Science of Reading (The Why)
How the brain learns to read
What can get in the way
Exciting news
Balanced Literacy vs Structured Literacy
Differences modeled
The Road to Comprehension
Phonological Awareness (🔑)
Phonics
Vocabulary/Background Knowledge
Morphology
Our Story
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Depression
Chronic fatigue
A quick word about Secondary Traumatic Stress...
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Science of Reading
“Teaching reading IS rocket science
-Louisa Moats
Reading does not happen…
...naturally through exposure to print.
Reading does not happen...
...magically
“There is no comprehension strategy powerful enough to compensate for the fact
that you can’t read the words
~Dr. Anita Archer, Explicit Instruction.
One College of Education Now Prepares Teachers in the Science of Reading
The “magic” is in the instruction.
-Anita Archer
How does the brain learn to read?
1986!
Simple View of Reading
( P. Gough and W. Tunmer, 1986)
Simple View of Reading
Decoding
(word level reading)
Language Comprehension
(vocabulary, background knowledge, language structure)
Reading Comprehension
X
=
Decoding
Language Comprehension
Reading Comprehension
X
=
PA
Phonics
Vocabulary
Background Knowledge
Language Structure
D
LC
RC
X
=
D x LC = RC
0 x 1 = 0
Will this student have difficulty with
listening comprehension?
D x LC = RC
1 x 0 = 0
Will you be able to tell if this student is
comprehending by listening to them
read?
Decoding: Can the student read the words on the page?
Phonemic Deficit
Dyslexia
Poverty
Dialect
ELL
Trauma
RC
X
=
PRIZE TIME!!!
Why is phonics not sticking?
Phonemic Deficit
Dyslexia
Poverty
Dialect
ELL
Trauma
Phonics = writing on wax paper
David Kilpatrick, IDA National Conference 2020
Adapted by Laurie Cutting, PhD, Vanderbilt University and Haskins Laboratories for Haskins Summer Institute 2019 from Pugh et al., 2000
Sound-Symbol Relationships
Decoding
Orthographic Processor
Long-term storage of letter patterns/word
Phonological Processor
Speech sound awareness
Context & Meaning
Context Processor (text structure, sentence context)
Meaning Processor
(Vocabulary)
Phonological Processor (speech sounds)
Orthographic Processor
(word, letter memory)
Phonics
Sounds out
Writing output
Reading input
Sounds in
Adapted from Voyager Sopris LETRS
4 Part Processing System
Dr. Linnea Ehri
Orthographic Mapping
Long-term storage and retrieval of decoded words
What can get in the way and what can we do about it?
Reading Difficulty
Genetic
Environmental
Reading Difficulty
Genetic
Environmental
Trauma
Dyslexia
Attention
Oral Language
Reading Difficulty
Genetic
Environmental
Dialect
Trauma
Dyslexia
Attention
Oral Language
Poverty
Culture (parent interaction)
Stability
Hunger
Safety
Reading Difficulty
Genetic
Environmental
Trauma
Dyslexia
Attention
Oral Language
PRIZE TIME!!! Which of the above 4 things can you influence with strong instruction?
Reading Difficulty
Genetic
Environmental
Trauma
Dyslexia
Attention
Oral Language
Phonics
Phonological Awareness
Vocabulary
Background Knowledge
Morphology
Syntax
Comprehension/ Reasoning
Phonics/Spelling
Grammar
Dyslexia
(Let’s “Greek” Out)
Dys = difficulty
Lexis = language/words
Dyslexia
A language-based learning
difference that impacts
language processing skills
have a heapy howling
=
Have a Happy Halloween
to the toth fary
I hoap you are not bisy can I ceep my tooth and can I have muny to.
To the Tooth Fairy: I hope you are not busy. Can I keep my tooth and can I have money too?
=
Signs of Dyslexia and Other Reading Difficulties
Signs of Dyslexia and other reading difficulties typically include difficulty with:
National Early Literacy Panel, 2009; National Reading Panel, 2001; Liberman et al., 1974; Pugh et al., 2009; 2014; Scarborough, 2001
Language Processing
Reading
Spelling
Handwriting
Written Expression
Word Retrieval
Dyslexia Fun Facts
Dyslexia
(Let’s “Greek” Out)
Dys =
Lexis =
PRIZE TIME!!!
The Exciting News!
Reading instruction can change the brain!
(aka)
Teachers are like neurosurgeons
What can we impact through intensive instruction?
Dyslexia
Oral Language
Balanced Literacy vs. Structured Literacy
“Balanced literacy is a philosophical orientation that assumes that reading and writing achievement are developed through instruction and support in multiple environments using various approaches that differ by level of teacher support and child control.”
Fountas & Pinnell, 1996
Explicit, systematic phonics instruction is the direct teaching of a set of letter-sound relationships in a clearly defined sequence. The set includes the major sound/spelling relationships of both consonants and vowels.The programs also provide materials that give children substantial practice in applying knowledge of these relationships as they read and write.
~Reading Rockets
Phonics vs. Balanced Literacy: A classroom Comparison by edweek.org
Word Wall vs. Sound Wall
Phonics vs. Balanced Literacy: A classroom Comparison by edweek.org
Leveled Readers (look at the pictures) vs. Decodables (look at the words)
Phonics vs. Balanced Literacy: A classroom Comparison by edweek.org
3 cueing system vs. Phonics Rules
Phonics vs. Balanced Literacy: A classroom Comparison by edweek.org
3 cueing system vs. Phonics Rules
“How do kids learn to read? What the science says” by EDweek (4 min)
Structured Literacy works for all children.
Backed by evidence.
There is a disastrous disconnect between science and practice when it comes to reading instruction. Structured literacy repairs this disconnect through evidence-based research.
What is one example of a difference between Balanced Literacy and Structured Literacy?
PRIZE TIME!!!
The Road to Comprehension
Phonological and Phonemic Awareness
We can’t say
Phonological Awareness
without saying
DAVID A. KILPATRICK. PhD
Assistant Professor, State University of New York College
NY State certified School Psychologist
“The most common source of reading difficulties is poor
phonemic awareness.”
“Early training of phonological awareness in kindergarten and first grade prevents many reading difficulties from happening.”
David Kilpatrick
Equipped for Reading Success
Phonological Awareness
The awareness of the sound structure of words
Phonemic Awareness
(Subset of Phonological Awareness)
The ability to identify and manipulate individual sounds
(phonemes) in words
(sounds)
/b/ /o/ /t/
(sounds)
/b/ /o/ /t/
Lack of phonemic awareness is THE most powerful determinant of the likelihood of failure to read.
-Marilyn Jager Adams
Teaching all students to read.Is it really possible?
Dr. Joseph K. Torgesen
Florida Center for Reading Research Florida State University
International Dyslexia Association November 2008
Teaching all students to read.Is it really possible?
Dr. Joseph K. Torgesen
Florida Center for Reading Research Florida State University
International Dyslexia Association November 2008
Teaching all students to read.Is it really possible?
Dr. Joseph K. Torgesen
Florida Center for Reading Research Florida State University
International Dyslexia Association November 2008
Teaching all students to read.Is it really possible?
Dr. Joseph K. Torgesen
Florida Center for Reading Research Florida State University
International Dyslexia Association November 2008
Phonological Awareness
“Phonological awareness is a better predictor of
future reading achievement than general intelligence
(IQ) or other measures of reading readiness).
(Adams, 1990; Ball, E. W. and Blachman B. A. , 1991)
“We need to ensure all teachers know about the importance of phonological awareness and how to
teach it to their students. Many students can
make great gains in their reading with improved
phonological awareness.
Mark Seidenberg
Language at the Speed of Sight
“One of the most important jobs for the teacher of beginning reading or the teacher of the student with
reading problems is to foster awareness of phonemes
(speech sounds) in words and to help children acquire the
ability to articulate, compare, segment, and blend those
phonemes.
Louisa Moats
Founder, LETRS
have a heapy howling
=
Have a Happy Halloween
“Do it in the dark you can”
Where Does It Happen?
“The phonemically aware student is able to…”
IsolatE
Segment
Blend
add/delete/substitute
Individual Sounds (Phonemes) in words
Start 1:00
End 4:35
Heggerty K Lesson
Week 17
Start 0:00
End 1:59
2nd grade
Heggerty
Lack of _______ ________ is THE most powerful determinant of the likelihood of failure to read.
-Marilyn Jager Adams
PRIZE TIME!!!
Phonics
Phonics
Connect Sounds to Symbols
(Phonemes to Graphemes)
“Turn the lights on for phonics you must”
Phonics Scope and Sequence:
See handout
Type Example Note
Open hi (long vowel)
Closed hit (short vowel)
Silent e: hike
Consonant le: stable
Diphthong: rain
R-Controlled fort
Syllable Types: Six
Type Example Note
Rabbit rab | bit vc|cv
Tiger ti | ger v|cv
Camel cam | el vc|v
Panther pan | ther vc|ccv
Pumpkin pump | kin vcc|cv
Turtle tur | tle -cle count back 3...
Syllable Division Rules: Five
Kindergarten 3 part drill
Play at minute 1.5-3 and 6.30 and 9.30
3rd grade 3 part drill
Play at minute 0-4:00
“Turn the lights on for _________ you must”
PRIZE TIME!!!
A word about spelling...
Dr. Louise Moats
Speech to Print: Language Essentials for Teachers
Anything that is going to cause trouble with a
child’s reading will show up even more
dramatically in the child’s spelling and writing.
Result
Mastery of reading will come
before mastery of spelling
Why?
Recognition is easier than production
Spelling Rule ch/tch
ch tch
pinch match
beach hutch
(At the end of a short word, after a short vowel, spell the sound /ch/ using tch)
Late Bloomer or Addressable Skill Deficit?
“Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.”
-Reading Rockets (referring to studies: Juel, 1988; Francis et al., 1996; Shaywitz et al., 1999)
Vocabulary and Background Knowledge
“The crucial moment had arrived: Readiness was all. But how could the googly have been anticipated? Still less, the absurd positioning of the silly mid-off - which turned out to have been a brilliant move, perfectly judged given the scenario that unfolded to my chagrin. Out, and out in a way that was in equal measure humiliating to me and a source of great amusement to others. The wicket was taken, and all was lost.”
~The Problem with ‘Finding the Main Idea’, Johns Hopkins University School of Education
Robust vocabulary lessons
(see handout)
Morphology Game
Success Story!
Summary of ___________Reading Performance Progress Monitoring | ||||||||
Name of Assessment | Subtest | Score 10/21/19 | Score 11/8/19 | Score 11/15/19 | Score 11/22/19 | Score 12/15/19 | Score 1/10/20 | Score 2/12/20 |
1 Minute Nonsense Word Fluency | Letter sounds correct | 67/89 75% | 78/89 87% | 88/116 76% | 78/89 87% | 59/66 89% | 95/97 98% | 114/117 97% |
Words Correct | 6/30 20% | 23/30 77% | 18/40 45% | 22/30 73% | 16/23 70% | 32/34 94% | 38/41 93% | |
1 Minute Oral Reading Fluency | Words Correct/ Total Words | 62/118 *2nd grade | 123/124 2nd grade | 65/78 3rd grade | 60/65 3rd | 65/73 3rd | 42/49 3rd | 138/144 3rd grade |
Accuracy | 52% | 99% | 83% | 92% | 82% | 85% | 96% | |
Science of Reading
Science of Reading
✔
Body of work
Many related disciplines
Thousands of studies
Hundreds of millions in grants
Across the world
In many languages
𐄂
Ideology
Philosophy
Political Agenda
One-size-fits-all approach
One Program of instruction
One specific component of instruction
Dr. Louisa Moats, 2019
Dyslexia
Appendices
DYSLEXIA MYTHS
Myth: Dyslexics “see” words, letters, and numbers backwards
Myth: Smart people cannot be dyslexic or have a learning disability.
Myth: Dyslexia is rare or does not exist
Myth: Dyslexia can be outgrown
Myth: There is no way to diagnose dyslexia
Myth: Dyslexia cannot be diagnosed until 3rd grade
Those who are at-risk for dyslexia can be identified as early as preschool. Dyslexia can be formally diagnosed as early as 1st grade.
Language Processing: Right or Left Brain?
Signs of Dyslexia:
Phonological Awareness Appendices
Phonological Awareness and Phonics
In order for children to learn to read and spell, they must first understand that spoken words are composed of phonemes that can be manipulated into words (PA) and that these phonemes correspond to letters in written form (Phonics).
(Adams, 1990; Ball, E. W. and Blachman B. A. , 1991)
Phonological Awareness Resources
Equipped for Reading Success
(David Kilpatrick)
Phonemic Awareness: The Skills that They Need to Help Them Succeed
(Michael Heggerty)
| Less Complex | | More Complex | |
| Word Awareness | Syllable Awareness | Onset-Rime Awareness | Phoneme Awareness |
L E S S C O M P | Sentence Segmentation Tap one time for every word you hear in the sentence: I like cookies. | | Rhyme Recognition Do these two words rhyme: ham, jam? | Isolation What is the first sound in fan? (/f/) What is the last sound if fan? (/n/) What is the middle sound in fan? (/a/) |
| | | Rhyme Generation Tell me a word that rhymes with nut. | Identification Which word has the same first sound as car: fan, corn or map? |
| | Categorization Which word am I saying? /b/…/ig/? | Categorization Which word does not belong? Bus, ball, house? | |
Blending Listen as I say two small words: rain….bow Put the two words together to make a bigger word (rainbow) | Blending Put these word parts together to make a whole word: rock*et | Blending What word am I saying? /b/…./ig/? | Blending What word am I saying /b/ /i/ /g/? | |
Segmentation Clap the parts in rainbow. (rain*bow) How many syllables did you clap? (2) | Segmentation Clap the word parts in rocket. | Segmentation Say big and separate the onset and rime. | Segmentation How many sounds in big? Segment the sounds in big. (/b/ /i/ /g/) | |
Deletion Say rainbow. Now say rainbow without the bow. (rain) | Deletion Say pepper. Now say pepper without the er. (pep) | Deletion Say mat. Now say mat without the /m/. (at) | Deletion Say spark. Now say spark without the /s/. (park) | |
M O R E C O M P L E X | | | | Addition Say park. Now add /s/ to the beginning of park. (spark) |
| | | Substitution The word is mug. Change the /m/ to /r/. What is the new word? (rug) | |
Carol Tolman, LETRS
Image used with permission
Scarborough’s Rope
The image, courtesy of the author, originally appeared in the following publication: Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). New York, NY: Guilford Press.
References
Sparks, S. D. (2011, April). Study: Third Grade Reading Predicts Later High School Graduation. Retrieved from http://blogs.edweek.org/edweek/inside-school-research/2011/04/the_disquieting_side_effect_of.html.
Write Express Corporation. "Literacy Statistics." Begin to Read. Accessed February 24, 2015
Breaking the School-to-Prison Pipe-line for students with disabilities. (2015, June). National Council on Disability. Retrieved from https://www.ncd.gov/publications/2015/06182015.
Daniel S. S., Walsh A. K., Goldston D. B., Arnold E. M., Reboussin B. A., Wood F. B. (2006) Suicidality, school dropout and reading problems among adolescents. Journal of Learning Disabilities, 39, (6): pp 507-514.
Wyoming Department of Education. (2018). Graduation Rates. Retrieved from https://edu.wyoming.gov/data/graduation-rates/.
Harlow, C. W., (2003). Bureau of Justice Statistics Special Report: Education and correctional populations. Retrieved from https://www.bjs.gov/content/pub/pdf/ecp.pdf.
Moody, K. C., et al. (2000). Prevalence of dyslexia among Texas prison inmates. Tex Med 96(6) pp 69-75.
https://1in5.learningally.org/What-is-Dyslexia, http://dyslexia.yale.edu/dyslexia/what-is-dyslexia/, http://www.readingrockets.org/news/study-one-five-people-are-estimated-have-dyslexia, https://childmind.org/guide/parents-guide-to-dyslexia/how-common-is-dyslexia/
Yosuki, K., et al. Altered brain activity for phonological manipulation in dyslexic Japanese children. (2013, Dec.). Brain 136(12), 3696-3708.
Peart, K. (2013) Is dyslexia genetic? A Yale study unravels the genetics of dyslexia and language impairment. Yale News. Retrieved from https://news.yale.edu/2013/06/12/yale-researchers-unravel-genetics-dyslexia-and-language-impairmenthttps://www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc-20353552, https://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/, https://www.understood.org/en/learning-attention-issues/signs-symptoms/could-your-child-have/checklist-signs-of-dyslexia-at-different-ages
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). New York, NY: Guilford Press
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