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We Can Teach Kids to Read! AK Webinar #1Jan Hasbrouck, Ph.D.

© 2019 Gibson Hasbrouck & Associateswww.gha-pd.com [email protected] 1

JAN HASBROUCK, Ph.D.

Webinar #1

We Can Teach Kids

to Read!

May I introduce myself…

• I’m a lucky resident of beautiful Seattle, Washington.

• I’m a member of the McGraw Hill Wonders (and Wonder Works) author team.

• I was a reading specialist and reading coach in Oregon for 15 years.

• I was a instructor at the U of Oregon then a professor at Texas A&M. Now…

• Volunteer reading coach K-8 school in Seattle.

• I have a daughter with dyslexia.

Webinar Series:

Meeting the Needs of Vulnerable Readers

1. We Can Teach Kids to Read! February 21

2. The Alaska Foundation Standards Across the Grades March 7

3. Using the RIGHT Data! March 21

4. The Most Effective Instruction and Intervention for Skillful Reading April 4

Preview:The answer is NOT a particular program or materials!

BUT…programs and materials can make a BIGdifference!

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ALL reading skills

have ONE purpose:

To facilitate and support

COMPREHENSION(and motivation)

My conclusions from reading research:

Compelling evidence from a convergence of reading research is indicating that 90% to 95% of all students can achieve literacy skills at or approaching grade level. These statistics include students with dyslexia and other learning disabilities. Students succeed when they receive intensive, comprehensive, and high-quality prevention and early intervention instruction, provided by well-informed and well-supported teachers. The most powerful instruction is systematic, explicit, and intensive, designed to appropriately integrate elements of oral language development, phonemic awareness, phonics and decoding, fluency, vocabulary development, and reading comprehension skills and strategies.

Jan Hasbrouck, Ph.D. Torgesen, 2007; Vellutino & Fletcher, 2007; Rashotte, MacPhee, Torgeson, 2001; Al Otailba, Connor, Foorman, Schatschneider, Greulich, Sidler, 2009; Every Child

Reading: An Action Plan and Every Child Reading: A Professional Development Guide. Available online from Learning First Alliance

www.gha-pd.com

Come on…is this even possible in the REAL WORLD?

Apr 27, 2014

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THE FACTS Gildo Rey Elementary in Auburn, WA

Spring 2013:

531 students

88.3% poverty

38.6% ELL

Latino 51 %

White 25 %

Asian/Pacific Isnd 15 %

2+ Races 7%

Black 5 %

HOW?

New principal (former reading coach) started with behavior, then reading, then math.

Principal “charming but unrelenting”.

Collaboration mandated: “Teachers jointly plan lessons, pore over student work, test students frequently, and adjust the curriculum weekly and sometimes daily.”

HOW? “To help…students catch

up…[teachers] didn’t have a minute to waste.”

“…teachers conduct class at a quick clip.”

Lots of instruction in small groups and “the most experienced teachers work with the groups that need the most help.”

“When the small reading groups started, the school’s passage rates on state reading tests, which had dipped to a little over 50 percent, jumped up to the 80s.”

But, in our real world, without enough time, money or people…how can we REPLICATE this success?

Impressive.

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Let’s just

COPYwhat the effective

schools are doing!!

EFFECTIVE SCHOOLS RESEARCH

Highly Effective School

Few Challenges

90%+ Academic Success

EFFECTIVE SCHOOLS RESEARCH

Highly Effective School

Many Challenges

Set your

SAILSfor success!

S TANDARDSA SSESSMENTS

I NSTRUCTION & INTERVENTION

L EADERSHIP

S USTAINED COMMITMENTHasbrouck & Denton (2005 & 2009)

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STANDARDSApply key grade level expectations for what students should know and be able to do at key benchmarks

Use standards to set high performance goals for

ALL students

SAILS

Alaska Reading Standardshttps://education.alaska.gov/standards

ASSESSMENTS

Assess to

screen

diagnose

continuously evaluate

measure the outcomes

of students’ skills and performance

SAILS

ASSESSMENTSBenchmark/Screening

WHO needs help?

Diagnostic

WHAT help do they need?

Progress Monitoring

Is the work WORKING?

Outcome

Did students make progress toward STANDARDS ?

SAILS

ASSESSMENTSAssess to Screen

Diagnose

Continuously evaluate

Measure outcomes

SHARE DATAin frequent, public, nonjudgmental, collaborative meetings

SAILS

USE results to make all key instructional decisions

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SHARING Student Data

Research shows data teams have a powerful and positive effect on the school & students:

Reduced referrals to special education

Improved academic performance

Improved behavioral performance

Burns & Symington (2002)

McDougal, Clonan & Martens (2000)

INSTRUCTION & INTERVENTION

Effectively ORGANIZE & MANAGEthe classroom environment.

PLAN lessons and interventions DIFFERENTIATED to meet

the identified needs of ALLstudents, at all ability & skill levels.

DELIVER instruction using validated, effective instructional STRATEGIES & MATERIALS.

SAILS

LEADERSHIP

Provides VISION, GUIDANCE & SUPPORT to ensure that:

Effective instruction & interventions designed

to meet standards are implemented for ALL students.

Instructional decisions are based on continuous

assessment data.

Focused & sustained professional development provided to support S-A-I.

SAILS SUSTAINED COMMITMENTAdopt a system-wide

“no excuses” model to sustain progress.

Administrators, teachers,

parents, and staff partnerto help ALL students achieve success.

Encourage and support

collaboration across classrooms, special programs, and home.

SAILS

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of SAILS must be incorporated into an instructional system to ensure that ALLstudents achieve success

SAILS must be launched into a

safe and positive school environment

ALL 5 Elements SAILSNeeds Assessment

Indicator Low Need

Some Need

High Need

S tandards

A ssessments

I nstruction & Intervention

L eadership

S ustained Commitment

plus

Social & Emotional Issues

Download at gha-pd.com

Dyslexia?

• Reversals b/d p/q

• Text moves on the page

• Reading backwards

• Eye or vision issues

• Boys more than girls

• Need to try harder

Chapter 9

Defining dyslexia has been confusing-- because

explanations keep changing

as the research advances.

Mark Seidenberg (2017)

p. 213

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“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Dyslexia?

The International Dyslexia Associationhttps://dyslexiaida.org/

Dyslexia?

The International Dyslexia Association

• Not a visual/spatial issue

• Varies in intensity and impact

• 15-20% of the population

• Emotional consequences; confidence

• Can affect speaking fluency

• Genetic

Dyslexia?

“Scientific evidence DOES NOT SUPPORT the efficacy of:

• eye exercises

• behavioral vision therapy, or

• special tinted lenses or filters

for improving the long-term educational performance in these complex pediatric neurocognitive conditions.”

Fletcher & Currie (2011)

Dyslexia Defined!

• Poor reading, writing, spelling.

• Early lack of interest in literacy activities.

• Poor writing (handwriting); poor spelling; slow, inaccurate reading.

• EARLY identification and intervention key!

• It’s NEVER too late for intervention.

• NOT a special education issue!

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Dyslexia?

David A. Kilpatrick NASP list serve January 2018

“Dyslexia refers to poor word-level reading despite adequate effort and opportunity. That's it. Pretty simple.

…not primarily due to a hearing or visual impairment (i.e., blindness or deafness), or severe intellectual disability…”

Chapter 1

“The primary issue is NOT whether biologically based

reading difficulties exist (the answer is an

unequivocal “YES”)

Elliott & Grigorenko (2014)

Magnetic Source ImagingMagnetoencephalography

Functional magnetic-resonance imaging (f-MRI)

Safe, painless, non-invasive

Detects small bio-magnetic brain signals (blood flow or electrical currents)

Provides real-timeinformation about which brain areas are active and when during task performance

Chapter 1

“The primary issue is NOT whether biologically based

reading difficulties exist (the answer is an

unequivocal “YES”) but rather how we

should best understand and address literacy

problems…”

p. 4

Elliott & Grigorenko (2014)

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Chapter 6

“How do children learn to read?...The answer is the

same for all children.

Cultural, economic, and educational circumstances obviously affect children’s

progress, but what they need to learn does not change.”

p. 101

Mark Seidenberg (2017)

Identifying students as reading disabled, learning disabled, ordyslexic is not justified by assessment or instructional research

NO JUSTIFICATION FOR “LABELING”

National Research & Development Centre for Adult Literacy & Numeracy--UK (2004)

“…there is little evidence that children experiencing difficulties learning to read, even those with identifiable learning disabilities, need radically different sorts of supports than children at low-risk, although they may need much more intensive support.”

EFFECTIVE STRATEGIES WORK FOR ALL STUDENTS

Snow, Burns, & Griffin (1998) p. 32

“What we know from these syntheses is that the instructional practices that enhance learning outcomes for students with LD result in improved outcomes for all students.”

Vaughn, Gersten, & Chard (2000)

EFFECTIVE STRATEGIES WORK FOR ALL STUDENTS

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Good instruction

is good instruction!

“Beginning readers can already comprehend spoken language. They will be able to read if they can just gain access to language from print. Their task is to build a new circuit linking the visual code to existing neural systems for language...”

Chapter 6p. 118

2017

Neural Response to InterventionPatterns of brain activation change

in response to instruction & intervention—

NEUROPLASTICITY

“Brain surgery by instruction”

8 children with severe dyslexia

8 week intense phonologically-based intervention

2 hours a day = up to 80 hours of instruction

Ages 7- 17 years old

Simos et al., Neurology (2002)

“significant improvement in reading [decoding] skills…” 2015 2016

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2017

BLOGS:

shanahanonliteracy.com

gleaneducation.com/blog (Dyslexia)

LISTSERVE “Professional Discussion Group:

Spelltalk

SUPPORT:

The Reading League

www.thereadingleague.org

@reading_league and YouTube

COURSEWORK:

The Reading Teacher’s Top Ten Tools

readingteacherstoptentools.com

Glean Education (Dyslexia)

gleaneducation.com/collections

POD CAST:Hard Words: Why Aren’t Kids Being Taught to Read? (2018)

Emily Hanford APM Reports

ARTICLE:

Empathy and Resilience, Responsibility and Self-Care: Resources for Social and Emotional Learning

Natalie Proulx and Katherine SchultenThe New York Times/The Learning NetworkJanuary 23, 2019

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COMMISSION REPORT:

How Learning Happens: Supporting Students’ Social, Emotional, and Academic Development

National Commission on Social, Emotional, and Academic Development January 23, 2018

https://www.aspeninstitute.org/publications

THANK YOU!!Jan Hasbrouck, Ph.D.

• Gibson Hasbrouck & Associates www.gha-pd.com

• [email protected]

• @janhasbrouck

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