CatherineSnow Slides 606

8/2/2019 CatherineSnow Slides 606

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Knowledge to supportthe teaching of reading

Catherine E. Snow

Harvard Graduate

School of Education

06-06-06


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Knowledge to support

the teaching of reading:Crucial context

Preparing Teachers for

a Changing World

(Darling-Hammond

& Bransford, eds.)


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A quick summary of the argument

In improving education, we need to think

about three levels simultaneously:

The students development of knowledgeand skills

Linked to the teachers development of

knowledge and skills

And the effective functioning of schoolsas organizations to support students and

teachers


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The Book, This Talk

All those reports about teacher education!

Students change: reading development Students vary: addressing all the needs

Students encounter difficulties: specialized

knowledge

Learning to use assessments wisely

A model of professional growth in reading


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Why a separate book about reading?

Literacy is the gatekeeper skill

The research base is adequate to support better

practice

But performance is still disappointing,especially at higher grades

Literacy teaching encompasses domains we

dont traditionally think of as requiring

teaching Teaching highly automatized skills is hard


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Challenges in improving reading

Widespread focus of early reading

instruction only on 3rd grade outcomes

Inoculation theory problem

Variability among students in needs and

approaches to reading

Teachers as the final common pathway forimprovements

Size of the problem space


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Large problem spaces Small problem spaces

letters

phonemes

spelling rules

vocabulary

reading

vocabulary

phonological

representations

meaning

argument

structure


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Chapter 1. There is a

knowledge base for teaching reading The adult development knowledge base:

How People Learn, the accumulated wisdom

of cognitive research

The reading knowledge base: PRD and

NRP

The disciplinary knowledge base: the

many disciplines that enable us to analyzethe nature of writing and of written language


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The adult development knowledge base

Reflect

Assess

Enact

Learn

Reflect

Assess

Enact

Learn

Reflect

Assess

Enact

Learn

Reflect

Assess

Enact

Learn

The Learning, Enactment,

Assessment, Reflection Cycle

Knowledge that is usable,

elaborate, specific, detailed

Useable knowledge:

progressive differentiation

recurring cycles

learning

enactment assessment

reflection

enacted in practice

leading to integration


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Reflect

Assess

Enact

Learn


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Knowledge Representation at Three

Points on a Teachers Career

Reflective

Expert

Stable proceduralSituated

Declarative

Novice

Preservice

Reflective Expert

Declarative / Situated

Stable p rocedural

Situated

Stable procedural

Expert

Reflective

Master Teacher

DeclarativeNovice


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The reading knowledge base

Five opportunities to learn from PRD

Motivation to read

Functions of print Alphabetic principle

Language and metacognition

Assessment to guide prevention and

instruction

Five specific pedagogical practices

from NRP


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The disciplinary knowledge base:

Useable Knowledge about Language

Phonology

Morphology

Etymology

Orthography

Semantics

Syntax

Pragmatics

Discourse

Metacognition

Phonemic Awareness

Word attack, Phonics

Word meaning (vocabulary)

Comprehension,Strategy use

Fluency


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Students change: Preschool

Nature/role of Texts

mostly narrative

Language Comprehension

listening comprehension sense of narrative

vocabulary

Word Recognition

phonological/phonemic awareness

letter/sound recognition

Fluency not an issue


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Students change: Primary grades

Nature/role of Texts still mostly narrative

Language comprehension somewhat more complex/academic

Word Recognition a major task requires both developed knowledge and control

over processing

Fluency

requires practice with repeated readings,decodable and/or leveled texts

depends on diminution of attention to the task


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Students change: 4th grade and after Nature/role of Texts

reading subordinated to disciplines math, science, literature, social studies

most expository but even narratives read for analysis, not for plot

growing expertise in learning from text growing expertise in producing disciplinary texts

Language Comprehension specialized vocabulary

Word Recognition

discipline-specific reading practices and instruction specific genres

specific tasks

specialized vocabulary

Fluency


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Students change: one representation of

developmental changes in the reading system


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Reflect

Assess

Enact

Learn

Questions for discussion

What would disqualify someone fromteaching first graders to read?

Beliefs that are inconsistent with good practice

Absence of knowledge required

What would disqualify someone from

teaching ELA or social studies in 4th-12th

grades?

Beliefs that are inconsistent with good practice Absence of knowledge required


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Knowledge Representation at Three

Points on a Teachers Career

Reflective

Expert

Stable proceduralSituated

Declarative

Novice

Preservice

Reflective Expert

Declarative / Situated

Stable p rocedural

Situated

Stable procedural

Expert

Reflective

Master Teacher

DeclarativeNovice


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A model of professional growth in

reading: Programs need to Address teacher beliefs to foster openness to

new ideas

Develop expectations of and skills for

continuous learning Ensure development of comprehensive and

usable knowledge base

Help teachers apply new knowledge toparticular contexts and students

Promote articulation among key components topromote personal efficacy and professionalresponsibility


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A model of professional growth in

reading: Programs need to Stay the course, rather than changing focus

frequently

Be sensitive to local context, rather thangeneric in response to student needs

Encourage careful analyses of teaching and

the generation of shared knowledge

Achieve a balance between institutionalneeds and individual needs of teachers


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A model of professional growth in reading:

The system needs to recognize that novice teachers can perhaps at best be

expected to do no harm

the need for stages of teacher careers, associated

with changes in knowledge, experience,responsibilities, and rewards

that ongoing learning is as important forteachers as for MDs or car mechanics

that school-site support for teacher functioning

is as important as what teachers bring that delivering pre-service education is only part

of universities responsibilities


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In conclusion

We have a rich and multifaceted knowledge base

for teaching reading

And ensuring that teachers have access to it may

require rethinking teacher preparation The Learn-Enact-Assess-Reflect cycle applies to

teacher education and professional development

as much as to teacher learning

Changes in school organization and districtsupport are as important as improvements in

preservice education


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Specific recommendations Teacher preparation programs

Enhanced language/literacy content

For all teachers

Made useable through links to problems of practice

Focused on reflecting about enacted knowledge

Professional development Focused on literacy for content area teachers

Comprehensive and linked to preservice learning

Focused on reflecting about enacted knowledge

Conditions of work Differentiated teacher careers

Using experienced teachers as knowledge resources

Local and collaborative learning


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Knowledge to support the teaching of reading:

A brief history NAE project on teacher education, funded by

OERI/IES

Motivated by challenge of designing good teacher

education programs A reading-focused report as part of the work

NAE review process Review

Monitor report

Revision Re-review and resubmission to monitor


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Key information covered in

Preparing Teachers for a Changing World

Pedagogical practices

Theories of learning

Enhancing students language development

Educational goals and purposes

Teaching subject matter

Teaching diverse learners

Classroom management

Classroom routines

Motivation and discipline

Organizational alternatives

Clinical practice, internships, mentoring


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Knowledge to support the teaching

of reading: the committee

Core: Susan Burns, Claude Goldenberg,Peg Griffin, Louisa Moats, Annemarie

Palincsar, P. David Pearson, CatherineSnow, Dorothy Strickland

Additional original members: RichardAnderson, Joan Baratz Snowden

Later recruits: Gina Cervetti, MaryellenVogt

Key staff participants: Pam LePage,

Helen Duffy

CatherineSnow Slides 606

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