More Words = More Words = More Fluency: More Fluency: Reading - - PowerPoint PPT Presentation

Hiebert, UC-Berkeley, CRA (2004)

More Words = More Words = More Fluency: More Fluency: Reading Reading Interventions Interventions for California for California Classrooms Classrooms

Elfrieda Elfrieda H.

• H. Hiebert

Hiebert University of University of California, Berkeley California, Berkeley

Hiebert, UC-Berkeley, CRA (2004)

Fluency Interventions for Fluency Interventions for California Classrooms California Classrooms

• 1. The problem
• 2. The solution (The 3 Ts):
• Texts
• Time
• Techniques
• 3. The application in CA

classrooms

Hiebert, UC-Berkeley, CRA (2004)

The Words that Make up School Texts The Words that Make up School Texts

3 4 5

Zeno et al 1995

0-2

Hiebert, UC-Berkeley, CRA (2004)

20 words a day = 1.4 million words

5 10 15 20 25 Minutes per day 90 70 50 30 10

200,000 400,000 600,000 800,000 1,000,000 1,200,000 1,400,000 1,600,000 Words in books

Anderson et al. (1988)

Hiebert, UC-Berkeley, CRA (2004)

The 3 Ts: Time The 3 Ts: Time

• 15 to 20 minutes daily over 20-

week intervention = .35+ words per week beyond typical gains

Hiebert, UC-Berkeley, CRA (2004)

0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8

• Gr. 2
• Gr. 3
• Gr. 4

Typical growth 25P:Intervention 50P:Intervention

How much growth is needed to change the trajectory? How much growth is needed to change the trajectory?

Hiebert, UC-Berkeley, CRA (2004)

Typical Fluency Growth Typical Fluency Growth

20 40 60 80 100 120 140 160 180

• Gr. 1
• Gr. 2
• Gr. 3
• Gr. 4
• Gr. 5
• Gr. 6
• Natl. Norms:25P

Natl Norms: 50P Inter: 25P Inter: 50P

Hasbrouck & Tindal, 1992

x x

Hiebert, UC-Berkeley, CRA (2004)

Fluency Interventions for Fluency Interventions for California Classrooms California Classrooms

• 1. The problem
• 2. The solution (The 3 Ts):
• Texts
• Time
• Techniques
• 3. The application in CA

classrooms

Hiebert, UC-Berkeley, CRA (2004)

The 3 Ts: Techniques

• Guided reading: A proficient reader who

models reading and supports students’ attention to the text

• Repeated reading:
• -independent supported reading
• -partner reading
• -choral reading
• -echo reading

Hiebert, UC-Berkeley, CRA (2004)

The 3 Ts: Techniques

Hiebert, UC-Berkeley, CRA (2004)

The Application in CA Classrooms The Application in CA Classrooms

• 1. Texts, Time, & Techniques in 1st-

grade classrooms

• 2. Texts, Time, & Techniques in

2nd-grade classrooms

• 3. Texts, Time, & Techniques in

YOUR classroom

Hiebert, UC-Berkeley, CRA (2004)

1st Grade: A Small Gap Widens 1st Grade: A Small Gap Widens

20 40 60 80 100 120 1.2 1.3 10 25 50 75 90

Hiebert, UC-Berkeley, CRA (2004)

1st 1st Gr

• Gr. Study:

. Study: Hiebert Hiebert & Fisher (2004) & Fisher (2004)

• 64 English Language

64 English Language Learners were Learners were randomly assigned to randomly assigned to

• ne of three groups:
• ne of three groups:

Single-Criterion Text, Single-Criterion Text, Multiple-Criterion Multiple-Criterion Text, and Control Text, and Control

• Project teachers each

Project teachers each taught 2 groups from taught 2 groups from the same class (SC Text; the same class (SC Text; MC Text) MC Text)

• Project teachers met with

Project teachers met with children in groups of 3 children in groups of 3 for 24 30-minute for 24 30-minute sessions (=12 hours of sessions (=12 hours of instruction) instruction)

Hiebert, UC-Berkeley, CRA (2004)

1. 1. Text Text

JAN AND JACK JAN AND JACK Jan packed Jack's Jan packed Jack's snack. snack. Jan put his snack in Jan put his snack in a jug. a jug. Jan tossed the jug in Jan tossed the jug in Jack's backpack. Jack's backpack. Jan jogged up hills. Jan jogged up hills.

BRAD'S RAM

BRAD'S RAM Brad is a trim man. Brad is a trim man. Brad's trim hat fits Brad's trim hat fits him. him. Brad has a fat ram. Brad has a fat ram. Brad's ram spins Brad's ram spins And nabs his hat. And nabs his hat. Single-Criterion Single-Criterion

Hiebert, UC-Berkeley, CRA (2004)

Texts are shown by permission of NEARStar/PREL

Multiple-Criterion Multiple-Criterion Text Text

Hiebert, UC-Berkeley, CRA (2004)

• 2. Time (CA 1st Gr. Study)

50 100 150 200 250 300 State Adoption Intervention State Adoption Intervention

Hiebert, UC-Berkeley, CRA (2004) 3.

• 3. Techniques:

Techniques:

• Each book was

Each book was read/reread read/reread at least 4 at least 4 times times

Hiebert, UC-Berkeley, CRA (2004)

1 2 3 4

WCPM Gain per Week

1st 1st Graders Graders’ ’ Growth Growth (12 (12 hours hours of

• f instruction)

instruction)

Meaning/ Decodable/ High- Frequency with Repeated/ Guided Reading Decodable with Repeated/ Guided Reading Decodable without Repeated/ Guided Reading

Hiebert, UC-Berkeley, CRA (2004) CA Project 2: Hiebert (in press)

• 1. Texts

Used with permission of Used with permission of Pearson Learning Group Pearson Learning Group

Hiebert, UC-Berkeley, CRA (2004)

• 2. Time

50 100 150 200 250 300 State Adoption Intervention State Adoption Intervention

Hiebert, UC-Berkeley, CRA (2004)

• 3. Techniques

Hiebert, UC-Berkeley, CRA (2004)

CA 2nd Gr. Project: Closing the Gap

10 20 30 40 50 60 70 80 Nov. Jan. March May FORI 10P 25P

Hiebert, UC-Berkeley, CRA (2004)

CA Project #3: YOUR CLASSROOM CA Project #3: YOUR CLASSROOM

• 1. Finding Texts
• 1. Finding Texts
• Science textbooks
• Some decodables
• Some leveled books
• Some selections in basal anthologies

and/ or parts of selections in basal anthologies

Hiebert, UC-Berkeley, CRA (2004)

Information at: Information at: www. www.textproject textproject.org .org