sea to sky.primary.feb.2013
DESCRIPTION
Evidence-Based reading practices - based on 'Every Child, Every Day' by Allington and Gabriel.TRANSCRIPT
Making a Difference in Reading: Evidence-Based Practices
Primary
Sea to Sky Suppor,ng Diversity Feb. 8, 2013
Faye Brownlie
Learning Intentions • I can find evidence of current reading research and the big ideas of literacy in my prac,ce and become curious about incorpora,ng a prac,ce that is different to me
• I can consider the impact of my language on my learning community
• I am leaving with a ques,on and a plan
“Every Child, Every Day” – Richard Allington and Rachael Gabriel
In Educa,onal Leadership, March 2012
6 elements of instruc,on for ALL students!
1. Every child reads something he or she chooses.
2. Every child reads accurately.
-‐intensity and volume count!
-‐98% accuracy
-‐less than 90% accuracy, doesn’t improve reading at all
3. Every child reads something he or she understands. -‐at least 2/3 of ,me spent reading and rereading NOT doing isolated skill prac,ce or worksheets -‐build background knowledge before entering the text -‐read with ques,ons in mind
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
K/Grade 1 Wri,ng Commons & Jakovac
Samples from June 7th, 2012
5. Every child talks with peers about reading and wri,ng.
6. Every child listens to a fluent adult read aloud.
-‐different kinds of text
-‐with some commentary
1. Every child reads something he or she chooses. 2. Every child reads accurately. 3. Every child reads something he or she
understands. 4. Every child writes about something personally
meaningful. 5. Every child talks with peers about reading and
wri,ng. 6. Every child listens to a fluent adult read aloud.
• What would happen if…
• Belief • Practice
We now have good evidence that virtually every child who enters an American kindergarten can be reading on level by the end of first grade (Mathes, et al, 2004; Phillips & Smith, 2010; Vellu,no, et al, 1996).
-‐Richard Allington, keynote address, IRA, 2011
98% on grade level at year end: Mathes, et al (2004); Vellu,no, et al (1996);
Phillips, et al (1998)
• Every successful interven,on study used either 1-‐1 expert tutoring or 1-‐3 very small group expert reading instruc,on.
• None of the studies used a scripted reading program.
• All had students engaged in reading 2/3 of the lesson.
-‐grades 1 and 2 – 60 minutes reading, 30 minutes on skill
-‐aim for your kids to read 6 books in school and 6 more ajer school
High Success Reading • 99% accuracy • Reading in phrases • 90% comprehension
Only 1 out of 153 beginning reading programs made a difference in achievement.
*If the program is not listed, there is no reliable research to support it. R. Allington, 2012
What Works Clearinghouse, as quoted in Educa,on Week, August 15, 2007
The struggling reader, no maler what grade the child is in, has not built an efficient reading process system to make meaning from texts or help him or her solve problems when stuck…
For teachers, that means learning how to teach in support of the child as he or she gains more control of strategic ac,ons. -‐Johnson & Keier
M – meaning
Does this make sense?
S – language structure Does this sound right?
V – visual informa,on Does this look right?
The best way to develop phonemic segmenta,on is through invented spelling; children with pens and pencils, drawing and wri,ng.
-‐Marilyn Adams, 1990
-‐about 20% of children do not develop phonemic segmenta,on readily
• K/1 – spend a maximum of 10 minutes/day on phonics – small impact on phonic knowledge; no difference on comprehension
• Beyond grade 1 – no sta,s,cal difference for any phonics
• Na,onal Reading Panel