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Let’s Talk About Reading Conversation in the low SES home and the effects on our literacy learners. What is the link between oral language and academic success? Leticia Lovejoy, WVDE Reading Coordinator

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Let’s Talk About Reading. Conversation in the low SES home and the effects on our literacy learners. What is the link between oral language and academic success? Leticia Lovejoy, WVDE Reading Coordinator. The Listening Comprehension. Begins to develop around 12 months - PowerPoint PPT Presentation

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Page 1: Let’s Talk About Reading

Let’s Talk About ReadingConversation in the low SES home and the effects on our literacy learners. What is the link between oral language and academic success?

Leticia Lovejoy, WVDE Reading Coordinator

Page 2: Let’s Talk About Reading

The Listening Comprehension

Begins to develop around 12 months Continues to develop beyond grade 6 Grows through interaction with people Is more advanced than reading ability Determines level of reading

comprehension

Page 3: Let’s Talk About Reading
Page 4: Let’s Talk About Reading

Dissecting the studyLet’s take a look at the information

Page 5: Let’s Talk About Reading

The Observation

Where •A

Included •B

Findings •C

Page 6: Let’s Talk About Reading

The Study

Included •D

Data •E

Goal •F

Page 7: Let’s Talk About Reading

The Methodology

Who •GHow •H

When •I

Page 8: Let’s Talk About Reading

The Study

Page 9: Let’s Talk About Reading

The StudyHart and Risley

1995

An observation of families to gather language information from a range of demographics over an extended period of time.

Page 10: Let’s Talk About Reading

The StudyHart and Risley

1995

An observation of families to gather language information from a range of demographics over an extended period of time.

42 families

Page 11: Let’s Talk About Reading

The StudyHart and Risley

1995

An observation of families to gather language information from a range of demographics over an extended period of time.

42 families 13 families from

upper SES

Page 12: Let’s Talk About Reading

The StudyHart and Risley

1995

An observation of families to gather language information from a range of demographics over an extended period of time.

42 families 13 families from

upper SES 10 families from

middle SES

Page 13: Let’s Talk About Reading

The StudyHart and Risley

1995

An observation of families to gather language information from a range of demographics over an extended period of time.

42 families 13 families from

upper SES 10 families from

middle SES 13 families from low

SES

Page 14: Let’s Talk About Reading

The StudyHart and Risley

1995

An observation of families to gather language information from a range of demographics over an extended period of time.

42 families 13 families from

upper SES 10 families from

middle SES 13 families from low

SES 6 families on

welfare

Page 15: Let’s Talk About Reading

The StudyHart and Risley

1995

An observation of families to gather language information from a range of demographics over an extended period of time.

42 families 13 families from

upper SES 10 families from

middle SES 13 families from low

SES 6 families on welfare 2 ½ years, 1 hour

per month

Page 16: Let’s Talk About Reading

Methodology Recruit families to participate

Page 17: Let’s Talk About Reading

Methodology Recruit families to participate Obtain a range in demographics

Page 18: Let’s Talk About Reading

Methodology Recruit families to participate Obtain a range in demographics Record everything

Page 19: Let’s Talk About Reading

Methodology Recruit families to participate Obtain a range in demographic Record everything Begin when children were 7-9 months

old

Page 20: Let’s Talk About Reading

The Early Catastrophe The problem: Early interventions

implemented during the 1960’s war on poverty washed out early and completely as children aged.

Page 21: Let’s Talk About Reading

The Early Catastrophe The intervention: Vocabulary could be

easily increased by educators by teaching them new words.

Page 22: Let’s Talk About Reading

The Early Catastrophe The results: There was fast vocabulary

growth by children in professional families. There was vocabulary growth in the lower SES population.

Page 23: Let’s Talk About Reading

The Early Catastrophe The plan: Rather than concede to the

inevitable forces of heredity, the group decided to undertake the process of research which would allow educators to understand the trajectories observed.

Page 24: Let’s Talk About Reading

The Early Catastrophe The findings: Before children can take

charge of their own experience and begin to spend time with peers in social groups outside the home, almost everything they learn comes from their families.

Page 25: Let’s Talk About Reading

The Early Catastrophe The similarities: Children grew more

like their parents in stature, activity levels, vocabulary resources, language, and interaction styles.

Page 26: Let’s Talk About Reading

Take a few minutes to read about test performance in third grade for 29 of the 42 children observed in the Hart and Risley study.

Page 27: Let’s Talk About Reading

Meaningful Differences

Page 28: Let’s Talk About Reading

The PretestParent

13 Professional 41

23 Working class 31

6 Welfare 14

Child

13 Professional 0

23 Working class 0

6 Welfare 0

Page 29: Let’s Talk About Reading

Recorded Vocabulary SizeParent

Professional 2176

Working class 1498

Welfare 974

Child

Professional 1116

Working class 749

Welfare 525

Page 30: Let’s Talk About Reading

The 30 Million Word GapP WC W

Hour 2153 1251 616

Week 215,000 125,000 62,000

Year 11,000,000 6,000,000 3,000,000

4 years 45,000,000 26,000,000 13,000,000

Page 31: Let’s Talk About Reading

Quality and Quantity

Page 32: Let’s Talk About Reading

Quality and QuantityThe quality of words is very important

and can provide

EncouragementSelf-esteemSelf-respectConfidence

Page 33: Let’s Talk About Reading

Daily Affirmations with Stuart Smalley

Page 34: Let’s Talk About Reading

The Quality of WordsAffirmations Prohibitions

Page 35: Let’s Talk About Reading

Quality of Words Heard in an Hour

Welfare children heard 5 affirmations

Page 36: Let’s Talk About Reading

Quality of Words Heard in an Hour

Welfare children heard 5 affirmations Welfare children heard 11 prohibitions

Page 37: Let’s Talk About Reading

Quality of Words Heard in an Hour

Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12

affirmations

Page 38: Let’s Talk About Reading

Quality of Words Heard in an Hour

Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12

affirmations Working class children heard 7

prohibitions

Page 39: Let’s Talk About Reading

Quality of Words Heard in an Hour

Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12

affirmations Working class children heard 7

prohibitions Professional children heard 32

affirmations

Page 40: Let’s Talk About Reading

Quality of Words Heard in an Hour

Welfare children heard 5 affirmations Welfare children heard 11 prohibitions Working class children heard 12

affirmations Working class children heard 7

prohibitions Professional children heard 32

affirmations Professional children heard 5 prohibitions

Page 41: Let’s Talk About Reading

Let’s Talk About ReadingLeticia Lovejoy, WVDE

[email protected]

mailto:[email protected]

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