PART 1 What is reading? Introducing the simple view of reading 1 - - PDF document
4/30/2017 Literacy Milestones and Interventions from Infancy to the Primary Grades Laura Justice The Ohio State University justice.57@osu.edu PART 1 What is reading? Introducing the simple view of reading 1 4/30/2017 Am I teaching kids to
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Literacy Milestones and Interventions from Infancy to the Primary Grades
Laura Justice The Ohio State University
justice.57@osu.edu
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Is that appropriate? Is that my Job???
Am I teaching kids to read?
We are not teaching children to read… but we are supporting those component skills that children need to draw upon to read
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See Scarborough, H. S. in Neuman, S.B. & Dickinson, D. K. (2001). Handbook of Early Literacy Research. New York: Guilford Press.
When Joseph was a baby, his grandfather made him a wonderful blanket… Question: What is reading?
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Honolulu es una ciudad muy hermosa
See Scarborough, H. S. in Neuman, S.B. & Dickinson, D. K. (2001). Handbook of Early Literacy Research. New York: Guilford Press.
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(Scarborough 1998)
Language skills Literacy skills Fluent Reading Vocabulary Higher-Level Language Skills Phonological Awareness Print Knowledge Reading Development Ages 3 to 9 Years
AGES
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(Scarborough 1998)
Language skills Literacy skills Fluent Reading Vocabulary Higher-Level Language Skills Phonological Awareness Print Knowledge Reading Development Ages 3 to 9 Years Meaning-based skills Code-based skills
Language Skills Increase in Importance
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Unique Contributions of Component Skills to RC (Grade 3)
D C Reading Status
Good Good Typical Reader (Fluent and automatic by about 9 years) Poor Good Decoding‐specific reading disability (dyslexia) Good Poor Comprehension‐specific reading disability (poor comprehenders) Poor Poor Globally impaired reader (garden variety poor reader)
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D C Reading Status Clinical Relevance
Good Good Typical Reader (Fluent and automatic by about 9 years) NA Poor Good Decoding‐specific reading disability (dyslexia) Elevated rate of phonological difficulties; heightens risk for reading‐ comprehension problems Good Poor Comprehension‐specific reading disability (poor comprehenders) Many children with language disabilities; many children with “sub‐clinical” language problems Poor Poor Globally impaired reader (garden variety poor reader) High susceptibility for children with widespread developmental concerns
Important Precursors: Print knowledge Phonological awareness Important Precursors: Vocabulary Higher-level language skills
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“Constrained Skills” Relatively easy to manualize “Unconstrained Skills” Quite difficult to manualize May require considerable intervention to change Difficult to target deeply through low-dose interventions
Meaning-Based Skills: Considered a critical “pressure point” in reading comprehension Crucial for generating a “mental model”
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2 years Code‐Based Skills Referential nature of symbols Book handling Print interest Sound discrimination Meaningful written markings Meaning‐Based Skills Vocabulary broadening Grammatical system developing Basic comprehension Question‐answer routines From Rowe (2008) 3 years Code‐Based Skills Distinctive features of letters Some letter names Book handling routines Range of print functions Rhyme awareness Pretend writing Meaning‐Based Skills Broadening vocabulary Grammar becoming more complex Story comprehension Verbal reasoning & Inferencing Text structure knowledge From Rowe (2008)
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4 years Code‐Based Skills Many UC letters, some LC Concept of word Rules about print Range of print functions Initial sound awareness Name‐writing skill Meaning‐Based Skills Vocabulary broadening and deepening (e.g., word play, jokes) Complex sentences Verbal Reasoning and Inferencing Text‐Structure Knowledge 5 years Code‐Based Skills Sound‐symbol correspondence Print‐word mapping Letter‐sounds Sight word vocabulary Writing messages Meaning‐Based Skills Academic vocabulary Complex sentences Verbal reasoning and inferencing Text‐structure knowledge (primitive narratives, expository texts)
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From Theory to Research
(justice et al., 2013)
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(justice et al., 2013)
(justice et al., 2013)
Distinguishing feature in primary grades:
Poor “higher level language skills” (language skills needed to create rich mental models when comprehending)
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Language Skills and Reading Comprehension
John and Mindy went to their grandmother’s house. They were at the front door, when…. What is your ‘mental’ model for grandmother’s house?
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then explain each to a partner
– Decoding – Simple view of reading – Mental model – Higher‐level language skills – Poor comprehendere
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A Few Premises
1
Preschoolers’ literacy skills are consistently and significantly related to later reading achievement Code‐based skills (literacy skills) Meaning‐based skills (language skills)
Storch & Whitehurst, 2002
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2
Preschoolers’ knowledge about print is particularly important:
prerequisite for reading (Bialystok & Luk, 2007)
reading (Piasta et al., 2012)
Book and print
Letters Print meaning Words
Concepts about Print
Children’s early knowledge about the forms and functions of print In alphabetic languages, paves the way for future discovery
(sounds within words represented by letters)
Rowe (2008)
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Concepts about Print
3
Phonological awareness is necessary but not sufficient for reading achievement
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4
Children with communication disorders are vulnerable for lags in the development of early literacy skills
Justice, Bowles, and Skibbe (2006)
5
Early lags in literacy skill contribute to long‐term risks in reading achievement (about ‐1 SD at grade 5)
Skibbe, Grimm, Stanton-Chapman, Justice, Pence, & Bowles, 2008
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490 495 500 505 510 515 520
Decoding Comprehension LI (n=145) Peers (n=653)
Skibbe, Grimm, Stanton-Chapman, Justice, Pence, & Bowles, 2008
Reading in Grade 5
Designing Prevention‐Oriented Early‐Literacy Interventions
Preventing Reading Problems Before They Emerge
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1998: National Report We need to improve children’s literacy skills before reading, so as to prevent reading difficulties
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Commissioned by National Institute for Literacy (2008)
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Report highlighted importance of code-based skills to decoding and comprehension Strongest predictors of reading comprehension: Concepts about print & Alphabet knowledge Phonological awareness
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What must children know about print to be able to learn to read?
Print Knowledge
Book and print
Letters Print meaning Words
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Book and print
Letters Print meaning Words
Arrangement of print (left to right, top to bottom) Book organization (title page, author) Interest in print
Book and print
Letters Print meaning Words
Print carries meaning Print is different than pictures Print has specific rules
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Book and print
Letters Print meaning Words
Letters make up words Distinguishing features of individual letters Letters map to sounds
Book and print
Letters Print meaning Words
Concept of word in print Words are made of letters Written words map to spoken words
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Knowledge about print becomes increasingly integrated with knowledge about sound Alphabetic Principle
Developmental Phases in Learning to Read Words
Pre‐ Alphabetic Phase Partial Alphabetic Phase Full Alphabetic Phase Consolidated Alphabetic Phase
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When I’m in the car and I see two big yellow arches, I say, “McDonalds!” When I come to a word I don’t know, I look at each of the letters and sound it
When I’m reading, I look at the words in chunks, like “ch – unk.” My name is
see any word that starts with a “D” and ends with an “s,” I think it’s my name.
General Order for Early Primary Grades
‐an, ‐ap, ‐at, ‐aw, ‐in, ‐ip, ‐ir, ‐op, ‐or, ‐ug, ‐it
‐ack, ‐ank, ‐ash, ‐ell, ‐est, ‐ick, ‐ill, ‐ing, ‐ink,
‐ail, ‐ain, ‐eat, ‐eek, ‐een, ‐oot, ‐eed, ‐eep, ‐ait
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PHONOLOGICAL AWARENESS
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What is Phonological Awareness?
structure of spoken language, or speech
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Phonological Awareness
speech stream
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Children who have phonological awareness….
produce two words with same initial sound
a word
Children who have phonological awareness….
word into its syllables
detect rhyme patterns
sound in a word or produce two words with same initial sound
the individual sounds in a word
Large segments (syllables) Small segments (individual sounds)
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Phonological Awareness Continuum of Development
Phonological Awareness
Syllables Rhymes Initial sounds All sounds
SYLLABLE LEVEL SOUND LEVEL
Why is Phonological Awareness So Important?
Early Childhood Kindergarten Early Primary
Phonological Awareness Letter-Sound Relationships Decoding
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Phonological Awareness Ability and Reading Achievement
Torgesen and Mathes, 2000
Task Segment Let’s clap for each part in this word: alligator… Which word starts different: map, mill, nine, mop I’m going to break a word into its pieces – you put it back together: s…i….p Say ‘baseball’ without the ‘ball’ Clap for each word in this sentence: The dogs name is Spot
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differentially diagnose a problem, as it is to identify when lags are occurring in code‐based skills
– Print Knowledge – Phonological Awareness – Emergent Writing
reasonable
– Addressing lags in these skills is often ancillary to primary targets in therapy (e.g., language concerns, speech‐sound issues) – Not necessary to use standardized assessments to document problems, as these won’t help pinpoint where to target efforts
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Each of these tasks is described in an ASHA journal, with scoring guidelines available in the article These can be used freely and easily with any young children
Justice, Skibbe, & Bowles, 2006
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Justice, L. M., Bowles, R., & Skibbe, L. Measuring preschool attainment of print‐concept knowledge: A study of typical and at‐risk 3‐to 5‐year‐old children using item response theory. Language, Speech, and Hearing Services in Schools, 2006, vol. 37, no 3, p. 224‐235.
Individual Differences in Print Knowledge
85 90 95 100 105 110 115
Typical Peer Language Disorder
Scores based on normal curve, where M = 100, SD = 15 Justice et al., 2006 111 94
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Catts, Fey, Zhang, & Tomblin, 2001
Catts et al (2001). Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research‐Based Model and Its Clinical
Hearing Services in Schools, 32, 38‐50.
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B F N C M O Q Y G Z E J L A O K R H S X P U T W D I
Comparison of Groups
(Cabell, Justice et al., 2009) 20.04 6.78 5 10 15 20 25
Typical LI
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Benchmarks for ABC Knowledge for 4‐ year‐olds
Optimal knowledge prior to kindergarten entry is 18 upper‐case letters and 15 lower‐case numbers (Piasta, Petscher, & Justice, 2012) When and Who To Screen and Intervene for Code‐Based Skills All children who are not yet in kindergarten should be screened, even informally, for development of code‐based skills Entering kindergarten behind on these skills significantly increases child’s probability of long‐ term reading difficulties
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Narrative is one type of discourse Text for Informational Purposes
Advertisements Recipes Maps Instructions Directions Lists Menus
Expository Text Structures: Informational in Nature
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Primary text structures of expository texts: Description Cause‐effect Sequence Compare‐contrast
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Structure Purpose Key Words Example Description/List To provide details
attributes For instance, for example, in fact Yucky Worms Cause‐effect To describe phenomena governed by cause and effect Since, because, therefore, then/so If You Give a Mouse a Muffin Sequence & Cycles To present events or activities that unfold
Before, after, finally, and then, next How to Teach a Slug to Read Compare‐contrast To examine similarities and differences between entities Likewise, similar to, the difference between Then and Now
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Birth 10 months 18 months 24 months 5 years 18 years 0 words 1‐2 words 50 words 300 words 4,000 words 60,000 words Peak acceleration: equates to 100s of words acquired per month
Children with language disorders lag significantly behind these “universals” due to constraints on word‐learning processes
Birth 10 months 18 months 24 months 5 years 18 years 0 words 1‐2 words 50 words 300 words 4,000 words 60,000 words
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General Trajectory
Birth: hard‐wired for language; no receptive or expressive use 3 months: coo and goo 6 months: Understands approximately 2 words, begins to babble 8‐10 months: Becomes an intentional communicator (gesture, persistence, eye contact) 12 months: understands 10 words, produces first word
18 months: understands 150 words, expressive vocabulary of 50 words, two‐word combinations 24 months: understands 300+ words, expressive vocabulary of 100 words, some three‐word combinations 36 months: ask questions, uses four‐word combinations frequently, understands many wh‐questions 60 months: language system more or less complete
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show delays in language acquisition…
Vocabulary gains after early institutionalization
Glennen & Masters, 2002
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Nature‐Nurture
Children are hard‐wired to acquire words very rapidly
Active Learning Opportunity: With your table-mates, develop a definition of the word ‘word’ and be sure you have consensus
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Two Words Most Children “Know” By Age 5
Its meaning How it sounds Its grammatical category How it can be inflected How it looks in print
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What do you know about this word?
Its meaning How it sounds Its grammatical category How it can be inflected How it looks in print
Meaning Phonology/Sound Structure Spoken and written forms Grammatical form Inflections
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What is a Word?
Semantic unit Phonological unit Orthographic unit Morphological unit Metalinguistic unit
Lesaux et al (2011)
Building a Lexicon – Not Teaching a Word
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‐building relations among words (largely by teaching some key words deeply), and ‐introducing words to which the child will seldom be exposed, but which are important
not recognize when they come across words they don’t understand
models of what they read
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Enhancements to the amount of reading, the types of books read, and the ‘extratextual conversations’ taking place during reading
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‘Book‐Reading Intervention’ starts with a book!
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Print Knowledge Take a minute and explore one
your table. Are there features of the books you see that could help you teach about print?
Print Knowledge
Key areas of understanding before formal reading instruction
Book and print
Letters Print meaning Words
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Some children show lags in the development
Left: Upper-case alphabet Below: Name-writing
Cabell, Justice, Zucker, & McGinty, 2009
Targeting Print Knowledge in Children with LI
Early lags in print knowledge result in long‐ term problems with reading achievement (about 1‐2 grade levels)
Skibbe, Grimm, Stanton-Chapman, Justice, Pence, & Bowles, 2008
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Read with a systematic focus on print: Print referencing
Book and print
Letters Print meaning Words
Read Aloud with Reference to Print identified as one of 9 essential practices in early literacy
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Print referencing
Active Ingredients:
print (talk and nonverbal)
academic year
Ingredient 1: Print‐Rich Books
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Justice & Ezell, 2002
Print Referencing Style Typical Style This is the title of the book… (book and print organization) What do you think this book is about? What do you think this says? (print meaning) This book is about a garden. This letter is an M… it makes the sound /m/. (letters) What’s he doing here? Show me a really long word on this page. (words) This dog looks so sad.
Ingredient 2: Explicit attention to print (talk and nonverbals)
you tend to talk about? Words? Letters? Other things?
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Active Ingredient 3: Scope and Sequence
131
FOUR‐FOLD SCOPE and 15 OBJECTIVES book and print organization (‘print concepts’) print meaning letters words Sequence is cycling
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(1) Book and print organization STAR Objectives:
Anything missing?
(2) Print meaning STAR Objectives:
what we read’)
Anything missing?
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(3) Letters STAR Objectives:
letter?) Anything missing?
(4) Words STAR Objectives:
identification)
Anything missing?
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STAR Cards
138
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STAR Cards
139
The CCEC is proud to
free download - http://ccec.ehe.osu.edu/ research/publications/bo
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145
STAR Card Inserts: Provide scope and sequence + scaffolding
146
STAR Card Inserts: Provide scope and sequence + scaffolding
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Scaffolding Strategies Repeating objectives requires extending learning over time It also promotes deep learning
Think of children on a ladder; your support must match their place on the ladder
What’s this letter? This is a very long word. I wonder what the title of this book is…
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High Support Strategies: When something is Too Hard
solution to a question or problem
question or problem by providing an exact model of the ideal response
answer to a task through their completion of the task with another person – the teacher or a peer
Low Support When Something is Too Easy
next or to hypothesize the outcome of an event/activity
response by adding more information to further solidify the concept or skill.
experiences and background knowledge to reinforce learning, especially when the child is headed toward mastery of a concept.
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Print Referencing: Consistent Effects
0.15 0.35 0.55 0.75 0.95 1.15 Print Concepts Alphabet Knowledge Name Writing Effect Size
These findings last until at least the end of first grade (Piasta et al., 2012)
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Children with disabilities benefit similarly as children without disabilities (same size effect)
The intervention can be implemented by parents at home or parents at school, or simultaneously, but parents show low fidelity to the program
25%
12‐week home reading program
Completers Leavers
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Twice‐weekly reading is nearly as effective as daily, if print‐related discussions are robust
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I was walking through the park the other day, and I saw this young man talking with his
actually do a dab. It made me laugh.
How Do People Learn New Words?
Let’s all learn how to DAB
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Setting the Stage
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first second third last
hare small large medium sleigh
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quarter dime penny nickel few a lot cents
mile mart smock mock mall
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bed candles sand castle moon umbrella raft towel
milk toothbrush coat ketchup thank you spoon ice cream
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Increased concern about reading comprehension Growing corpus of rigorous studies of what good vocabulary intervention looks like
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Empirically Validated Interventions
Study Age of children TX Implementer Intensity of Tx Number of Words Impacts
Gonzales et al (2011) 4‐5 yr olds Teachers 18 weeks X 5 20‐min lessons per week (90 lessons total) (5‐ day lesson cycle) 94 science and social studies words (5 per week) +PPVT ‐EOWPVT +bespoke measures of vocab (breadth) Coyne et al (2010) Kindergartners Classroom teachers and interventionists 18 weeks X 3 30‐min lessons per week (36 lessons total) each work rec’d 12‐20 min of instruction 54 words (3 per week) + PPVT + listening composition (trend) +bespoke measure of vocabulary (depth) Snow et al (2009) 6‐8 yr olds Teachers (language arts, social studies, science) 24 weeks X 4 15‐min lessons per week (96 lessons total) (4‐ day lesson cycle 96 words (5 per week) +bespoke measure of vocab (breadth) +state reading test (only breadth) Beck & McKeown (2007; Study 1) Kindergarteners and first graders Classroom teachers 10 weeks X 5 short lessons per week (40 lessons total) (5‐day lesson cycle) 22 words (2.2 per week) +bespoke measure of vocab (breadth) Leseux et al (2010) Sixth graders Classroom teachers 18 weeks X 4 45‐min lessons per week (72 lessons total) (8‐ day lesson cycle) 87 words (8‐9 per unit; 5 per week) +bespoke measure of vocab (breadth) +bespoke measure of vocab (depth) +Gates Reading Comp (trend) Beck et al (1982) Fourth graders Classroom teachers 15 weeks X 5 30‐min lessons per week (75 lessons total 104 words (7 words per week) (5 day cycle) +standardized measure of vocab and reading (ITBS) +story recall
To “know” a word
– Lexical aspects – Syntactic aspects – Morphological aspects – Phonological aspects – Orthographic aspects
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– Fragile state – you don’t have it yet!
(incremental)
– Non‐fragile state – you got it!
Words are learned in bits and pieces…
I’ve never heard it before… I’ve heard of it, but I don’t know what it means… I recognize it, it has something to do with… I know it, it means…
SHALLOW DEEP
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(1) I’ve never heard it before… (2) I’ve heard of it, but I don’t know what it means… (3) I recognize it, it has something to do with… (4) I know it, it means…
Puerile Abrogate Malapropism Sobriquet Ascetic
Many words are acquired Some words should be taught
These require very careful thought!
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– Teaching one word deeply promotes depth and breadth – Learning about “tigers” increases knowledge of …
Two Types of Approaches: Use in Combination
Provide the child with incidental instruction to many many words through conversations, play, art, drama, etc. Provide the child with direct instruction to a small set of very important words
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Differentiating Vocabulary Goals for Younger and Older Children
– Build the base (breadth) but include some ‘hard’ words
– Emphasize academically relevant words and focus
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Tier 3: femur, isotope, delta, vinyasa Tier 2: powerful, virtue, normal, reason Tier 1: clock, lamp, run, garage, tell
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Power Words General All‐Purpose Academic Words Academic Words
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(nagy & townsend, 2012)
…The specialized language (oral and written) of academic settings that facilitates talking and thinking about disciplinary content…
General Academic Words Specialized Words
Typically abstract words of lower frequency that occur across multiple disciplines Structure Function Correlate Hypothesis Constitute Abstract Words that are typically unique to one academic discipline Polynomial Cytoplasm Dendrite Mitochondria Synapse Synaptogenesis
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Academic Vocabulary: Not Present in Everyday Talk Finding Tier 2 Words
…When the dreaming had just begun, Baimai had made all the animals for the earth. The animals had no coats and were all lined up waiting for Baimai for their turn at receiving something special… (from Kootear, The Echidna) …Daisy was an ordinary dog. Every day she went for an
remember… (from Daisy All‐Sorts)
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Power of Trade Books
Red Leaf, Yellow Leaf
They transplanted the sprouts and tended them year after year. Just as the trees were settling in, they were measured, marked, and uprooted again! Each ball of roots was wrapped and tied with twine. My tree was loaded onto a truck filled with other trees and delivered to the garden center.
Power of Trade Books
Red Leaf, Yellow Leaf
They transplanted the sprouts and tended them year after year. Just as the trees were settling in, they were measured, marked, and uprooted again! Each ball of roots was wrapped and tied with twine. My tree was loaded onto a truck filled with other trees and delivered to the garden center.
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Tier‐Two Word How to Define? Comment Occurrence Tend Mention Emerge Admit Haunt
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Now What? Integrating robust vocabulary instruction into read‐alouds
Targeting tier 2 words during read-alouds Provide highly informative exposures in context via dialog Ensure opportunities to revisit/repeat
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Normal Reading Practices (4‐year‐olds)
0 times 0.8 times 3 times
Average number of ‘word elaborations’ per book reading by preschool teachers (Zucker et al., 2012) Teacher: Alexander and the terrible, horrible, no good, very bad day. That’s the name of this book. Child: We read this book before. Teacher: That’s right. We read it
“horrible?” Child: “Horrible” is like bad. Teacher: Yes, “horrible” means very bad. “Horrible” and “terrible” mean the same thing. Child: Horrible and terrible.
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1 2 3 4 5 6 Elaborated Words Non‐Elaborated Words
Depth of Word Knowledge (0=6 points)
Effects of Word Elaborations Over Time (Coyne et al., 2009)
Elaborated Exposure: Daisy All-Sorts
– ordinary – admire – trick – exhausted
– Identify the word – Define the word – Extend the word – Contextualize the word
REPEAT and EXTEND
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– Transplant – Sprout – Uproot
– Identify the word – Define the word – Discuss related words – Use it in another sentence or context – Have children say the word
Elaborated Exposure: Target Deepened Knowledge
transplant means….)
(synonyms, related words)
(how it sounds, related words)
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1. Introduce children to “magic words” before reading: have them say each word and instruct them to listen for the words 2. When children identify a magic word, re‐read the sentence containing it and emphasize it 3. Provide a kid‐friendly definition of the word 4. Re‐read the sentence with the magic word, and replace it with the definition 5. Children say the word again 6. After‐reading: further discussion of each word
ever heard that? What’s another name do you know [child’s name]? A twister? What’s another name for a twister?
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then? Way down at the bottom.
live? Through the tunnel yep almost had it right there [child’s name]. Do you see the tunnel that goes down. Right there right there. That’s where the field mouse lives.
have appliances in our kitchen. Like a stove, a refrigerator, a microwave. Those are
Those are all appliances. Can you tell me the name of one of those appliances Dylan?
refrigerator, microwave, chopper.
something.
that called?
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vocabulary words
Week 1 Week 2 Session 1 Session 2 Session 3 Session 4 Total Duration 30 min 30 min 30 min 30 min Vocabulary Duration 10 min 10 min 10 min 10 min # words 5 words 5 words Repeated Repeated
Increase in Knowledge of Tier 2 Words Increase in Language Comprehension (C) Increase in Reading Comprehension
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Narrative (Fiction) Expository (Non‐Fiction)
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Expository Text Structures: Informational in Nature
Primary text structures of expository texts: Description Cause‐effect Sequence Compare‐contrast
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Structure Purpose Key Words Example Description/List To provide details
attributes For instance, for example, in fact Yucky Worms Cause‐effect To describe phenomena governed by cause and effect Since, because, therefore, then/so If You Give a Mouse a Muffin Sequence & Cycles To present events or activities that unfold
Before, after, finally, and then, next How to Teach a Slug to Read Compare‐contrast To examine similarities and differences between entities Likewise, similar to, the difference between Then and Now
features
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interesting text structures (graphs, maps, signs)
– Signs – Letters – Graphs – maps
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Inferencing: Something Good Readers do All The Time
"John's face fell as he looked down at his protruding belly. The invitation specified ‘black tie' and he hadn't worn his tux since his
(from Dan Willingham)
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Johnny really wanted to ride his bike. He bundled up and headed outside. To his chagrin, his bike was laying in the driveway crumbled! Johnny didn’t know what to do!
Things we infer about
Attitudes, points of view, mental states, motives Similarities and differences between people, objects, and events Causes and effects of events Meanings of words Connections between text and world
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perceptual focus)
Language Continuum Abstract/Inferential Concrete/Perceptual Language Continuum Abstract Concrete
He is wearing a hat. I think it’s cold outside. He is working very hard! That’s snow. The snow is probably very cold. Next he’ll make another ball. The mouse is making a snowman.
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Continuum of Complexity
Literal Inferential Contextualized Decontextualized
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Literal/Perceptual Inferential/Conceptual Level 1 Level 2 Level 3 Level 4 Matching Perception (e.g., locate an
Analyzing Perceptions (e.g., describe a sequence) Reordering Perceptions (e.g., make comparisons) Reasoning about Perceptions (e.g., generate predictions) *Hammett Price, van Kleeck, & Huberty, 2009
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Children’s Exposure to Cognitively Challenging Talk
34% 26% 26% 14%
Caregivers
Level 1 Level 2 Level 3 Level 4 15% 28% 32% 25%
Teachers
Level 1 Level 2 Level 3 Level 4 Caregiver Data: Hammett Price et al., 2009; Teacher Data: Zucker et al., 2010
Level 3 & 4 Talk
Attitudes, points of view, mental states, motives Similarities and differences between people, objects, and events Causes and effects of events Meanings of words Connections between text and world
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T: You’re going to tell me the shapes when I point to them. What shape is that? Children (in unison): Rectangle. T: Rectangle. What shape is that? Children (in unison): Oval.
Way down at the bottom.
the tunnel yep almost had it right there [child’s name]. Do you see the tunnel that goes down. Right there right there. That’s where the field mouse lives.
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Inferential talk with young children: Providing information about objects, information,
not present
Attitudes, points of view, mental states, motives Similarities and differences between people, objects, and events Causes of events (prediction) Meanings of words Connections between text and world
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Increasing Inferential Language through Read‐Alouds
(van kleeck, hammett, & vander woude, 2006)
5 10 15 20 25 30 35 Reading Program Control Pre Post
Reading comprehension is contingent on highly developed language skills Important language skills to support are vocabulary (especially power words), narrative, and inferencing Interactive reading is the perfect context to build these skills!