Literacy Across the Lifespan: What Works

Timothy ShanahanUniversity of Illinois at

Chicago

Theory of literacy instruction

• Learner’s experience is what matters• That experience includes amount of

instruction, what is taught, quality of instruction, and how the student responds to instruction

• Other variables only matter to the extent that they affect those three variables

Theory of literacy instruction

1. Amount of teaching2. Content of teaching3. Quality of teaching4. Student motivation5. Alignment and support

The 5 keys to literacy success across the lifespan:

1 Amount of instruction

• Biggest determinant of learning is the amount of teaching

• Allotting time is important• Using time is important too

(engaged time on task is the key)

1 Amount of instruction

• Parent programs • Preschool • Full-day kindergarten • Literacy across the grades• Better use of school day • Response to Instruction models• After school and summer programs • Post high school programs

2 Curriculum content

• Second biggest determinant is what we teach

• Literacy curriculum is different than other curricula

• Major reports (NRP, NELP) are largely about what to teach

2 Curriculum content

Decoding:• Alphabet• Concept of print • Phonological awareness• Phonics • Sight vocabulary

2 Curriculum content

Oral reading fluency:• Accuracy• Speed • Expression

2 Curriculum content

Vocabulary:• Word meanings• Meaningful parts of words• Oral and written

2 Curriculum content

Reading comprehension:• Listening comprehension• How text is structured• What to remember• Strategies for thinking

2 Curriculum content

Writing:• Purposes• Processes• Products• Audiences

3 Quality of instruction

• Variations in the student’s educational experience that determine learning beyond amount of allotted time and content taught.

3 Quality of instruction

Student engagement• Discipline issues• Instructional management• Round robin reading vs. paired

reading

3 Quality of instruction

Appropriateness of content to learner• Phonological awareness vs.

phonemic awareness• Vocabulary instruction in primary grades• Early interventions

3 Quality of instruction

Level of instructional demand • Vocabulary: rich meanings vs. memory• Phonemic awareness: simple best

• Comprehension: assignment vs.

instruction

3 Quality of instruction

Appropriateness of text difficulty • Independent level• Instructional level • Frustration level

4 Student motivation• Easier to be effective with students who

are trying to learn than with those who are resisting

• Internal versus external motivation

• Our job is to encourage and support

4 Student motivation

• Curiosity: Engaging interest • Competence: The desire to be

effective• Challenge: The urge to accomplish• Collaboration: Social connections

5 Alignment and support

• Other variables matter to the extent that they influence the first four variables

• These variables can be positive or negative, but they don’t have a direct impact on student learning

5 Alignment and support

Teacher quality• Professional development matters• Teacher knowledge in areas like curriculum, instruction,

assessment, management, motivation

5 Alignment and support

Assessments• Screening• Monitoring• Observing• Accountability • Knowing what to do with data

5 Alignment and support

Other candidates:• Instructional materials• Supervision• Homework• Connections…

Literacy success depends upon…

1. Amount of teaching2. Content of teaching3. Quality of teaching4. Student motivation5. Alignment and support

Literacy Across the Lifespan: What Works

Timothy ShanahanUniversity of Illinois at

Chicago