Texts, Fluency, and English Language Learners Elfrieda H. Hiebert University of California, Berkeley 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 160 140 120 100 80 60 40 20 0 Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Natl. Norms:25P Natl Norms: 50P Natl Norms 75P Hasbrouck & IRA 2004: Preconvention Tindal, 1992
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 5 4 3 0-2 IRA 2004: Preconvention Zeno et al 1995
Mole and fox braided grass into a long rope and waited for a crescent moon to appear. Then Fox twirled the rope high over 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 of 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 of Unique Words per 100: First 10 Texts 30 30 Complex Decodable & 20 20 Multisyllabic Target Decodable HF 10 10 0 1962 1962 1983 1983 1993 1993 2000 2000 IRA 2004: Preconvention
Cognitive Load: Singletons in 10 Texts (3 points, 4 decades) 50 40 30 20 10 0 Gr1Begin Gr1End Gr2End 62 83 93 0 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 •Only change: Texts: Status- quo teachers used texts •15 weeks (2nd with which they were familiar (I.e., basal semester) of 1st anthology selections); grade in same Intervention teachers used school in large little books that had been urban school district leveled according to a • 2 classes in curriculum of high- intervention and 2 frequency & phonetically status quo (each regular words with an with 1 new and 1 emphasis on repetition of experienced teacher) words and/or rimes (children read 45 of these texts) IRA 2004: Preconvention
Book Phonetically Regular High-Frequency Words Words Cat’s trip trip, ship to, you, with fish pig swim That pig can’t pink, drink, think to, my, want do a thing sing, thing, spring I can swim swim fins my, with, as fish zip kick IRA 2004: Preconvention
Cognitive Load & Linguistic Content of Unique Words 40 40 30 30 Complex Decod & MS 20 20 Target Decodable HF 10 10 0 TExT Intervention Anthology IRA 2004: Preconvention
Percentages at Different Levels: Text Reading 70 60 50 40 30 20 10 0 Intervention Comparison Below 1st Grade At First-Grade Above First-Grade IRA 2004: Preconvention
Study 2: Hiebert & Fisher (2004) •Project teachers each •64 English Language taught 2 groups Learners were from the same class randomly assigned (SC Text; MC Text) to one of three •Project teachers met groups: Single- with children in groups of 3 for 24 Criterion Text, 30-minute sessions Multiple-Criterion (=12 hours of Text, and Control instruction) IRA 2004: Preconvention
IRA 2004: Preconvention
Single-Criterion Text JAN AND JACK BRAD'S RAM Jan packed Jack's Brad is a trim man. snack. Brad's trim hat fits him. Jan put his snack in a jug. Brad has a fat ram. Jan tossed the jug in Brad's ram spins Jack's backpack. And nabs his hat. Jan jogged up hills. IRA 2004: Preconvention
Multiple-Criterion Text Texts are shown by permission of NEARStar/PREL IRA 2004: Preconvention
1st Graders’ Growth (12 hours of instruction) 4 3 Meaning/ Decodable/ High- Frequency with Repeated/ 2 Guided Decodable Reading with Repeated/ Guided Reading 1 Decodable without Repeated/ Guided Reading 0 WCPM Gain per Week 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 IRA 2004: Preconvention
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