Effective Reading Instruction Married to Corey Peltier Professor in - - PowerPoint PPT Presentation

Tiffany Peltier, M.Ed.

Effective Reading Instruction for ALL Students

About Me…

• Married to Corey Peltier
• Professor in Educational

Psychology, Special Education

• 2 ½ year old son, Harper
• 11 month old daughter,

Rye

About Me…

• B.S., Interdisciplinary Studies (EC-4), Texas A&M University
• M.Ed., Curriculum & Instruction: Emphasis in Reading/LA, Texas A&M
• Private and Public Experience
• Taught a semester of 3rd-7th grade English in Addis Ababa,

Ethiopia

• Taught 1st grade in Temple, TX
• Taught K and 1st in Anne Arundel County, Maryland
• Taught Pre-K and 1st in Bryan, TX
• Taught 1st grade in Charlotte-Mecklenberg, North Carolina
• Taught undergraduate pre-service teachers at Texas A&M University

and the University of Oklahoma

• Reading in the Elementary School, Assessment in Reading

Instruction, Multicultural and Interdisciplinary Literature, Reading Methods, Essential Foundations of Language and Literacy for All Learners, Children’s Literature and Writing

• Now perusing my doctorate in Special Education: Reading and Teacher

Prep

Poll Everywhere Survey

• 1. In only a few words, what are you hoping to learn from this session

today?

• 2. Are you a special education teacher, general education teacher, parent,

administrator, other stakeholder (which)?

• 3. Rate your current knowledge about reading instruction.

http://pollev.com/tiffanypelti030

The Current State of Literacy

The Big Picture: NAEP Results The Current State of Literacy

• About 15% of students drop out of school among which over 75% report

difficulties in learning to read

• Only 2% of students receiving special or compensatory education for difficulties

learning to read will complete a four-year college program

• At least half of the adolescents with criminal problems and history of substance

abuse have reading problems

• A student who can't read on grade level by 3rd grade is four times less likely to

graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer.

• Only 29% of Oklahoma’s 4th graders were at or above proficient in the NAEP

Reading scores in 2015 (US 36%)

Why?

• Two reasons:
• A. Environmental Reasons
• B. Instructional Reasons

Environmental Reasons

• Oral language Development (Hart & Risley, 1995). This is a very interesting study
• Age 3- after 8 months, welfare: 10 million/500, middle class: 20 million/700,

professionals: 30 million/1100

• Linguistically “poor” first graders knew 5,000 words; linguistically “rich” knew 20,000

words (Moats, 2001).

• Other reasons include
• Number of books available at home (Chiu & McBride-Chang, 2006)
• Parents reading to children (Feitelson, 1964); ]
• Enjoyment of reading (Chiu & McBride-Chang, 2006)
• Gender Differences (Chiu & McBride-Chang, 2006)
• Chui & McBride-Chang examined the availability of books, parents reading to children,

and gender gap in 43 countries and found that children who came from families who

• wned over 100 books were better readers. This does not mean that if we buy every

family 100 books, children will automatically learn to read.

• Genetics

Instructional Reasons

• Carroll (1963): High percentage of schoolchildren fail to acquire literacy skills

when the classroom instruction is ineffective or insufficient

• Calfee (1983): Majority of the children with a reading disability represent an

instructional dysfunction rather than a constitutional disability

• Poor instruction resulting in poor reading performance is especially true at the

early primary grades.

• Juel (1988): Children who read poorly at the end of the first grade were likely

to remain poor readers at the end of the fourth grade.

• Similar findings were found by Shaywitz et al. (1993): 74% of reading disabled in the third

grade continue to exhibit reading and spelling problems even at the ninth grade level.

Simple View of Reading

D x LC = RC

Decoding Listening Comprehension Reading Comprehension

Dyslexia Hyperlexia

The Brain’s Role…

• Parieto-temporal area: decoding

(letteràsoundàword)

• Occipito-temporal area: identifies words by sight

(constantly building a ‘bank’ of sight words)

• stores information about how a word looks, sounds, and

the meaning

• Broca’s area-organization, production, manipulation
• f speech/language
• Research shows that RBRI can change brain activity

in struggling readers (and assist in use of areas in back of brain)

A knowledgeable teacher makes the biggest difference!

What is the answer?

• Scientifically based reading instruction: tells us how and why

something works.

• Effective teaching methods and instructional strategies based upon

research

• Direct, Explicit, and Systematic instruction
• Multisensory Instruction (VAK)

National Reading Panel (2000): Essential components

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

Spelling and writing: reciprocal relationship

How many misconceptions do you have?

True/False

(according to Moats’ Teaching Reading is Rocket Science)

• (1) Teachers should use memorization, picture cues, and contextual

guessing for teaching word recognition,

• (2) Teacher modeling and think-alouds should be the primary content

in comprehension instruction;

• (3) Phonics and phonemic awareness are the same;
• (4) Teachers should rely on leveled books and trade books to organize

phonics instruction;

Ehri’s Phases of Reading Development

Pre-Alphabetic

• First phase: Recognizing Words based on their shape/sight (McDonald’s, Chick-

Fil-A, Target)

Partial Alphabetic

• Know some letters and some sounds (every word with a ‘d’ is dog or dad)

Full Alphabetic

• Know the letters and sounds
• Unlocked the key to reading!
• Reading may be slow and laborious – lots of practice and instruction needed

Consolidated Alphabetic

• Students read with more automaticity and comprehension
• Remember word patterns and syllable types, and other units to help them read unknown words.
• Sight word knowledge increases

Automatic Phase

• Goal for all students

Pictures Context Clues Memorization

4th grade slump…. WHY??

• Students become over-reliant on recognizing words by sight, by

analogy (word families), and using context

• Learning to read becomes reading to learn
• 3rd/4th grade they begin to encounter new vocabulary

Understanding Terms Related to Reading

Phonological/phonemic awareness è speech sounds Letter(s) to sound connection (Grapheme <-> Phoneme)

/m/

Phonics

Rhyming and Alliteration Isolation Identity Categorization Blending Segmentation Deletion Addition Substitution Simple Complex

Phoneme Manipulation v What is the first sound in man? v What is the word if I add /s/ in front of “eye”? v What is park without the /p/? v Which word doesn’t belong? truck, trailer, car

95 Percent Group, Inc. (2005)

Isolation Identity Categorization Blending Segmentation Deletion Addition Substitution Simple Complex

Quick Review: v The word is cat. Change /k/ to /h/. What’s the new word? v How many sounds are in pat and what are they? v What is the first sound in tin, tall, and toy?

95 Percent Group, Inc. (2005)

You Try…

How is your phonemic awareness??? Knowledge of graphemes???

Segment the sounds, then blend them backwards cat à tack

• ace
• rail
• patch

Write a word with the following number of phonemes and letters:

• 4 letters, 3 phonemes
• 5 letters, 2 phonemes
• 3 letters, 4 phonemes

PA Instruction, continued.

• Sequence phonological skills from easiest to more difficult.

Consider these factors:

• Larger units of sound are easier than smaller units
• Fewer units of sound are easier than more
• position of the sound within a word (F, L, M, blends)
• whether the sound is a continuous or clipped sound
• make the process more concrete
• ex. Elkonin boxes, race cars, cheerios, choosing between two
• bjects rather than coming up with their own examples

PA Instruction, continued.

• Sources for phonological/phonemic awareness activities:
• Florida Center for Reading Research (www.fcrr.org)
• Reading Rockets (www.readingrockets.org)
• University of Oregon – Big Ideas in Teaching Reading

http://reading.uoregon.edu/

Phonics & Research

• Skilled readers read words by processing

virtually every letter in every word (Adams, 1990)

• Not by:
• shape of the word
• relying on context cues to “guess”

VOWEL? Vowels are open and voiced. CONSONANT? The sound is blocked, or partially blocked, by the tongue, teeth, or lips. SYLLABLE? A syllable is a word or part of a word made with one opening of the mouth. A syllable has one vowel sound.

Understanding Terms Related to Phonemic Awareness and Phonics

Understanding Terms Related to Phonics

• What is the difference between a letter

and a grapheme?

• plant
• swish
• fox

Understanding Terms Related to Phonics

• What is the difference between a blend

and a digraph or trigraph?

• crash
• stick
• splash
• What is a diphthong?

How do I teach decoding?

• Must have adequate phonemic awareness
• Introduce new grapheme/pattern explicitly (Multisensory

introduction)

• Practice blending letters to form words (with new

grapheme/pattern/syllable type)

• Apply in highly controlled decodable text
• Repeated practice to build automaticity

How do I teach decoding?

• Must have adequate phonemic awareness
• Introduce new grapheme/pattern explicitly (Multisensory introduction)
• Practice blending letters to form words (with new

grapheme/pattern/syllable type)

• Apply in highly controlled decodable text
• Repeated practice to build automaticity

Phonics

Orthographic + Phonological = Phonics

• What are effective decoding routines?
• Continuous blending
• Spelling-focused blending
• How can you teach encoding?

37

How do I teach decoding?

• Must have adequate phonemic awareness
• Introduce new material (Multisensory introduction)
• Practice blending letters to form words (with new

grapheme/pattern/syllable type)

• Apply in highly controlled decodable text
• Repeated practice to build automaticity

Decodable text

How do I teach decoding?

• Must have adequate phonemic awareness
• Introduce new material (Multisensory introduction)
• Practice blending letters to form words (with new

grapheme/pattern/syllable type)

• Apply in highly controlled decodable text
• Repeated practice to build automaticity

Decoding requires knowledge of orthographic patterns of the language that is based on solid phonological processing. Key elements of decoding instruction include the following:

• 1. Phonological awareness training, especially in phonemic

awareness.

• 2. Instant letter-recognition training
• 3. Introduction of sound-symbol correspondences
• 4. Introduction of the six orthographic types of syllables
• 5. Introduction of common syllable-division patterns
• 6. Introduction of morphemes – prefixes, suffixes, roots

When?

• Syllable Types: Once students have learned some

phoneme-grapheme correspondences, as you introduce new graphemes

• Syllable Division: After students have mastered
• ne syllable words

K

All consonants All vowels Consonant digraphs Closed (1 syll.) Open (1 syll.) VCe (1 syll.)

1st

Review previous (1st 6 wks) R-controlled Consonant trigraphs Vowel pair Some affixes (-ed, -ing, - es..) Final stable syll. Syllable division (2 syll.)

2nd

Review previous (1st 6 wks) Syllable division (3 syll.) Start morphology if students have mastered decoding content

What if my student can de decode de the words, but still can’t unde understand and the story?

Simple View of Reading

D x LC = RC

Decoding Listening Comprehension Reading Comprehension

Common sources of comprehension problems

• Lacking sensitivity to story structure
• Narrative story structure
• Expository structures
• Limited inference making
• limited processing resources or working memory
• not knowing when to draw inferences
• failure to monitor comprehension for text coherence
• (i.e., focusing on words rather than global meaning).
• Lack of comprehension-monitoring
• Limited knowledge of vocabulary
• Inferring new words in context
• Working memory and semantic processing

Current teaching problems

• While teachers tend to ask many reading comprehension questions,

reading comprehension instruction has traditionally been neglected in schools

• Comprehension strategy instruction has been left out or underutilized

in teacher training programs

Unique challenges for students with ASD

• More difficult to determine character’s motives or identify with

characters’ emotions or perspectives (theory of mind deficits)

• May identify emotion but do not give causal explanation to characters’ mental

states

• Although rote memory may be strong in individuals with high-

functioning ASD, memory impairment may still be present due to poor use of organizational structures

• Organizing events into a meaningful story
• Focus on details impairs global understanding of text
• Teach guided concept formation that calls attention to those attributes that

distinguish one concept from another.

Comprehension strategy instruction

• Directly teaching students to be aware of the cognitive processes

involved in reading

• Teacher explicitly teaches how to monitor reading for understanding

through graphic organizers, story maps, questioning, summarization

• Guided practice is provided
• GP is faded as readers become increasingly more independent in using the

strategies during reading

Strategies

• Monitoring comprehension – questioning
• What, how, when, why, where (stopping point: page, paragaph)
• Paraphrasing/summarizing using story structure
• Narrative – SWBS, timeline, role-playing
• Expository – Text structures, micro-summarization strategy
• Predicting what the text will say
• Making inferences
• Starting at the sentence level
• CHAMP organizer
• Peer tutoring
• 10 minutes each of reciprocal reading tutoring with corrective feedback (can use points)
• 3 minutes of questions using a story structure framework or who, what, where, when, why

questions generated and asked by tutor

Strategies specific to students with ASD

• Target linguistic processing at the

sentence level first (inferences)

• Direct instruction in literacy devices
• Prompting that focuses attention on

possible causes of characters’ mental states

• Direct vocabulary instruction that helps

them label emotions and learn about social situations – mentor texts, circle map anchor chart

Contact Information Tiffany Peltier, M.Ed.

tpeltier@ou.edu