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Strategic Word Solving: A Critical Component of the Interactive Strategies Approach (ISA)

Donna Scanlon Reading Department

The University at Albany

Presentation for the Wisconsin State Reading Association Annual Convention, Milwaukee, Wl, February 7, 2013,

Copies of the slides will be available on the Child Research and Study Center website:

www.albany.edu/crsc

Take notes by slide number

My Background.

Acknowledgements • Colleagues... especially Kim Anderson • Teachers and children in the intervention

studies • College professors in the teacher education

studies • Funding agencies

- National Institute of Child Health and Human Development

- U.S. Department of Education

tarty intervention

for Reading Difficulties

D O N N A M . S C A K I O M K l M B t B L V 1. A N O t R t O K

J O A N M . $ V » K M X ¥

The Interactive Strategies Approach (ISA) -Basic Premises and Foundations:

Instruction should be goal oriented - not activity oriented. Instruction should be responsive to what the children know and are able to do. Engagement leads to learning - What are the children thinking about? - Are all of the children engaged?

Set high expectations for all students Interface support services with the classroom program. Plan for success

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Instructional Goals of the ISA

• Motivation to Read and Write • Alphabetics

- Purposes and Conventions of Print - Phonological/phonemic Awareness - Letter Names - Letter-Sounds - Decoding and Encoding Skills (word reading and

word writing) • Word Learning

- Strategic Approach to Word Learning - High Frequency Sight Vocabulary

• Meaning Construction - Vocabulary and Oral Language skills - Comprehension and General Knowledge

Research on the ISA

( Tier 3

Study 1: ntensive (1 to 1) intervention for

struggling first grade readers

Study 2: Small group intervention for at risk kindergartnersT" followed by intensive 1 to 1 intervention in first

grade for those who

Study 3: V_ Professional

development based on the ISA for kindergarten

and first grade classroom teachers

Experience in World

Word Identification " a n d Word Learning

Hign Frequency Words

Strategic Word Learning

Experience with Books & Print

Alphabetics: Print Concepts Phonological Awareness Letter Names Letter Sounds The Alphabetic Principle I

Alphabetic Code Larger Orthographic

Units

The need to focus on word learning...

In o r d e r to c o m p r e h e n d w r i t t e n m a t e r i a l , the r e a d e r needs t o b e a b l e t o r e a d most o f the w o r d s w i th r e l a t i v e ease .

• Effort less w o r d i d e n t i f i c a t i o n a l lows the r e a d e r t o d e v o t e most o f her a t t e n t i o n t o construct ing the m e a n i n g o f t e x t .

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In t h e ISA, i n s t r u c t i o n f o c u s e d o n t h e ski l ls a n d s t r a t e g i e s t h a t s u p p o r t w o r d l e a r n i n g a r e o f t e n i n t r o d u c e d in t h e c o n t e x t o f w h o l e c lass s h a r e d r e a d i n g a c t i v i t i e s .

H o w e v e r , s m a l l g r o u p a n d o n e - t o - o n e i n s t r u c t i o n a l s e t t i n g s p r o v i d e t h e g r e a t e s t o p p o r t u n i t y t o p r o v i d e sk i l l a n d s t r a t e g y i n s t r u c t i o n t h a t is r e s p o n s i v e t o t h e n e e d s o f i n d i v i d u a l s t uden t s .

S m a l l G r o u p R e a d i n g Lessons

• Components fo r small g r o u p lessons: • Read Aloud / Shared Reading / Re-reading

(depending on level of development) • Phonological/Phonemic Analysis & Alphabetics • Shared/Supported Reading of New Book • High Frequency Words • Modeled Writ ing / Shared Writ ing / Supported

Writ ing

• W o r d l ea rn ing is s u p p o r t e d in each of these components .

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The Development of Sight Vocabulary

Words become p a r t of a reader 's sight vocabu la ry in t w o basic ways:

• Through effective word solving of unfamiliar words encountered in text.

• Through direct teaching of specific words.

The vast major i ty of the words that become p a r t of a child's sight vocabu la ry a re acqu i red through ef fect ive w o r d solving dur ing r ead ing .

The most f requent l y occurring words (e.g., the, was, to, from) a r e of ten d i rect ly t aught to beginning readers.

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The Development of Sight Vocabulary

Word Solving Word Identification

Word Learning

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A Proficient Reader's Sight Vocabulary is Huge!

How many d i f f e r e n t w o r d s can the competent 7 t h - 8 t h

g r a d e r e a d e r i den t i f y e f for t less ly (at sight)? • Estimates vary - but range from 50,000 to 80,000 words.

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S t r a t e g i c W o r d L e a r n i n g

Instructional G o a l :

The child wil l deve lop f l ex ib i l i t y and independence in a p p l y i n g a var ie ty of strategies to ident i f y and learn unfami l iar words encountered in text .

1QT6

"Strategic Reading - My Shadow (Clip)"

• The g o a l of t each ing ch i ld ren strategies fo r w o r d solving is t o he lp them d e v e l o p a Self-Teaching Mechanism.

This helps them to l ea rn new words and more abou t words each t ime they r e a d .

V ideo (1:27) (First Grade, 1-1 Intervention, April)

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Approaches to Word Identification (as described in the ISA)

^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^

• Selective Cue A p p r o a c h

• S t ra teg ic A p p r o a c h

• Automat i c A p p r o a c h

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W h e n c h i l d r e n a r e f i r s t l e a r n i n g t o r e a d , t h e y o f t e n a d o p t a s e l e c t i v e cue a p p r o a c h t o w o r d i d e n t i f i c a t i o n .

They typ ica l l y a t t end to : • Prominent w o r d features • Context • Features that a re i r re levant to w o r d ident i f icat ion in

" t y p i c a l " r ead ing contexts

They genera l ly do not a t tend to :

• A lphabet i c in format ion

Selective cues work when the child knows only a few, distinctive words. • For examp le : the, is, cat, ye l low

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Research suggests tha t it is cr i t ica l f o r ch i ld ren to lea rn to use a l l of the g r a p h i c ( let ter ) i n fo rma t ion in p r i n t e d words as soon as possible (see Pressley, 2006 for a review.)

Context cues should be used to d i rec t and conf i rm d e c o d i n g a t tempts .

FR

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S t r a t e g i c A p p r o a c h t o W o r d I d e n t i f i c a t i o n

• The deve l opmen t o f a s t ra teg ic a p p r o a c h to w o r d iden t i f i c a t i on is a p r i m a r y ob jec t i ve of the ISA.

• S t ra teg ic r eade rs i d e n t i f y un fami l i a r words using b o t h : • Code-based strategies (alphabetics / letters) • Meaning-based strategies (context).

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Automatic Approach to Word Identification

• The ind iv idua l can ident i fy the w o r d effort lessly and quickly (automat ica l ly ) in al l contexts.

• The w o r d is p a r t of the individual 's sight vocabulary . • Ul t imate ly we want students to be a b l e to ident i fy

the vast major i ty of words they encounter with automat ic i ty .

FR

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Using Strategies

• Code-based strategies a r e taught to : • Encourage students to store f a i r l y complete word

in format ion .

• Mean ing-based strategies a r e taught to : • Direct and confirm independent w o r d ident i f icat ion • Focus attent ion on the meaning of text .

• Interactive s t rategy use is taught to :

• Move students t o w a r d independence in w o r d ident i f i ca t ion.

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ISA Strategy List To (guie oitf u word

B f u n Th:nt about wajfirti ir ft* *«<j

?? Ts-...; . .1 =f.j! .it it it-skc y> •*

s a t L«A !w <**v<i k*« st'i <* ;*ni i>jf Iv

B|MJ (JCii! iw weed.

-«-» Go tKK< tp *«• b iPlung (J **

Try prcJtvncKHHJnt it* »mo d

Code-based Strategies i i ~

To use c o d e - b a s e d s t r a t e g i e s e f f e c t i v e l y t h e c h i l d n e e d s t o : a Be sensitive to the ind iv idua l sounds in spoken words

(Phonemic Awareness) • Know the names of the letters of the a l p h a b e t and

their mos t common sounds • Understand that the letters in pr in ted words represent

the sounds in spoken words • Understand how to use the letters in an unfami l iar

w o r d to produce at least an a p p r o x i m a t e pronunciat ion

Code-based strategies taught in ISA: ii

• Th ink a b o u t t h e sounds in t h e w o r d

• L o o k f o r w o r d f a m i l i e s o r o t h e r p a r t s y o u k n o w

• T ry o u t d i f f e r e n t p r o n u n c i a t i o n s f o r s o m e o f t h e

l e t t e r s , e s p e c i a l l y t h e v o w e l ( s )

• B r e a k t h e w o r d i n t o s m a l l e r p a r t s

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H o w t h e Think about the Sounds s t r a t e g y is u s e d d e p e n d s o n t h e c h i l d ' s d e c o d i n g sk i l l s .

Child Knowledge Appropriate Strategy

Child can identify some Think about the beginning letters and letter sounds, sound. notices similarities in beginning sounds.

Child can identify most Think about the beginning letters and letter sounds, and the ending sounds. notices similarities in beginning and ending sounds.

Child can decode single Look all the way through syllable words. the word.

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'Think about the Ending Sounds" - Refining strategy use

In this v i d e o , t h e t e a c h e r e x p l i c i t l y t e a c h e s t h e c h i l d r e n t h e i m p o r t a n c e o f l o o k i n g a l l t h e w a y t h r o u g h t o t h e e n d o f a w o r d in a n e f f o r t t o i d e n t i f y t h e w o r d a n d / o r t o c o n f i r m a w o r d ' s i d e n t i t y .

V i deo (1:59) [Kindergarten, Small Group, Spring)

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W o r d ID S t r a t e g y c i S n a p s h o t

c

—

In notes kept for each lesson, teachers use the two letter codes for each strategy to track which strategies the child uses:

Spontaneously Only with prompting

• Not a t all a y * *

l ^ , « ^ l » . j . . . ^ _ L ' L _ .

~ — —

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"Emergent / Developing Readers -Read 'Look Closer'"

In v i ew ing this v ideo , focus on :

• The w o r d solving s t rateg ies tha t the ch i ld ren a r e u s i ng/deve lop ing

• W h a t the t eache r does to suppor t the d e v e l o p m e n t o f :

• Word solving/identification strategies • Other important knowledge sources

Video 4: 1 2 (Kindergarten, Small Group, Spring)

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Meaning-Based Strategies i i

To use meaning-based strategies e f fect ive ly the child needs to :

• Understand that the purpose of pr int is to communicate

• Act ively think abou t the meaning of the tex t while r ead ing

• Have some fami l i a r i t y with the topic(s) of the text

• Have requisite l anguage ab i l i t y (vocabulary and syntactic knowledge )

• Be ab l e to read i l y ident i fy most of the words in the text

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Meaning-based strategies taught in ISA:

• Check the pictures

• Think of words t ha t might m a k e sense

• Read past the puzz l ing w o r d and then come back to it

• G o back to the beg inn ing of the sentence and start a g a i n

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How is strategy instruction sequenced?

• Introduce one s t r a t egy a t a t ime.

• Before r e a d i n g

• Prov ide rev iew a n d g u i d e d prac t i ce in the use of i nd i v idua l s t ra teg ies .

• Before, dur ing and a f t e r r ead ing

• Encourage in teract ive , c o n f i r m a t o r y use of the s t rateg ies .

• Before, dur ing and a f t e r r ead ing

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Components of Strategy Instruction

• Clear explanations • Think aloud • Guided practice • Independent practice

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Guided Practice

• Scaffolding • Continued

• Explanation •Think aloud

• Reflection • Gradual release of responsibility

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"Strategy Review - Cut-up Strategy Chart" 1

In this v ideo , p r io r to r e r e a d i n g a book , the teacher engages the chi ld in r ev i ew ing al l of the strategies tha t have been exp l i c i t l y t augh t .

Not ice and discuss:

• How the t eache r encourages the ch i ld to a r t i cu l a te the s t rateg ies she is l ea rn ing/has l e a rned

• The locat ion o f the d i f f e r e n t s t rategies in the d i sp l ay a r e a

V ideo (2:00) (First G r a d e , 1 -1 Intervention, Late Fall)

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"Provide Resources" II

Resources: • S t r a t egy list • High f r equency w o r d lists • W o r d f a m i l y / p h o n o g r a m d i sp l a y • Keywords o Bb/Dd

Resource Board Video f:56) (Note that there is no audio on this video.)

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During Reading: Provide just enough Support (ordered from most to least supportive)

] l zz • Tell the w o r d • Suggest specific strategies • Remind the child to use the strategy list • Ask " W h a t strategies could you try?" • W a i t pa t ient l y — notice and expl ic i t ly compliment on

strategy usage • W a i t pat ient ly — notice success and ask the child to

ref lect on st rategy usage • W a i t pat ient ly — br ie f l y compliment and move on • W a i t — a l low the child to independent l y solve the

w o r d without comment f rom the teacher 39

"Try Another Sound for the Vowel"

This v i d e o p rov ides examp l e s of ' vowel f l ex ing . ' Two ch i ld ren a r e shown as they t r y a l t e r n a t e sounds fo r the vowels wh i l e puzz l i ng th rough words (ate, leave) .

In v i ew ing this v ideo , notice and discuss: • How a n d why the t eache r responds d i f f e r e n t l y to

the t w o ch i ld ren .

V i d e o (1 :36) (First G r a d e , 1-1 I n t e r v e n t i o n , Sp r i ng )

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Attend to Success - During & After Reading

Not ice and encou rage the ch i ld to ref lect on s t ra tegy use:

• Spontaneous self corrections • Hesitation before correct identification • Use of one of the resources • Partially correct responses

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"Reflecting on Strategy Use" - Af ter Reading

ll In this v ideo , the t eache r engages the ch i ld in t a l k i ng a b o u t the st rateg ies he used in solving a pa r t i cu l a r w o r d . Not ice and discuss:

• The co l l abo ra t i v e , pos i t ive na ture of the conversat ion

• The focus on w h a t the ch i ld d i d wel l

Video (0:56) (First Grade, 1-1 Intervention, March)

I r, in .. • •..•:•«..• hy I mih Kih Gfnrd. C IVW by I'unon Eduulkin. Inc.. puMuhinu " Modem ( unguium PIUM. m impnnt iif Vctnort Lciimng (irnup U«d b\n

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Promoting Independence in Word Solving

• For each student r e a d i n g behav ior , think abou t wha t the t eache r might do tha t promotes d e p e n d e n c e vs. i ndependence :

• Child looks at the teacher upon encountering an unfamiliar word.

• Child reads many unfamiliar words with a rising (questioning) intonation.

• Child produces words that don't fit the context.

- Child seldom if ever self corrects. 43

"Encourage Collaborative and Independent Strategy Use"

Effective word solving should be viewed as a rewarding experience. Children should be encouraged to allow their friends the time needed for word solving and to provide assistance when requested - preferab ly in the form of a suggested strategy.

In this v ideo , the t eache r sends a ve ry c lear message tha t i l lustrates these points.

Video ( 0:46) (Third grade, Independent Group Reading, Spring)

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Encourage Teacher Reflection on Student W o r d Solving

H I • Do the students:

- H a v e m u l t i p l e s t r a t eg i e s f o r p u z z l i n g t h r o u g h words?

- Use a n a p p r o p r i a t e mix o f m e a n i n g - b a s e d a n d c o d e - b a s e d s t ra teg ies?

- V i ew w o r d solv ing as a n e n g a g i n g a n d d o - a b l e task?

- Take r e spons ib i l i t y f o r c o n f i r m i n g t h a t a w o r d has b e e n a c c u r a t e l y i d e n t i f i e d ?

- Bui ld the i r s ight v o c a b u l a r i e s t h r o u g h e f f e c t i v e w o r d solv ing?

• What approaches have you found useful for promoting effective word solving?

• Is there consistency and coherence across instructional settings with regard to the strategies that are taught and the approach to word solving instruction?

• What, if anything, do you plan to change about your word-solving instruction?

Read about the ISA —

• Scanlon, D.M., Anderson, K.L., & Sweeney, J.M. (201 0) . Early Intervention for Reading Difficulties: The Interactive Strategies A p p r o a c h , New York: Gu i l f o rd .

• Johnston, P. (Editor, 201 0 ) . RTl in Literacy: Responsive and Comprehensive, Newark , DE: Internat ional Reading Association.

• Lipson, M.Y. & W ixson , K.K. (Editors, 201 0) . Successful Approaches to RTl: Co l l abora t i ve Practices for Improving K-1 2 Literacy, Newa rk , DE: Internat ional Reading Association.

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