READING MORE, READING BETTER: Increasing Comprehension Levels of - - PowerPoint PPT Presentation

READING MORE, READING BETTER: Increasing Comprehension Levels of West Virginia’s Students

Elfrieda H. Hiebert Elfrieda H. Hiebert University of California, University of California, Berkeley Berkeley (www. (www.textproject textproject.org) .org)

Comprehension….

• 1. results from reading often,
• 2. is about getting new knowledge, and
• 3. is strategic.

Read often. Build new knowledge. Be strategic.

1. Comprehension results from reading often.

• a. Typical Patterns of Opportunity to Read

(OtR)

• b. OtR and Fluency
• c. OtR and Stamina

1a. Typical Reading School1 and home reading2…

250000 500000 750000

Proficient & Above Basic Below Basic Gr4School Gr4Home

1Guthrie, J.T., Schafer, W.D., Huang, C.W. (2001), Benefits of opportunity to read and balanced instruction on the NAEP.

Journal of Educational Research, 84, 145-162.

2Anderson, R.C., P.T. Wilson, and L.G. Fielding. 1988. Growth in reading and how children spend their time outside of

• school. Reading Research Quarterly 23(3):285-303.

Recent evidence from Reading First Classrooms

18.33 Overall 19.25 120-minute 16.25 100-minute 17.57 90-minute Time with eyes on text (in minutes)

Length of Instructional Blocks

(Brenner, Tompkins, & Hiebert, 2006)

• 1b. OtR and Fluency

Buck & Torgesen (2004; www.fcrr.org)

Oral Reading Fluency (ORF) & FCAT: r = .70 [also: Good, Simmons, & Kameenui (Scientific Studies of Reading, 2001) ORF & Oregon Statewide Assessment: r = .67]

Kuhn & Schwanenflugel (in press): Data from

the seven classes most successful in increasing reading rate were compared to 7 least successful classes: students in former read 7 minutes more daily than students in latter.

WV

NAEP Fluency/Silent Reading Comprehension Comparison

NAEP (Gr.4)

Proficient & Above Basic Below Basic

!"#$%#& %'#( %#)$%*+

• 1c. OtR and Stamina for Reading

The majority of students displayed stamina

across an extended text EXCEPT for students in the bottom quartile. For them, discrepancy between oral and silent reading was substantial in both rate (56 wpm) and comprehension.

Struggling readers need to be guided in

attaining stamina.

Wilson, Trainin, Rankin-Erickson, Hiebert, & Laughridge, 2008

Guiding Struggling Readers in Silent Reading: Scaffolded Silent Reading

Compared the efficacy of Scaffolded Silent Reading

(ScSR) using wide, monitored silent reading with“Guided Repeated Oral Reading” (NRP, 2000, 3- 15) on 3rd graders fluency and comprehension.

No significant differences between these two forms of

reading practice on third graders fluency or comprehension.

Qualitative results indicated that any single approach

used exclusively tends toward tedium and reduces

• verall student enjoyment and motivation. These

results seem to argue for using ScSR as an alternative or companion to Guided Repeated Oral Reading.

(Reutzel, Fawson, & Smith, 2009)

A Plan for Increasing Stamina (& Fluency & Comprehension)

“Scaffolded” Silent Reading (e.g., Centers, “Seatwork”) Teacher-guided Grade 1,252,800 613,800 639,000 TOTAL 720,000 20 minutes daily @100 wpm: 360,000 20 minutes daily @100 wpm: 360,000 3 432,000 15 minutes daily @80 wpm:216,000 15 minutes daily @80 wpm: 216,00 2 100,800 7 minutes daily @ 30 wpm: 37,800 10 minutes daily @35 wpm: 63,000 1

• 2. Comprehension is about

building new knowledge.

• a. Examining Current Story Comprehension
• b. WV KNOWS

Number of words Number

• f

questions 1.3 The Garden (from Frog & Toad Together) 401 25 1.4 The Lady in the Moon 290 21 4.3 How Night Came from the Sea 1249 19 4.4 The King in the Kitchen 2186 27

• 2a. The current model of comprehension in

core reading/language arts programs

• 2b. WV KNOWS

i.

Did I draw on students' existing knowledge and experience?

ii.

Did I identify what new knowledge can be gained from this text and guide students in gaining it?

iii.

Did I support students in organizing their new knowledge with their existing knowledge/experiences?

iv.

Did I show students ways to widen their knowledge?

v.

Did I support students in sharing their knowledge?

• i. Capturing existing

Knowledge

Planting and Gardening When How tools Where What crops that can be grown year round crops that are grown during certain seasons flowers not for food for food vegetables fruits seeds seedlings trees containers in the ground heritage verus non- heritage plants

• rganic

non

• rganic

use of chemical pest control use of chemical growth enhancements natural pest control use of natual products to help plants grow crops grown in greenhouses full sun partial sun/ shade full shade

• ii. WV KNOWS: Establish New Knowledge

Volcanoes: Nature’s Incredible Fireworks: This is an in depth look at volcanoes. The author describes how volcanoes form and how explosive and destructive they can be. There is also mention

• f Mt. St. Helen and Mt. Vesuvius.

A Symphony of Whales: The ice traps thousands of Beluga whales and they cannot swim back out to sea. Glashka rallies the village to chip away at the ice so that the whale can surface and

• breathe. When the icebreaker ship tries to lure the whales back
• ut to sea, the whales are afraid of the ship’s engine and do not

follow the ship. Glashka tells the ship’s captain to play music to help lure the whales back out to sea. Night Letters: Lilly is fascinated with the natural world—ant trails, a hawkmoth, cracks in a rock, flashing fireflies, and the bark

• f a tree. As she sits outside with her cat, she jots down notes (i.e.,

night letters) about these phenomena. Pushing Up the Sky: This Native American tale explains how the sky got so high. The Snohomish worked together to push the sky

• upwards. The stars in the night sky are holes that were made as a

result of the poles that were used to push the sky up. The Gardener: The story is a collection of letters that chronicles Lydia Grace Finch’s move from her family’s farm to the city to live with her Uncle Jim. Lydia Grace plants a garden on the rooftop

• f Uncle Jim’s apartment building to “plant” a smile on Uncle

Jim’s face. WHAT NEW INFORMATION MIGHT STUDENTS GAIN? SELECTION

• iii. Organize new and prior knowledge

• iv. Ways of widening the knowledge base

Supporting Students in Sharing their Knowledge

• 3. Comprehension is a strategic

process.

• a. Identifying the key strategies
• b. Strategic teaching of strategic

processes

• 3a. Identifying the strategies

Read to be informed, perform a task, and read for literacy/literary experience

• using text

elements to make meaning and justify author’s purpose

• explaining

theme

• evaluating

connections among facts, ideas, events, concepts

• comparing &

contrasting characters

• identifying

critical features (settings, characters, plot)

• interpreting to

connect across self, text, & world

• inferencing
• analyzing

characters

• skimming &

scanning

• establishing

author’s purpose

• recognizing

literary elements

• connecting to

self & other cultures

• identifying

main ideas with supporting detail

• concluding
• describing

characters

• paraphrasing
• purpose-

setting

• connecting

between self & simple text events

• sequencing
• predicting
• retelling to

understand after listening to a story. 4 3 2 1 K From West Virginia Reading/Language Arts Content Standards

• 3b. Strategic

teaching of strategic processes

INSTRUCTION THAT FURTHERS CONTEXT USE IN ESTABLISHING WORD MEANING Example 1 Text: “When the cats pounced on the dog, the dog leapt up, yelping, and knocked down a shelf of books. The animals ran past Wendy, tripping her. She cried and fell to the floor. As the noise and confusion mounted, mother hollered upstairs, “What’s all the commotion?” Teacher modeling: “I’m going to use clues in the sentences to help me figure out the meaning of commotion. Let’s see, commotion must mean something to do with noise and confusion. The first several sentences tell me that the animals are noisy and running around. Wendy is making noise. I also predict that the meaning is ‘noise and confusion’ because at the beginning of the sentence where the word is used, there is the phrase ‘As the noise and confusion mounted.’ My prediction is that the word commotion means noise and

• confusion. After I’ve read the passage, I will check the dictionary to

see if my prediction from using the context is correct.

Example 2 Text: “The worried rider couldn’t control the tenacious horse.” Teacher modeling: “I’m going to use clues in the sentence to help me figure out the meaning of tenacious. Let’s see. Tenacious must mean something that a horse could be that would make it hard for its rider to control. Maybe scared, a horse could be scared, and because it was scared, it might act up and be hard to control. Or a horse could be stubborn, because horses sometimes do get stubborn, and when they do it’s hard for a rider to get them to do what she or he wants. A horse could be well-trained, but a rider shouldn’t have any trouble controlling a well-trained horse, so tenacious wouldn’t mean well-trained. Well, those are all the clues I can think

• f, and I still don’t know what tenacious means. So I’ll have to read
• n.

Being a Reading Detective Fast/Slow Part/All Preview Y/N Reread Y/N

• 1. The reading is about

Winnie-the-Pooh. I am reading this because I want to.

• 2. The reading is in my science
• book. There are hard ideas and

I’m not sure I understand them all.

• 3. The reading is in my social

studies book. There is going to be a test.

• 4. The reading is a library
• book. I have to write a book

report.

• 5. The reading is in a comic
• book. I’m reading it for fun.
• 6. The reading is in my

reading book. It is a story with many new words. I have to answer questions about the story when I’m done.

• 7. The reading is in a
• cookbook. I want to bake a

cake

• 8. The reading came in the box

with a model plane. I want to build the model. Materials of Scott Paris, University of Michigan

Today while I read: 2—Yes, I did! 1—Sometimes or kind of. 0—no, not today. Monday Tuesday Wednesday Thursday Friday I made predictions I thought about what I already knew I stopped and reread if I wasn’t making sense. I checked the prediction that I made Daily total

Reading Strategy Scoring Sheet