Students April 2018
…the complex world of education does not rest on a strong research base.
In no other field are personal experience and ideology so frequently relied on to make policy choices,
and in no other field is the research base so little used. National Research Council, 1999
The evidence suggests that teachers may cling to unproductive philosophies of teaching not only because science‐based instruction is neglected in many teacher training programs, but also because the requisite insights are elusive and the content is difficult for
many to grasp, even with some exposure. Moats, 2014
There is a profound disconnection between the science of reading and educational
practice. Seidenberg, 2016
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What We Know Seidenberg, 2016
Writing systems encode spoken language.
Consensus Reports & Reviews‐Science of Learning to Read
• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
• Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, DC: National Academy of Education.
• Armbruster, B., Lehr, F., & Osborn, J. Put reading first. Washington, DC: National Institute for Literacy.
• Bond, G. L., & Dykstra, R. (1967). The cooperative research program in first‐grade reading instruction. Reading Research Quarterly, 2(4), 5–142.
• Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016‐4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http:// whatworks.ed.gov.
• McCardle, P., & Chhabra, V. (Eds.). (2004). The voice of evidence in reading research. Baltimore, MD: Paul H. Brookes Publishing.
• National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
• National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel: Teaching children to read: An evidence‐based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.
Moats, 2017
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High quality instruction is the key to ensuring all children learn to read and write. Moreover, researchers have noted the important and positive impact that a knowledgeable teacher can make on literacy acquisition, particularly for children who struggle to acquire basic literacy skills.
Joshi, Washburn & Kahn‐Horwitz, 2016
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CORRECT! TRUE
T R U E
OR
F A L S E
INCORRECT FALSE
The reading rope was created by Hollis Scarborough in the nineties.
Parents & Teachers
A Fancified Simple View
D x L = RC
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CORRECT! TRUE
T R U E
OR
F A L S E
INCORRECT FALSE
The rope was first published in a chapter on early literacy and language and later reading disabilities.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97-110). New York: Guilford Press.
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Scarborough, 2001 Used with Permission
1. Studies related to early prediction of reading disability.
2. Studies related to reading circuits.
3. Studies related to interventions.
Where do the strands of the rope come from?
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Scarborough, 2018 Meta-Analysis: Best Predictors
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The Origin of the Strands
Early Identification
Prediction Studies
Meta‐analysis
Letter Identification
Concepts of Print
Expressive Vocab.
Sentence/Story Recall
Phon. Awareness
Rapid Serial Naming
Receptive Language
Receptive Vocabulary
Expressive Language
Full-Scale/Verbal IQ
Word/Digit Memory
Visual Memory
Performance IQ
Speech Production
Speech Perception
Visual & Motor Skills
Predictor
PRINTED WORD RECOGNITION
LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE
SIGHT RECOGNITION
DECODING
PHONOLOGICAL AWARENESS
VERBAL REASONING
LITERACY/PRINT KNOWLEDGE
LANGUAGE STRUCTURES
VOCABULARY
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Connections
The risk factors that have been identified by correlational research on preschooler’s and kindergartners provide the best guidelines for screening batteries to identify young children most likely to develop reading disabilities.
Scarborough, 2001
Early identification‐screening, progress monitoring…
Key Predictors of Reading AbilityGaab, 2016
Phonological/Phonemic awareness
Receptive/expressive vocabulary
Rapid automatized naming abilities
Letter name knowledge
Verbal short‐term memory
Home literacy environment
Catts et al. 2015; Schatschneider et al., 2004; Georgiou et al., 2008; de Jong & van der Leij, 1999; Scarborough, 1998; Pennington & Lefly, 2001; Hamilton et al., 2013
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SKILLED READING:fluent execution andcoordination of textcomprehension andword recognition.
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PRINTED WORD RECOGNITION
LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE
SIGHT RECOGNITION
DECODING
PHONOLOGICAL AWARENESS
VERBAL REASONING
LITERACY/PRINT KNOWLEDGE
LANGUAGE STRUCTURES
VOCABULARY SKILLED READING: fluent execution & coordination of text comprehension and word recognition.
TIME
Scarborough, 2001 Used with Permission
PRINTED WORD RECOGNITION
Unraveling the Strands
…broad class of skills that involve attending to, thinking about and intentionally manipulating phonological aspects of spoken language.
…process of applying one’s knowledge of the correspondences between graphemes and phonemes to determine the pronunciation, and hence the identity, of the word represented by a particular letter sequence.
…broader term that refers to the process of determining a written word’s identity by any means, not just by using one’s knowledge of orthographic regularities.
Brady & Scarborough, 2002
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Frayed strands do not a rope make!
Weakness in ANY strand can disrupt reading, and weakness in SEVERAL strands can disrupt reading more.
Scarborough, 2018
Learning to read is, in fact, dependent on an alphabetic orthography that requires an understanding of the relationship between alphabetic letters and the phonemes they
represent. Adams, 2005
Word‐reading skills are strongly associated with comprehending
text, particularly in the early stages of reading development.
Rayner et al., 2001
Connections to Proficiency
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Connections to the Classroom
Phonological & Phonemic Awareness Alphabet Knowledge & Skills Basic Phonics Fluency Advanced Phonics
How many syllables in this word?
How many sounds do you hear in this word?
What is the name of this letter?
What is the sound for this (these) letter(s?)
Sound out this word?
Read this word, this sentence…
How do you spell this sound?
©2018 Nancy Hennessy
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phonemes
K‐1
1‐2
1‐3
Pre‐K
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derivational morphemes
syllable spellings
inflectional morphemes
phonemes and sound patterns
phoneme‐grapheme correspondence alphabet recognition and naming
3 plus
Advanced Word Study onset‐rime
syllables Fluency Phonics (sight words) Alphabet Knowledge & Skills Phonological & Phonemic Awareness
Explicit, systematic, teacher directed instruction ©2013Nancy Hennessy
Connections to instruc
Skilled reading requires that the processes involved in word recognition become so well practiced that they can proceed extremely
quickly and almost effortlessly freeing up the reader’s cognitive resources for comprehension
processes. Scarborough, 2001
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SKILLED READING:fluent execution andcoordination of textcomprehension andword recognition.
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…as children acquire a high degree of proficiency in word identification and other word level skills, languagecomprehension and underlying oral language processes likely to become the primary sources of reading variability….
Results do make it clear that language comprehension becomes the dominant process in reading comprehension when the reader has acquired enough facility in word identification to comprehend in written language text what would be normally comprehended in spoken language.
Vellutino et al, 2008
PRINTED WORD RECOGNITION
LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE
SIGHT RECOGNITION
DECODING
PHONOLOGICAL AWARENESS
VERBAL REASONING
LITERACY/PRINT KNOWLEDGE
LANGUAGE STRUCTURES
VOCABULARY SKILLED READING: fluent execution & coordination of text comprehension and word recognition.
TIME
Scarborough, 2001 Used with Permission
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Meta-Analysis: Best Predictors Scarborough, 2018
Letter Identification
Concepts of Print
Expressive Vocab.
Sentence/Story Recall
Phon. Awareness
Rapid Serial Naming
Receptive Language
Receptive Vocabulary
Expressive Language
Full-Scale/Verbal IQ
Word/Digit Memory
Visual Memory
Performance IQ
Speech Production
Speech Perception
Visual & Motor Skills
Predictor
PRINTED WORD RECOGNITION
LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE
SIGHT RECOGNITION
DECODING
PHONOLOGICAL AWARENESS
VERBAL REASONING
LITERACY/PRINT KNOWLEDGE
LANGUAGE STRUCTURES
VOCABULARY
Early Identification Comprehension DifficultiesCatts, et al, 2016
Vocabulary (expressive)* Grammar Narration
Results showed that measures of language ability in kindergarten significantly added to the prediction of reading comprehension difficulties over and above kindergarten word reading predictors and direct measures of word reading in second grade.
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Identification ofmeaningful relationsbetween the variousparts of the text, and between those parts
andthe reader’s
background knowledge.
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Language Comprehension
Organization of print to convey meaning in Storehouse of facts, specific ways that concepts, experiences
support reading and writing.
Breadth, depth and precision of knowledge
of word meanings
Using rules of syntax and semantics to convey idea units.
Unraveling the Strands
Connections to Proficiency
At the word level, the reader must decode individual word… access meaning of the words they hear or read.
At the sentence level, the comprehender needs to work out the syntactic structure and sense of each sentence. Simply deriving the meanings of individual words and sentences is insufficient.
In order to construct a mental model of the text, the comprehender needs to integrate information from different sentences to establish local coherence and to incorporate background knowledge and ideas (retrieved from long term memory) to make sense of details that are only implicitly mentioned.
Oakhill & Cain, 2007
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SKILLED READING:fluent execution andcoordination of textcomprehension andword recognition.
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Connections to the Classroom
Comprehension o Activating word meanings o Understanding sentences o Making inferences o Understanding text structures o Monitoring comprehension
Oakhill et al, 2015
PRINTED WORD RECOGNITION
LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE
SIGHT RECOGNITION
DECODING
PHONOLOGICAL AWARENESS
VERBAL REASONING
LITERACY/PRINT KNOWLEDGE
LANGUAGE STRUCTURES
VOCABULARY SKILLED READING: fluent execution & coordination of text comprehension and word recognition.
TIME
Scarborough, 2001 Used with Permission
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SKILLED READING:fluent execution andcoordination of textcomprehension andword recognition.
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What do you know about ants and their habits?
Why is this a fable?
Who or what is this sentence about?
Why did this character act in this way?
Does this paragraph make sense to you?
What does this word, phrase mean?
Evidence Informed Instruction
©2018 Nancy Hennessy
PRINTED WORD RECOGNITION
LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE
SIGHT RECOGNITION
DECODING
PHONOLOGICAL AWARENESS
VERBAL REASONING
LITERACY/PRINT KNOWLEDGE
LANGUAGE STRUCTURES
VOCABULARY SKILLED READING: fluent execution & coordination of text comprehension and word recognition.
TIME
Scarborough, 2001 Used with Permission
Teach all the strands
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Communicating & Targeting Instructional Need
We need the courage to start and continue what we should do, and the courage to stop what we shouldn’t do.
Richard Evans
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