SLIDE 1
STUDYING THE EFFECTS OF TEXTS ON THE FLUENCY OF CHALLENGED READERS
Elfrieda H. Hiebert University of Michigan
SLIDE 2 FOUR COMPONENTS OF PRESENTATION:
- The TExT model & fluency of challenged
and beginning readers
- Analysis of the texts on which NRP based
their conclusions on fluency using the TExT model
- The design of texts to promote fluency
based on the TExT model
- Evidence for the effects of TExT-based texts
- n the fluency of challenged readers
SLIDE 3 The TExT model & fluency of challenged and beginning readers
- State mandates of California and Texas have
meant massive changes in some features of beginning reading texts (I.e., literature and decodable texts) but no attention to variables such as cognitive load
- Characteristics of texts such as cognitive load
(especially number of multisyllabic words that appear a single time) influence development of fluency
FOUR COMPONENTS OF PRESENTATION:
SLIDE 4 The TExT Framework TExT: Text Elements by Task
- Texts provide linguistic information that needs to be
recognized/learned
– High-frequency words
– Multisyllabic words
- The pace of introducing new linguistic information and the
repetition of existing linguistic information makes demands on students’ cognitive processing
– Unique words per 100 – Repetitions per new, unique words – Singletons (especially of multisyllabic, rare words)
SLIDE 5 WHAT’S THE CRITICAL LINGUISTIC CONTENT?
- Through analyses of tests, core word
recognition expectations at end-of-year have been established. A grade-level curriculum accounts for at least 85% of the words on a majority of prominent assessments.
SLIDE 6 CRITICAL LINGUISTIC CONTENT
most-frequent words and monosyllabic words with simple and long vowel patterns.
- Words that fit inside the
target curriculum
target curriculum
most-frequent words (Carroll et al. & Zeno et al.) and any vowel pattern in a monosyllabic word
SLIDE 7 FOUR COMPONENTS OF PRESENTATION:
- The TExT model & fluency of challenged
and beginning readers
- ANALYSIS OF THE TEXTS ON WHICH NRP
BASED THEIR CONCLUSIONS ON FLUENCY USING THE TEXT MODEL
SLIDE 8 TEXT TYPES STUDIES IN NRP DATA- BASE (#) STUDIES IN NRP META- ANALYSIS
- Basals (pre-1990)
- 24
- 8
- Skill series (e.g., Barnell Loft
Multiple/Specific Skill Series)
vocabulary stories (e.g., I can read series)
- 4
- 2
- Literature
- 9
- 3
- Unspecified texts
- 2
REVIEW: NRP FLUENCY STUDIES
SLIDE 9 STUDIES Speed Accu- racy Comp Voca Study Conditions
(1990) NS NS + +
literature; Cs literature unspecified & no T time
et al. (1996)
+ +
T time of Es
NS NS + NS
reading aloud with children; not repeated
LITERATURE STUDIES IN META-ANALYSIS
SLIDE 10 TWO WEEKS OLD AND ON HIS OWN The little mouse was only two week
nothing about life. He didn’t know how to search for food, hide from his enemies, or find shelter from wind and water. He didn’t even know that he had enemies.
Born to Rope My name is Anthony
after my father, who is holding the white horse, and my grandfather, who is holding the dappled horse. We all rope and ride Mexican Rodeo style on my grandfather's ranch
Arizona. As soon as I could stand, my dad gave me a rope.
Hill of Fire Once there was a farmer who lived in
a little village, in a house which had only
The farmer was not
happens,” he said. The people in the village thought the farmer was foolish. “We have everything we need,” they said. HOUGHTON MIFFLIN (1979) HIGH/INTEREST, LOW-VOCABULARY HOUGHTON MIFFLIN (2003)
SLIDE 11 CORE VOCABULARY: 1979 & 2003 (UNIQUE WORDS PER 100 WORDS OF TEXT)
10 20 30 40 1979 HI/LV 2003A 2003B
Beyond Gr.3
SLIDE 12 FOUR COMPONENTS OF PRESENTATION:
- The TExT model & fluency of challenged
and beginning readers
- Analysis of the texts on which NRP based
their conclusions on fluency using the TExT model
- THE DESIGN OF TEXTS TO PROMOTE FLUENCY
BASED ON THE TEXT MODEL
SLIDE 13 THE DESIGN OF TEXTS TO PROMOTE FLUENCY BASED ON THE TEXT MODEL
- Why design, not identification, of texts?
SLIDE 14 THE DESIGN OF TEXTS BASED ON THE TExT MODEL
COGNITIVE FEATURES
processes through instructional design:
- 5 texts per topic
- Address topics from
social studies and science topics
SLIDE 15
SECOND-GRADE FLUENCY/CONCEPT CURRICULUM
HISTORY
Children’s Games Transportation Then and Now Life in Colonial America
GEOGRAPHY/ ECONOMICS Maps Money Jobs Around Us CIVICS National Symbols Being a Citizen Brave Americans PHYSICAL SCIENCE Magnets FORCES AROUND US Thinking Like a Scientist EARTH SCIENCE Weather Water and Us Rocks LIFE SCIENCE Do Animals Talk? Insects Trees
SLIDE 16 THE DESIGN OF TEXTS BASED ON THE TExT MODEL
COGNITIVE FEATURES
processes through instructional design:
- 5 texts per topic
- Address topics from
social studies and science topics LINGUISTIC FEATURES
into core vocabulary
- -why 98%?
- 2% of words are critical
words--and these are always repeated
awareness” of rate of reading through length of texts
per 100
SLIDE 17 Push or Pull You and your friends are playing with a wagon. One of your friends gets into the wagon and asks you to move it. How can you make the wagon move? You can push the wagon or you can pull the
- wagon. When you push or pull
the wagon, you use force. By using force, you can move the wagon from place to place. What if your friend asks you to make the wagon go faster? Use more force! If your friend is small, it will not take very much force to go faster. But if your friend is big, it will take a lot more force to go faster. Working and Playing You and your friends are playing with toy cars. Whenever you move a toy car, we say that work
whenever a force is used to move something. If you use a lot of force to move something a long way, you are doing a lot of work. It's more work to move a box of toy cars than just one toy car. Even when you are playing, you are doing work! If you push a real car but it does not move, you will not be doing
- work. Why? The force you use is
too small to move the car. A force has to move something to do work.
SLIDE 18 Energy and Work When you take out the trash you do work. When you ride your bike you are doing work. When you write a story you do work. Work happens when you use a force to make something move. But how does the force move something and do the work? You can do work because you have energy. Energy is what it takes to do work. If you do a lot of work, it takes a lot of energy. If you do just a little work, you don't use much energy. You get energy from food. Cars get energy from gas. If there is energy, work can be done. Up and Down Can you jump ten feet high? Why not? You can't jump ten feet high because of gravity. Gravity is the force that pulls you back down when you try to jump up. Can you toss a ball ten feet high? You probably can. It does not take much force to toss a ball that far because a ball does not have much mass. You have more mass than a ball so it would take more force for you to jump ten feet high than it would to toss a ball ten feet
- high. Moving an object against
the force of gravity takes a lot of energy.
SLIDE 19
Smooth and Rough If you have ever tried to move an object like a heavy chair, you know about friction. The heavy chair is hard to drag over something rough like a rug. The chair does not move easily because it rubs against the rug. The force needed to drag one thing over another is called friction. The heavy chair is easy to move over a slick floor. That's because there is less friction between objects and smooth surfaces like the slick floor than between objects and rough surfaces like the rug. Friction causes heat. Rub your hands together very fast. You should feel heat. The heat is caused by friction between your hands.
SLIDE 20 Text with Grade 3 Vocabulary
What Is a Hurricane?
Hurricanes are storms that start at
- sea. As the Sun beats down on
the sea, the water gets hot. The hot water starts to evaporate. Evaporate means to turn water into clouds. As the clouds get big with evaporated water, the air around the clouds can start to move very
- fast. When the winds are moving
at 74 miles per hour or more, the storm is called a hurricane. Many hurricanes never reach land. Yet when a hurricane does reach land, the winds are so strong they can blow the roof off of a house. Hurricane winds also can make big waves that cause floods. Tracking Hurricanes People need to know when a hurricane is coming. Weather scientists help people by keeping track of hurricanes with computers. Using computers helps weather scientists know when a hurricane has started out at sea. Computers can measure how fast the wind is
- blowing. Computers can also help
people know if the hurricane is moving toward land. Hurricanes can last five to six days. Yet hurricanes do not stay over land for five to six days. When a hurricane moves over land, the rain in the clouds starts to fall. The wind starts to slow down. Soon, the hurricane is
- ver. However, there can be lots to
clean up after a hurricane.
SLIDE 21 Hurricane Cleanup When a hurricane is over, parts of trees, houses, bikes, and cars might be all over the ground. There might be no lights, water or
- food. Some people might have
lost their homes or their cars. Some people might not be able to find their pets. After a strong hurricane, people
- ften come from many places to
help clean up. They tell people where it is safe to go. They look for people and pets that are lost. They give water and food to
- people. Sometimes, homes have
to be fixed or new homes have to be built. The cleanup after a strong hurricane can take a long time. Pets in Hurricanes When a strong hurricane is about to hit, people have to leave their homes quickly and go to
- shelters. They cannot take
their pets with them. Pets are left in their homes. Some pets run away because they are
- afraid. However, most dogs
and cats do not run very far. They often hide in places near their homes where they feel
back home, they should look for their pets near their homes and at pet shelters. People should be sure that their pets wear tags that tell where they live. In that way, if pets run away during a hurricane, people will find them quickly.
SLIDE 22 Hurricane Names Giving hurricanes names helps people to keep track
- f hurricanes. Each year, 21 names are chosen for
- hurricanes. The first hurricane in a year starts with
the letter A. If a girl's name is used for the first hurricane one year, the first hurricane of the next year will get a boy's
- name. In the year 2000, the first hurricane was
called Alberto. In 2001, the first hurricane was named Allison. The names of very big storms are not on the list again. The first hurricane in 1992, Hurricane Andrew, was a very big storm. It caused a great deal of harm. The name Andrew will never be used for a hurricane again.
SLIDE 23
SLIDE 24 FOUR COMPONENTS OF PRESENTATION:
- The TExT model & challenged and
beginning readers
- Analysis of the texts on which NRP based
their conclusions on fluency using the TExT model
- The design of texts to promote fluency
based on the TExT model
- EVIDENCE FOR THE EFFECTS OF TExT-BASED
TEXTS ON THE FLUENCY OF CHALLENGED READERS
SLIDE 25 EVIDENCE FOR THE EFFECTS OF TExT- BASED TEXTS ON THE FLUENCY OF CHALLENGED READERS
- Study 1: Fluency-Oriented Reading
Intervention (FORI) & Wide Reading (Basal + QuickReads)
- Study 2: QRs with 2 silent reading plus 1
teacher oral read-along & Typical classsroom texts with 3 oral read-alongs
SLIDE 26
Study 1: Fluency-Oriented Reading Intervention (FORI) & Wide Reading (Basal + QuickReads(QR))
Part of IERI grant, Steven Stahl, University of Illinois
SLIDE 27 STUDY DESIGN
- 3 Gr. 2 classes in each of 2 demographically similar schools
in same district received one of two treatments: FORI or Wide Reading. Third school--original control--was put on a state list and underwent an extensive reading intervention.
- Mid-way in school year: QRs became the supplement to
the basal in Wide Reading. Teachers were given 10 second-grade QR topics to complete in 10-week period (which observations indicated they did); QR teachers were NOT given training in addition to initial training in FORI & Wide Reading
- At beginning and end of 10-week period, a measure of
speed, accuracy, prosody, and comprehension was
- gathered. Measure was a 100-word passage with similar
characteristics as QuickReads texts but on an untaught topic.
SLIDE 28 FORI CONDITION (Stahl et al., 1997)
basal anthology text (LiteratureWorks, SBG)
was read at least 3 times, often more, in a range of settings, including teacher read- aloud, partner reading
600 words; 10 basal passages = 5,512 words x 3 readings WIDE READING CONDITION
- Same basal texts were read
at least once in teacher- directed and independent format over 2 days
- For next two days, students
read 1 QR topic: ranging from 450 to 550 words, broken into 5 texts of 90 to 110 words
- Amount of text read: 5,512
words from 10 basal passages + 5,015 words (read once with teacher; twice silently)
SLIDE 29 FOSSILS TELL OF LONG AGO Once upon a time a huge fish was swimming around when along came a smaller fish. The big fish was so hungry it swallowed the
The big fish died and sank to the bottom of the
happened ninety million years ago. THE LITTLEST DINOSAUR I'm sure you know all about the biggest dinosaurs. I bet you know that brontosaurus was more than 75 feet long and that brachiosaurus was more than 90 feet
probably also know that ultrasaurus was the biggest, more than 100 feet long. BIG OLD BONES: A DINOSAUR TALE Long ago, when the Old West was new, Professor Potts and his family were traveling across the
their train reached the Rocky Mountains, it stopped for water. The Professor was taking a stroll with his family when their little dog found a bone.
SLIDE 30 SYMBOLS OF THE UNITED STATES You have seen the flag flying at your school. You can see pictures
- f the bald eagle
- n money. The
flag and the bald eagle are symbols
- f the United
- States. When we
see these symbols, we think about things that are important to
WHAT IS A CITIZEN? You are a citizen
You are also a citizen of your town, state, and
in the United States have rights. Rights are the things you can
take away your rights as a citizen. You have the right to go to school. SALLY RIDE Sally Ride was the first American woman in
a great name for a person who took a ride in space! From when she was young, Sally Ride liked to learn about space. She worked hard to learn the jobs
SLIDE 31 Core Vocabulary in Gr. 2 Texts: First 100 words of 10 texts
(Unique Words per 100 Words of Text)
10 15 20 25 30 35
Basal QUICKREADS
Beyond Gr.2
SLIDE 32
20% 22% TOTAL at 50 percentile + 2% 7% 75--106 words 18% 15% 50--78 words FORI QR QUARTILE GROUPS
ATTAINMENT OF BENCHMARK WCPM LEVELS HASBROUCK & TINDAL (1992): WINTER (BEFORE)
SLIDE 33
ATTAINMENT OF BENCHMARK WCPM LEVELS HASBROUCK & TINDAL (1992): SPRING (AFTER)
16% 31% 50--94 words 22% 40% TOTAL at 50 percentile + 6% 9% 75--124 words FORI QR QUARTILE GROUPS
SLIDE 34
GAIN SCORES FOR WCPM BY INITIAL ACHIEVEMENT GROUPS
15 30 45 QR FORI Q1 Q2 Q3 Q4
SLIDE 35
ACCURACY (Correct words per 100): QR & FORI
54 86 26 54 64 41 FORI 45 96 5 45 83 24 QuickReads n Mean SD n Mean SD POSTTEST PRETEST
Probability of no difference between posttest means = .25 after covarying on pretest
SLIDE 36 CONCLUSIONS
- When second graders in highly challenged
schools participate in interventions aimed at increasing fluency, reading several different texts rather than a single text results in a higher percentage of students reaching a benchmark reading rate.
- Students in the lowest quartile benefited most from
the wide reading condition but students in the top two quartiles also benefited (but to a lesser degree than the lowest quartile students).
SLIDE 37 UNANSWERED QUESTION
- Is the carefully constructed text in the wide
reading condition contributing to the higher percentage reaching the benchmark level? Or is it simply seeing more words in varied contexts?
SLIDE 38
WORDS (CORRECT) PER MINUTE: QR & FORI
54 63 39 54 38 35 FORI 45 84 32 45 53 30 QuickReads n Mean SD n Mean SD POSTTEST PRETEST
Probability of no difference between posttest means =.09 after covarying on pretest
SLIDE 39 Study 2: QRs with 2 silent reading plus 1 teacher oral read-along & Typical classsroom texts with 3
SLIDE 40
- STUDENTS: 446 students in grades 2 (16% of sample), 3
(49%), & 4 (35%); 32% English Language Learners; 252 students in intervention; 194 in comparison
- ASSESSMENTS: Rate, accuracy, & comprehension of a text
before & after 9-week period
- INTERVENTION: One 9-week quarter with 1 QR topic @week
(plus one extra); one of 5 passages of a topic daily for 15- 20 minutes. Comparison group read texts repeatedly (orally,
not twice silently like intervention group) but not with core vocabulary.
- TEACHER TRAINING: Teachers in both groups were
participants in the California Reading Literature Project which had taught a 3-round assisted/repeated reading
- strategy. However, QR teachers were asked to have 2
rounds of repeated reading be silent reading.
DESIGN OF PROJECT
SLIDE 41
- Instructional Routine for QRs:
- 1stRead: Before you read, you think about the topic.
Next, look for 2 words that might be new for a reader. [1st Read of text--silent reading] Write down one or two phrases on the back page that will help you remember what is important about this topic.
- 2ndRead: On the 2ndRead, you read the text more
- quickly. I’m going to read the text out loud and you’re
going to read along silently. [2ndRead with teacher reading aloud] What is one thing the author wants you to remember?
- 3rdRead: On the 3rdRead, you’re going to read the
text as fast as you can. You’re going to see how much
- f the text you can read in a minute. [3rdRead of text-
- silent] Record how far you got in the minute. Review
in your mind what’s important to remember from this text.
SLIDE 42 DESCRIPTIVE STATISTICS FOR FLUENCY, COMPREHENSION, AND ERROR RATE BY GROUP AND LANGUAGE BACKGROUND
Pretest Fluency (wpm) *Posttest Fluency (wpm) Pretest Compre- hension Posttest Compre- hension Pretest Errors /min. Posttest Errors /min.
Intervention English Mean 103 128 2.9 3.4 1.6 1.0 Std Dev. 38 38 1.3 1.2 2.0 1.3 N=168 ELL Mean 79 106 2.1 2.7 2.9 1.6 Std Dev. 36 38 1.2 1.1 2.6 2.0 N=84 Group Total Mean 95 121 2.6 3.1 2.0 1.2 Std Dev. 39 39 1.3 1.2 2.3 1.6 N=252 ComparisonEnglish Mean 101 117 2.9 3.3 1.8 0.8 Std Dev. 38 33 1.5 1.4 2.2 1.1 N=137 ELL Mean 86 103 2.4 2.9 1.9 1.3 Std Dev. 31 32 1.1 1.1 1.9 1.4 N=57 Group Total Mean 97 113 2.7 3.2 1.8 1.0 Std Dev. 36 33 1.4 1.3 2.1 1.2 N=194 Table Total Mean 96 117 2.7 3.2 1.9 1.1 Std Dev. 38 37 1.4 1.3 2.2 1.4 N=446
SLIDE 43 5 10 10 15 15 20 20 25 25 30 30 Intervention Intervention Comparison Comparison
Difference between Post- Fluency Scores:
FLUENCY (GAIN SCORES FOR WPM)
SLIDE 44
Fluency gains (by pretest score)
5 10 15 20 25 30 35 Intervention Treatment Q1 Q2 Q3 Q4
SLIDE 45
Fluency (gain scores for wpm): Language Groups
5 10 15 20 25 30 Inter:ENG Inter:ELL Compar:ENG Compar:ELL
SLIDE 46
QRpre QRpost Typical Textpre Typical Textpost 75 23.5 29 21 17 50 23.5 29 26 34 Total at 50+ 48 58 47 51
ATTAIMENT OF BENCHMARK WCPM LEVELS (Hasbrouck & Tindal, 1992)
SLIDE 47
- Students in all quartiles benefited from the
intervention, including top quartile.
- English Language Learners achieved same
benefits as native English speakers.
CONCLUSIONS
SLIDE 48 QUESTIONS
- What would be the effects of changing the QRs
instructional procedure to assisted oral readings? In particular: would the effects for students in the top two quartiles be maintained?
- Do students of different achievement levels make
consistent growth when the QRs are used throughout a school year (rather than for a trimester)? Or does growth occur at particular developmental periods?
- How robust are the changes in students’ reading
speed, especially with the typical texts of reading instruction?
