liz leadership summit april 2017 legalsignoff handout
TRANSCRIPT
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Maximizing the Impact of Reading Assessment and Instruction:
The Important Role of Language
Elizabeth Brooke, Ph.D., CCC-SLP Chief Education Officer
Maximizing the impact of reading assessment and instruction
– The science of reading assessment and instruction
– The critical role of oral language in relation to reading
– Translating the research into practice
Agenda
What does research tell us about:
– Where do we start? – What should we focus on? – How do we make sure we are using time most efficiently?
Maximizing the Impact of Reading Assessment and Instruction
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Comprehensive Assessment Plan
Iden�fy Monitor
Collect Assess
Purpose of Assessments
Worth taking (part of good instruction, not a departure from it) High quality Time-limited Fair and supportive of fairness (Equity in Opportunity) Fully transparent to students and parents Just one of multiple measures Tied to improved learning
Taken From USDOE Fact Sheet Testing Action Plan – 10/24/15
Assessments Must Be…
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Amit Sofia Marcus
1 red red red
2 car car car
3 and and and
4 that that that
5 book book book
6 spell spell spell
7 crust crust crust
8 whale whale whale
9 paste paste paste
10 brain brain brain
Classical Testing Example
Adaptive Testing Example…
Easily (reliably) administered & scored
Reduces frustration & boredom
Reduces time (on average)
Detects growth
Benefits of Adaptive Testing
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The Science of Reading Instruction is Well Known
Phonological Awareness
Phonics
Fluency
Vocabulary
Comprehension
The “Fab Five” of Reading - NRP
Scarborough’s Braid
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Effective Instruction
Data/Student
Why is it taught
Content
What is taught
Instructional delivery
How it is taught
Kame’enui&Simmons(1990)
Effective Instruction
resources
skill
More Powerful Instruction involves…
More instructional time
Smaller instructional groups
More precisely targeted at the right level
Clearer and more detailed explanations
More systematic instructional sequences
More extensive opportunities for guided practice
More opportunities for error correction and feedback
Foorman&Torgesen(2001)
Simple View of Reading
LLaanngguuaaggee CCoommpprreehheennssiioonn
WWoorrdd RReeccooggnniittiioonn
RReeaaddiinngg CCoommpprreehheennssiioonn=x
Gough and Tunmer (1986); Hoover and Gough (1990)
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LLaanngguuaaggee CCoommpprreehheennssiioonn
WWoorrdd RReeccooggnniittiioonn
RReeaaddiinngg CCoommpprreehheennssiioonn=x
Simple View of Reading
“Not only are oral language skills linked to the code-related skills that help word reading to develop, but they also provide the foundation for the development of the more-advanced language skills needed for comprehension” (Cain & Oakhill, 2007, p. 31).
“Beyond decoding, the substantial role that language skills play in the achievement of skilled reading comprehension has largely been ignored.” (Hogan, Bridges, Justice, & Cain, 2011, p.1 ).
Oral Language Skills connection to Reading
Phonology
Vocabulary/Semantics
Grammar/Syntax
Morphology
Discourse
Pragmatics
What is Oral Language?
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Phonology
– includes the organization or system of sounds within a language. Once the phonological system has been acquired for basic listening and speaking, children begin to develop phonological awareness.
Vocabulary/Semantics
– The development of vocabulary focuses both on expressive vocabulary and receptive vocabulary.
– You also have to consider in assessment and instruction the student’s breadth of knowledge (# of words known) and depth (relationships between words – synonyms, antonyms, and multiple meanings, shades of meaning, figurative language, etc.)
What is Oral Language?
Grammar/Syntax
– includes the set of structural rules that govern the combination of words and phrases into sentences and how sentences are combined into paragraphs
Morphology
– Sometimes considered under syntax and sometimes considered under vocabulary
– Focused on the smallest unit of meaning within a word, called a morpheme
– Can also include the study of structural analysis which includes how words are joined together and build vocabulary by analyzing the morphological structure of the word (prefix, root and suffix)
What is Oral Language?
Pragmatics
– ‘hidden curriculum’ of classroom – Social use of language (turn taking, personal space, eye contact, etc.) – Think Seinfeld!
Discourse
– Oral and written communication – Narrative and expository structure – Be able to understand and tell stories in different formats before they
can begin to write those forms
What is Oral Language?
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Hart & Risley, 1995
50 million
40 million
30 million
20 million
10 million
48 24 12 36
Age of child in months
0 Est
imat
ed c
umul
ativ
e w
ords
add
ress
ed to
chi
ld
0
Language Experience
Children in low-SES families – 12 million words
Children in working-class families – 30 million words
Children in professional fa
milies –
48 million words
Language Gap è Achievement Gap
Hart and Risley Resources
Meaningful Differences in the Everyday Experience of
Young American Children by Betty Hart and Todd Risley
© 1995
The Social World of Children Learning to Talk
by Betty Hart and Todd Risley
© 1999
Studied 48 infants across the period of time from 18 months to 24 months
Significant differences in language processing and vocabulary development were found in infants as early as 18 months between infants from high and low SES families
At 24 months, there was a 6 month gap in language processing efficiencies between infants from high and low SES families
Language Development Study (2013)
Fernald,A.et.Al(2013)
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Amount of exposure to language
Exposure to print
English not spoken at home
Background experiences
Parents’ level of education
Transitions and disruptions to student’s home life
Risk factors impacting Oral Language for EL Students or Low SES Students
Students who struggle with oral language are 4 to 5 times more likely than their peers to have trouble with reading (Catts et al., 2001)
Oral Language Skills connection to Reading
Studies of reading comprehension provide significant evidence that both reading accuracy along with oral language skills predict performance on outcome measures and should be targets for instruction (Mehta et al., 2005; Foorman et al., 2012)
Oral Language Skills connection to Reading
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Vocabulary knowledge and syntactic knowledge have been shown to account for the majority of individual differences in reading comprehension performance for students in upper elementary school through high school (Foorman, Koon, Petscher, Mitchell, & Truckenmiller, 2015)
Most Predictive Components
Foorman, et al. (2015) Journal of Educational Psychology
Decoding fluency
Syntax
Vocabulary
Oral language
Reading Comprehension
72% - 99% variance
Structure of Reading 4 – 10
“…the specialized language, both oral and written, of academic settings that facilitates communication and thinking about disciplinary content” (Nagy & Townsend, 2012)
What is Academic Language?
Grammatical rules, the structure of texts, the content of discussion, conventions for discourse…
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For many students, the language of the classrooms can seem opaque; a barrier to accessing content (Bailey et al., 2008)
English language learners and children from low-SES backgrounds need academic language development support (Schleppegrell, 2004)
Academic Language in the Classroom
Reading comprehension difficulties are in large part due to students’ challenges in understanding the academic language of school texts (Uccelli et al., 2015)
Children who are less skillful in academic language are less likely to succeed in school (Snow and Uccelli, 2008)
Research in Academic Language
What does research tell us about:
– Where do we start? – What should we focus on? – How do we make sure we are using time most efficiently?
Maximizing the Impact of Reading Assessment and Instruction
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Iden�fy Monitor
Collect Assess
Purpose of Assessments
Which of my students are at-risk for difficulty? Universal Screener
How much progress are my students making? Progress Monitoring
What is the profile of skills for my student? Where do I need to focus intervention?
Diagnostic
Have my students learned the material that has been taught?
Outcome
Guiding Questions
Assessment - Simple View of Reading
LLaanngguuaaggee CCoommpprreehheennssiioonn
WWoorrdd RReeccooggnniittiioonn
RReeaaddiinngg CCoommpprreehheennssiioonn=x
Gough and Tunmer (1986); Hoover and Gough (1990)
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Literacy Assessment Review Literacy
Assessments
PurposeofAssessment
(e.g.,iden�fyrisk,monitorprogress,studentprofile,
outcome)
AreaofLiteracy
(Phonics,Fluency,etc.)
StudentPopula�onandGradeLevels
Administra�onDetails
Effective Instruction
Data/Student
Why is it taught
Content
What is taught
Instructional delivery
How it is taught
Effective Instruction
What are you using to answer the why of instruction? What types of assessments or tasks within the assessments are you using? What kinds of data do you have at the student, class and school/district level?
What type of content is being taught? Think about the
NRP Fab 5, Scarborough’s Braid and the Simple View of Reading, are these various components being covered in instruction? Especially the most predictive skills?
How is the content taught? What is the instructional delivery model? Blended learning? Systematic instruction?
Guiding Questions
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Instruction - Scarborough’s Braid
Literacy Curriculum Review
LiteracyPrograms
AreaofLiteracy(Phonics,Fluency,etc.)
StudentPopula�onandGradeLevel
ScheduleOfUse
(LiteracyBlock,Pullout,etc.)
Format(Blended,etc.)
Summary
The key to oral language instruction is focusing on building a foundation of these skills through listening comprehension and oral expression and not waiting until the student can read before working on the skills
Assessment and instruction must address oral language and more specifically academic language.
Assessment and instruction must be practical for educators, meaningful to students, and relevant to the classroom - while maintaining the rigor of the research.