Texts, Fluency, and English Language Learners Elfrieda H. - - PowerPoint PPT Presentation

IRA 2004: Preconvention

Elfrieda H. Hiebert University of California, Berkeley

Texts, Fluency, and English Language Learners

IRA 2004: Preconvention

Texts, Fluency, and English Language Learners

• Fluency at end of Grade One: Why it’s

Important

• Fluency Opportunities and Current First-

Grade Texts

• Two Studies: Can Texts with “High-

Leverage” Content Increase Fluency Levels?

IRA 2004: Preconvention

• Fluency at end of Gr. 1: Why it’s Important

Typical fluency growth

20 40 60 80 100 120 140 160

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

Natl Norms: 50P Natl Norms 75P

Hasbrouck & Tindal, 1992

IRA 2004: Preconvention

Texts, Fluency, and English Language Learners

• Fluency at end of Grade One: Why it’s

Important

• Fluency Opportunities and Current First-

Grade Texts

IRA 2004: Preconvention

The Words that Make up School Texts

3 4 5

Zeno et al 1995

0-2

IRA 2004: Preconvention

Mole and fox braided grass into a long rope and waited for a crescent moon to

• appear. Then Fox twirled the rope high
• ver his head. Clunk. It fell down and

hit him right on the nose. Fox growled; he was mad.

IRA 2004: Preconvention

We paddled out deep in the water. We got all wet. Then we walked a bit more by the edge

• f the sea and our feet made big holes

in the sand. Far far away right around the bay were the town and the lights and the mountains.

IRA 2004: Preconvention

Soon the elephants came, four by four. They thundered loud and shook the

• ground. A gazelle passed. He was not

slow like the turtle, but quick and fast. A rhinoceros darted out of the bushes. He grunted at Baboon. Baboon was

• afraid. “He will not hurt you,” said his

mother.

IRA 2004: Preconvention

A planet named Mercury is closest to the

• Sun. Mercury is very hot.

A planet named Venus looks bright. From Earth, Venus looks bright, like a star. A planet named Mars is red. Mars has two moons. A planet named Jupiter is very big. Jupiter is the biggest planet.

IRA 2004: Preconvention

Cognitive Load & Linguistic Content

• f Unique Words per 100: First 10 Texts

10 10 20 20 30 30 1962 1962 1983 1983 1993 1993 2000 2000 Complex Decodable & Multisyllabic Target Decodable HF

IRA 2004: Preconvention

Cognitive Load: Singletons in 10 Texts (3 points, 4 decades)

10 20 30 40 50 Gr1Begin Gr1End Gr2End 62 83 93

IRA 2004: Preconvention

Texts, Fluency, and English Language Learners

• Fluency at end of Grade One: Why it’s

Important

• Fluency Opportunities and Current First-

Grade Texts

• Two Studies: Can Texts with Core

Content Increase Proficiency/Fluency Levels?

IRA 2004: Preconvention

Study 1: Menon & Hiebert, 2003

• 15 weeks (2nd

semester) of 1st grade in same school in large urban school district

• 2 classes in

intervention and 2 status quo (each with 1 new and 1 experienced teacher)

• Only change: Texts: Status-

quo teachers used texts with which they were familiar (I.e., basal anthology selections); Intervention teachers used little books that had been leveled according to a curriculum of high- frequency & phonetically regular words with an emphasis on repetition of words and/or rimes (children read 45 of these texts)

IRA 2004: Preconvention

High-Frequency Words Phonetically Regular Words Book my, with, as swim fins fish zip kick I can swim to, you, with trip, ship fish pig swim Cat’s trip to, my, want pink, drink, think sing, thing, spring That pig can’t do a thing

IRA 2004: Preconvention

Cognitive Load & Linguistic Content of Unique Words

10 10 20 20 30 30 40 40 TExT Intervention Anthology

Complex Decod & MS Target Decodable HF

IRA 2004: Preconvention

Percentages at Different Levels: Text Reading

10 20 30 40 50 60 70 Intervention Comparison Below 1st Grade At First-Grade Above First-Grade

IRA 2004: Preconvention

Study 2: Hiebert & Fisher (2004)

• 64 English Language

Learners were randomly assigned to one of three groups: Single- Criterion Text, Multiple-Criterion Text, and Control

• Project teachers each

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

• Project teachers met

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

IRA 2004: Preconvention

IRA 2004: Preconvention

Single-Criterion Text

JAN AND JACK Jan packed Jack's snack. Jan put his snack in a jug. Jan tossed the jug in Jack's backpack. Jan jogged up hills. BRAD'S RAM Brad is a trim man. Brad's trim hat fits him. Brad has a fat ram. Brad's ram spins And nabs his hat.

IRA 2004: Preconvention Texts are shown by permission of NEARStar/PREL

Multiple-Criterion Text

IRA 2004: Preconvention

1 2 3 4

WCPM Gain per Week

1st Graders’ Growth (12 hours of instruction)

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

IRA 2004: Preconvention

What characterized these interventions?

• Texts changed:
• consistency in linguistic content (i.e.,

high-frequency words, phonetically regular words) but not at levels of 80 - 90%

• few multisyllabic, rare words--and when

those words occurred, they were repeated.

• Activities: Because texts were short and

manageable, children read them repeatedly

IRA 2004: Preconvention

Papers from research program available at:

www.textproject.org