A Better Start The effectiveness of phonological awareness instruction to enhance early literacy success for young children most at risk. Presenter: Prof Gail Gillon, PhD, ASHA Fellow College of Education Health and Human Development University of Canterbury, Christchurch NEW ZEALAND Gillon, Nov. 2017 ASHA Convention Los Angeles, Invited Session
Disclosure Statement Some of the research described in this presentation forms part of a New Zealand National Science Challenge: A Better Start, funded by the New Zealand Ministry of Business, Innovation and Employment (MBIE) [Grant number 15-02688] Published work I have authored, including a book, is referenced in the presentation Gillon GT. (Dec. 2017) Phonological Awareness: From Research to Practice (Second Edition) New York: Guilford Press I have no other financial or non-financial relationships with any materials described or used in this presentation.
Website http://www.canterbury.ac.nz/education/research/phonological- awareness-resources/ Google: Gail Gillon Phonological Awareness
A Better Start … to literacy and learning. A project within a National Science Challenge Gail Gillon, Brigid McNeill, Amy Scott,, Amanda Denston, Leanne Wilson, Karyn Carson and Angus Macfarlane University of Canterbury, New Zealand
$34M National A Better Start Science Challenge Our children are our future We want to give them the best possible start in life. Getting a good start includes being a healthy weight, learning successfully and being mentally well. Our mission is to find better ways to predict, prevent and treat obesity, literacy and mental health problems in children Our job is to make science work for people. We believe we can do that only when we work with communities , and draw together Indigenous and Western approaches to science. Challenge Director: Prof Wayne Cutfield. Co Directors: Prof Gail Gillon & Prof Barry Taylor http://www.abetterstart.nz/en.html
The International Literacy International challenges Challenge (Data from PIRLS, 2011) Reduce inequalities between high and low performing readers Raise literacy achievement for: 1. Children from minority and indigenous populations 2. Children from low SES areas 3. Children with disability 4. Boys
Current Challenge NZ Percentage of school children achieving at or above national standard level for reading 2013 2014 2015 2016 64.5 65% 63.6 62.0 End of first year 78.1 79.9 79.1 77.2 After 2 years After 8 years 77.3 77.6 78.3 78.2
Percentage of children achieving at or above national standards in 2016
USA: Na tio na l Asse ssme nt o f E duc a tio n Pro g re ss (NAE P) Gra de 4 Measures: Reading comprehension of literary and information texts Participants in 2015: 139,100 fo urth- g ra de rs fro m 7,810 sc ho o ls Nationally representative samples of students Source for data slides: US Department of Education, NAEP 2015
USA National Reading Data Grade 4 Percentage at or above basic level of reading proficiency At or above
Average scaled score for Grade 4 reading by race/ethnicity Asian/ PI White Two races Hispanic Black American Indian/ native Alaska Source for data slides: US Department of Education, NAEP 2013
Better Start National Science Challenge Research Hypothesis A better start to literacy and learning Hypothesis: Culturally-responsive interventions that blend evidenced-based and contextually-relevant education and health practices will lead to more successful early literacy, language learning and health outcomes for children entering school with know n challenges to their learning.
A series of four inter-related studies A Better Start Early Literacy Success Study 2 Study 1 Study 3 Study 4 Intervention Predicting early Emerging C hildren with studies: 4 and 5 literacy success bilinguals in our developmental (Big Data) digital world disabilities year olds Gillon, Nov. 2017 ASHA Convention Los Angeles, Invited Session
A strengths based approach- a move away from deficit models A focus on A focus on what Deficit what is wrong will facilitate with the child, success and Strengths thinking family or build positive relationships with community based child, family and and what community needs “fixing”
Facilitating early literacy success for Strong Link to children’s healthy foundational preschool children with wellbeing, their language oral language culture and identity lower levels of oral skills language ability and Children more Early reading and speech difficulties. advantaged writing success Child and family focused: Culturally responsive and evidenced based Higher socio practices in a digital Later literacy economic success world. status Higher Employment Educational success achievement
Component Model of Reading (Aaron, Joshi, Gooden & Bentum, 2008) Domain 1 Domain 2 Domain 3 Cognitive Psychological Ecological • Word • Motivation • Home and school environment recognition • Self perception • Cultural context • Comprehension • Teacher Expectations • Linguistic context (ESL) • Learning styles Strengths or positive indicators in all three domains are necessary for early literacy success Aaron, et al (2008). Journal of Learning Disabilities, 41(1), 67-84
Important cognitive skills in learning to read Hulme, C., & Snowling, M. J. (2013). Learning to Read: What We Know and What We Need to Understand Better. Child Development Perspectives, 7 (1), 1-5
Canterbury, New Zealand Landscape of Braided rivers
A “Braided Rivers Approach” (Gillon & Macfarlane, 2017) Integrating domains that influence children’s early reading development Gillon G. and Macfarlane AH. (2017) A culturally responsive framework for enhancing phonological awareness development in children with speech and language impairment. Speech, Language and Hearing, 20(3): 163-173
Braided Rivers Approach Cognitive Psychological Ecological Expect Success Quality Instruction Family and Healthy self Collaborative community perception practices engagement .
Example of integrating goals across domains : Aim to improve speech intelligibility and to develop children’s phoneme awareness (PA) to contribute to early reading and spelling success. Psychological Cognitive Ecological Expect Success Family engagement: Quality Literacy Instruction Provide quality feedback and Develop parents’ skills to Explicit PA instruction within encourage learning share culturally relevant preschool/ class programme attempts; scaffold PA and stories with their child and to supplemented with small group speech tasks to create use story books to develop intervention integrating PA and successful learning child’s PA, speech goals and speech goals (Teacher and experiences. letter knowledge. SLP working collaboratively).
Key factors National reading panel report Phonological awareness Fluency Reading Reading practice Success Vocabulary development Letter-sound knowledge Comprehension Phonics Strategies • Ehri, L. et al (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36 (3), 250-287.
Class instruction for 5 year old children including those with lower levels of oral language, PA, and vocab knowledge Video Demonstrations Class PA Activities- phoneme identity, phoneme segmentation, phoneme blending and transfer skills to reading and spelling Vocabulary Extension Shared book activity: definition and expansion techniques
Interest in phonological awareness (PA) development in preschool children 1990s Rapid growth in PA Intervention research 1980s Growth in commercial PA Research suggesting causal assessment and 1970s instructional materials relationship between PA and reading development Early interest in Interest in relevance for PA and instructional spelling development materials developed commercially Theoretical basis of PA importance
Interest in PA for preschool children 2020s? Culturally responsive 2010s approaches System-wide change Increased research in PA in 2000s languages other than English Implementation Science Meta-analyses Integrated approaches that include PA Benefits of PA instruction for specific populations Culturally responsive practices Principles of effective Methodological critique practices in PA instruction Web based resources
Development of phonological awareness USA Study Example: Lonigan et al. (1998) • 258 preschoolers (2- 5 years) middle to upper income (52% Female) • 118 preschoolers (2- 5 years) low income (47% female) • Participant recruited via child care centres Lonigan, C. J., Burgess, S. R., Anthony, J. L., & Barker, T. A. (1998). Development of phonological sensitivity in 2- to 5-year-old children. Journal of Educational Psychology, 90 (2), 294-311.
Syllable awareness 100 90 80 Percentage 70 of group 60 Low Income above 50 Middle Income chance level 40 30 20 10 0 2 yrs 3yrs 4yrs 5 yrs
Rhyme oddity 100 90 80 Percentage 70 of group 60 Low Income above 50 Middle Income chance level 40 30 20 10 0 2 yrs 3yrs 4yrs 5 yrs
Initial phoneme identity ( alliteration oddity- which one starts with a different sound) 100 90 80 Percentage 70 of group 60 Low Income above 50 Middle Income chance level 40 30 20 10 0 2 yrs 3yrs 4yrs 5 yrs
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