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Technology Technology Marilyn Jager Jager Adams Adams Marilyn Chief Scientist, Chief Scientist, Soliloquy Learning Soliloquy Learning Visiting Professor Visiting Professor Cognitive & Linguistic Sciences Cognitive & Linguistic
Marilyn Marilyn Jager Jager Adams Adams
Chief Scientist, Chief Scientist, Soliloquy Learning Soliloquy Learning Visiting Professor Visiting Professor Cognitive & Linguistic Sciences Cognitive & Linguistic Sciences Brown University Brown University May 13, 2007 May 13, 2007 Opportunity to Read Opportunity to Read IRA IRA Toronto, Ontario, Canada Toronto, Ontario, Canada
marilyn@SoliloquyLearning.com
1992 National Assessment 1992 National Assessment
5 10 15 20 25 30 35 40 45 50
Below Below Basic Basic Basic Basic Proficient Proficient Advanced Advanced Percent Percent of
Students
Grade Level
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1992 1992 vs
. 2005 NAEP
5 10 15 20 25 30 35 40 45 Below Basic Basic Proficient Advanced
Achievement Levels Percent of Students
1992 2005
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marilyn@SoliloquyLearning.com
FCAT Levels
30 18 8 34 27 7 42 25 6
1 FCAT Level
58 27 30 45 53 25 59 45 32
2
66 45 68 64 63 45 72 59 78
3
84 56 87 88 74 82 91 74 87
4
89 Verbal Know. & Reasoning 72 Phonemic Decoding 93 Fluency 93 Verbal Know. & Reasoning 84 Phonemic Decoding 95 Fluency 98 Verbal Know. & Reasoning 91 Phonemic Decoding 93 Fluency
5 Skills
(Independent Measures) Grade 3 Grade 7 Grade 11
Schatschneider, C., Buck. J., Torgesen, J, Wagner, R., Hecht, S., Powell-Smith, (2005). A Multivariate Study of Individual Differences in Performance on the Reading Portion of
the Florida Comprehensive Assessment Test: A Preliminary Report. Tallahassee, FL: FCRR.
marilyn@SoliloquyLearning.com
Students lack Students lack ……… ………. .
Laberge Laberge & Samuels, 1979 & Samuels, 1979
Decoding Automaticity Decoding Automaticity is the is the major underlying major underlying source of poor reading fluency source of poor reading fluency
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Level 2.8, Level 2.8, Word Count=107 Word Count=107
One day Bob took a trip to the zoo. First he went to the great big lion house. He was a little frightened when the lions began to roar. The cages were clean, but the lions didn’t seem to like them because they kept walking up and down, roaring and switching their tails. On the way out of the park, Bob stopped to watch the other animals. He saw a black wolf and a red fox in their cages. The keeper was feeding the wolf from a pail of food. The keeper didn’t enter the cage, but she pushed the food through the bars to the wolf.
30th percentile. G2 80th percentile. G2
Decoding Automaticity Decoding Automaticity is the is the major underlying major underlying source of poor reading fluency source of poor reading fluency
marilyn@SoliloquyLearning.com
Analysis of Fifth Graders Analysis of Fifth Graders’ ’ Fluency Fluency
Torgesen Torgesen & Hudson, 2006 & Hudson, 2006
67% 67% Sight Word Efficiency Sight Word Efficiency 6% 6% Vocabulary Vocabulary 1% 1% NonWord NonWord (Decoding) (Decoding) Efficiency Efficiency Variance Variance Factor Factor
Torgesen, J. K., & Hudson, R. F. (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels & A. Farstrup (Eds.), Reading fluency: The forgotten dimension of reading
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marilyn@SoliloquyLearning.com
Provided:
phonics
it first arises
It will become a sight word in 3-6 encounters.
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In order to learn new sight words, students must:
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Explaining Fluency Explaining Fluency
Analysis of Fifth Graders Analysis of Fifth Graders’ ’ Fluency Fluency
Torgesen Torgesen & Hudson, 2006 & Hudson, 2006
67% 67% Sight Word Efficiency Sight Word Efficiency 6% 6% Vocabulary Vocabulary 1% 1% NonWord NonWord Efficiency Efficiency Variance Variance Factor Factor
Torgesen, J. K., & Hudson, R. F. (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels & A. Farstrup (Eds.), Reading fluency: The forgotten dimension of reading
As Proficiency grows, As Proficiency grows,
.
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King Arthur tried to redress wrongs in his kingdom. The redress for getting well when you’re sick is to stay in bed.
particular about small details. I was meticulous about falling off the cliff.
circumference of a circle correlate.
Me and my parents correlate because without them I wouldn’t be here. Dictionary Definitions Students’ Sentences
Miller, G., & Gildea, P. (1987). How children learn words. Scientific American, 27, 94-99.
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Vocabulary Growth Depends on Reading Vocabulary Growth Depends on Reading
54 Comic books 28 Expert Witness testimony 17 College graduates to friends Adults Speaking to Adults 2
31 Cartoons 20 Children’s Prime Time 23 Adult Prime Time TV 16 Preschool books 31 Children’s trade books 53 Adult books books 66 Magazines Magazines 68 Newspapers 128 Scientific articles
Rare Words per 1000 Printed Texts
Cunningham & Stanovich. (1998) What reading does for the mind. American Educator, Spring/Summer, pp. 8-15.
Written Spoken
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Only 4000 different words account for
about 96% of Spoken Language.
The number of different words in popular,
contemporary print is at least 500,000.
Conversational levels of vocabulary limit
readers to a reading level equivalent of Grade 4 or below.
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American Heritage American Heritage Sample of School Children Sample of School Children’ ’s print s print
(Carroll, Richman, & Davies,1971) (Carroll, Richman, & Davies,1971)
5,088,721
609,000 86,741 86,741 100% 100%
5000 5000 90% 90%
3000 3000 85% 85%
2000 2000 80% 80%
1000 1000 75% 75%
109 109 50% 50%
Total number of types Total number of types comprising comprising… … 5,088,721 5,088,721 Total number of tokens Total number of tokens sampled sampled
Rank Frequency of Words Frequency per Million
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British National Corpus = 100,000,000 Words British National Corpus = 100,000,000 Words
Number of Unique Words per Frequency Number of Unique Words per Frequency
200 400 600 800 1000 1200 1400 1600 1800 2000 2200 2400 2600 100 96 92 88 84 80 76 72 68 64 60 56 52 48 44 40 36 32 28 24 20 16 12 8 4
Frequency per Million Words of Running Text
(Freq/100, Freq > 10000 = 100)
Number of Unique Words
Adjective Adverb Noun Verb
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Independent
Instructional
Frustration
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marilyn@SoliloquyLearning.com
Repeated reading and other procedures that have students reading passages orally multiple times while receiving one-
ability [word recognition, fluency, vocabulary, and comprehension], at least through grade 5.
well beyond grade 5.
difficult texts indefinitely.
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Choral reading
Tape-assisted reading
Partner reading
Readers' theatre
Put Reading First, 2001 Model fluent reading, then have students
reread the text on their own.
Have students repeatedly read passages
aloud with guidance:
Student-adult reading (one-one)
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How much gets done?
How much is needed?
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The Assessment/Instruction Connection: What Every Principal and Coach Should Know, Joseph K. Torgesen, Florida State University and the Florida Center for Reading Research Principal’s Leadership Conference, July, 2006
Florida
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marilyn@SoliloquyLearning.com
marilyn@SoliloquyLearning.com
Middle-Class Fifth Graders Middle-Class Fifth Graders
Percentile Minutes per Day Words per Year
98 65.0 4,358,000 90 21.1 1,414,000 80 13.2 885,000 70 9.6 643,000 60 6.5 435,000 50 4.6 308,000 40 3.2 214,000 30 1.3 87,000 20 0.7 47,000 10 0.1 6,700 2 0.0 249
Anderson,Wilson,& Fielding (1988). Growth in reading and how children spend their time outside of school.RRQ,23,285-303.
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Plus 10 minutes per Day Plus 10 minutes per Day… …
Current
10.0 11.1 10.7 11.3 13.2 14.7 15.5 19.6 23.2 31.1 75.0
Minutes per Day
+ 10 Minutes per Day
268,000 %
90,338 34 0.00 2
11100 %
204,998 1,847 0.1 10
1529 %
290,757 19,021 0.7 20
869 %
375,899 43,245 1.3 30
413 %
496,582 120,383 3.2 40
313 %
604,359 193,230 4.6 50
282 %
691,618 245,413 6.5 60
204 %
960,768 470,580 9.6 70
176 %
1,280,260 728,424 13.2 80
147 %
1,990,122 1,350,212 21.1 90
115 %
5,514,628 4,779,344 65.0 98
Relative Amount of Reading Words per Year Words per Year Minutes per Day Reader Percentile
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1.
How do we get them to read? 2.
How can we give them the give them the Instructional Instructional Support Support they need they need in order to stay on in order to stay on task and learn? task and learn?
Isabel Beck Isabel Beck
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marilyn@SoliloquyLearning.com
Grade 21 410 5 98 4 85 6 120 6 107 Total Teachers Students 10 182 2 35 2 42 3 57 3 48 Control Teachers Students 11 228 3 63 2 43 3 63 3 59 Reading Assistant Teachers Students Total 5 4 3 2 Condition
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marilyn@SoliloquyLearning.com
marilyn@SoliloquyLearning.com The next morning the ocean was flat calm. I couldn’t resist! I pushed the dory out and decided to row to the big rock in the middle of the bay.
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197 197 8.4 8.4 23.4 23.4
Grade Grade 5 5
192 192 7.9 7.9 24.3 24.3
Grade Grade 4 4
152 152 7.5 7.5 20.3 20.3
Grade Grade 3 3
131 131 8.8 8.8 14.8 14.8
Grade 2 Grade 2 Total Total Per Session Per Session Reading Time (minutes) Reading Time (minutes) Number of Number of Sessions Sessions Grade Grade
Reading Assistant Usage Reading Assistant Usage
marilyn@SoliloquyLearning.com 5 10 15 20 25 30
Grade 2 Grade 3 Grade 4 Grade 5 Fluency Gain (wcpm)
Expected Gain Control Reading Assistant
* Expected growth based on per-grade average of national norms collected by Hasbrouck & Tindal (1992) and Edformation (www.edformation.com).
marilyn@SoliloquyLearning.com
marilyn@SoliloquyLearning.com
FCAT Levels
30 18 8 34 27 7 42 25 6
1 FCAT Level
58 27 30 45 53 25 59 45 32
2
66 45 68 64 63 45 72 59 78
3
84 56 87 88 74 82 91 74 87
4
89 Verbal Know. & Reasoning 72 Phonemic Decoding 93 Fluency 93 Verbal Know. & Reasoning 84 Phonemic Decoding 95 Fluency 98 Verbal Know. & Reasoning 91 Phonemic Decoding 93 Fluency
5 Skills
(Independent Measures) Grade 3 Grade 7 Grade 11
Schatschneider, C., Buck. J., Torgesen, J, Wagner, R., Hecht, S., Powell-Smith, (2005). A Multivariate Study of Individual Differences in Performance on the Reading Portion of
the Florida Comprehensive Assessment Test: A Preliminary Report. Tallahassee, FL: FCRR.
marilyn@SoliloquyLearning.com
Once students can read well enough to "cold read" Once students can read well enough to "cold read" Grade 6 material fluently, fluency no longer Grade 6 material fluently, fluency no longer predicts comprehension predicts comprehension
Such readers always understand
Such readers can keep up the pace
marilyn@SoliloquyLearning.com
Level 6, Level 6, Word Count =114 Word Count =114
When sharecroppers talked about their lives, Margaret Bourke-White listened. She learned everything she could about the men and women and children she was photographing. She wanted her pictures to do more than just show what a person looked like on the outside. She wanted to show what they were like on the inside. She wanted to take pictures that showed what they were thinking and feeling. When the sharecropper book was finished, it was called "You Have Seen Their Faces." People across the country read it and saw Margaret’s photos. They saw the worn hands and weary faces of old men and women who had worked hard all their lives and still had nothing.
G6, 25th %ile
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Level 3, Level 3, Word Count =104 Word Count =104
Whales were land animals many, many years ago. Then they began to live more and more in the water. Little by little whales developed parts like the fins of fish. Their hair also has all but disappeared. They can no longer live on land because they are so heavy. In the
In spite of their size, whales are very gentle animals. The biggest animal in the world is the blue whale. Its head is larger than a whole elephant. There is also a whale called a bowhead. This whale has a mouth large enough to hold a cow!
G6, 93 wpm
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Grade 4, 5, 6 Students
25 50 75 100 125 150 175 200
3 4 6 8
Grade 2, 3 Students
25 50 75 100 125 150 175 200
1.8 2.2 2.8 3.5 4.5 5.5
Text Difficulty Level
Correct Words per Minute
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marilyn@SoliloquyLearning.com
Science & Social Studies Science & Social Studies
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More to Learn Many scientists agree that animals dream, just as humans do. "Our brains are similar, our neurochemistry the same, and our reflexes and memory are wired in a like manner," says one. Another, noting that apes trained to use sign language have been observed signing in their sleep, as if talking in their dreams, concurs: "I tend to believe that if all the signs of dreaming are present, dreaming is, too."
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Grade 6 Summer School Grade 6 Summer School
Lewis the Naturalist When Lewis and Clark journeyed west, it was as if they were traveling to another world. They did not know if they would find fields or fierce beasts, if they would climb one mountain or many, or even if they would reach the Pacific Ocean. How could they prepare to explore this uncharted territory? What would they need to know? Before beginning his journey, Lewis learned practical things such as medicine and navigation. He also devoted time to learning zoology, botany, and geology. This is because President Jefferson not only expected him to find a route to the Pacific but also to take detailed notes about the animals, plants, and minerals he encountered on the way. Jefferson expected Lewis to be a good explorer and a good naturalist.
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Fluency development
Fluency development
Poor fluency disrupts comprehension
Comprehension development
Comprehension development
Strong fluency does not guarantee comprehension comprehension
Vocabulary development
Vocabulary development
Blowing off hard words does not build vocabulary