Reading Rope Keynote - PaTTAN

6/7/2018

The Multifaceted Nature of Reading

PaTTAN Literacy Symposium Nancy Hennessy

Acquisition: Unraveling the Reading Rope

June 13, 2018

Today

The Science

The Rope The Strands

The Connections

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son

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Right to learn how to read…

To learn to read is to light a fire; every syllable that is spelled out is a spark.

Victor Hugo

….reading is a proxy for how individuals perceive their intelligence.

Reid Lyon

Where the press is free and every man able to read, all is safe.

Thomas Jeffer

Skills

Knowledge

…teachers’ beliefs about their effectiveness are directly linked to their own self‐esteem and sense of competence.

Robert Brooks

I am what I can make work.

Erik Eriksen

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... Responsibility to know how to teach.

…a key element of teacher quality is the specialized knowledge teachers utilize when teaching. Piasta et al, 2013

….reading is a proxy for how individuals perceive their intelligence.

Reid Lyon

….reading problems potent perpetrators of low self‐esteem. Reid Lyon

Courage

Skills

Connectio

ns

Knowledge

…teachers’ beliefs about their effectiveness are directly linked to their own self‐esteem and sense of competence.

Robert Brooks

I am what I can make work.

Erik Eriksen

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“The country is a

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Programme for International Student Assessment PISA, 2011

Internationally

chronic underachiever” Seidenberg, 2016

NAEP Shows Little to No Gains in Math, Reading for U.S. Students April 2018

…the complex world of education does not rest on a strong research base.

In no other field are personal experience and ideology so frequently relied on to make policy choices,

and in no other field is the research base so little used. National Research Council, 1999

The evidence suggests that teachers may cling to unproductive philosophies of teaching not only because science‐based instruction is neglected in many teacher training programs, but also because the requisite insights are elusive and the content is difficult for

many to grasp, even with some exposure. Moats, 2014

There is a profound disconnection between the science of reading and educational

practice. Seidenberg, 2016

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What We Know Seidenberg, 2016

Writing systems encode spoken language.

Consensus Reports & Reviews‐Science of Learning to Read

• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.

• Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, DC: National Academy of Education.

• Armbruster, B., Lehr, F., & Osborn, J. Put reading first. Washington, DC: National Institute for Literacy.

• Bond, G. L., & Dykstra, R. (1967). The cooperative research program in first‐grade reading instruction. Reading Research Quarterly, 2(4), 5–142.

• Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016‐4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http:// whatworks.ed.gov.

• McCardle, P., & Chhabra, V. (Eds.). (2004). The voice of evidence in reading research. Baltimore, MD: Paul H. Brookes Publishing.

• National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

• National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel: Teaching children to read: An evidence‐based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.

Moats, 2017

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High quality instruction is the key to ensuring all children learn to read and write. Moreover, researchers have noted the important and positive impact that a knowledgeable teacher can make on literacy acquisition, particularly for children who struggle to acquire basic literacy skills.

Joshi, Washburn & Kahn‐Horwitz, 2016

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CORRECT! TRUE

T R U E

OR

F A L S E

INCORRECT FALSE

The reading rope was created by Hollis Scarborough in the nineties.

Parents & Teachers

A Fancified Simple View

D x L = RC

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CORRECT! TRUE

T R U E

OR

F A L S E

INCORRECT FALSE

The rope was first published in a chapter on early literacy and language and later reading disabilities.

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: Guilford Press.

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Scarborough, 2001 Used with Permission

1. Studies related to early prediction of reading disability.

2. Studies related to reading circuits.

3. Studies related to interventions.

Where do the strands of the rope come from?

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Scarborough, 2018 Meta-Analysis: Best Predictors

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The Origin of the Strands

Early Identification

Prediction Studies

Meta‐analysis

Letter Identification

Concepts of Print

Expressive Vocab.

Sentence/Story Recall

Phon. Awareness

Rapid Serial Naming

Receptive Language

Receptive Vocabulary

Expressive Language

Full-Scale/Verbal IQ

Word/Digit Memory

Visual Memory

Performance IQ

Speech Production

Speech Perception

Visual & Motor Skills

Predictor

PRINTED WORD RECOGNITION

LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE

SIGHT RECOGNITION

DECODING

PHONOLOGICAL AWARENESS

VERBAL REASONING

LITERACY/PRINT KNOWLEDGE

LANGUAGE STRUCTURES

VOCABULARY

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Connections

The risk factors that have been identified by correlational research on preschooler’s and kindergartners provide the best guidelines for screening batteries to identify young children most likely to develop reading disabilities.

Scarborough, 2001

Early identification‐screening, progress monitoring…

Key Predictors of Reading AbilityGaab, 2016

Phonological/Phonemic awareness

Receptive/expressive vocabulary

Rapid automatized naming abilities

Letter name knowledge

Verbal short‐term memory

Home literacy environment

Catts et al. 2015; Schatschneider et al., 2004; Georgiou et al., 2008; de Jong & van der Leij, 1999; Scarborough, 1998; Pennington & Lefly, 2001; Hamilton et al., 2013

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SKILLED READING:fluent execution andcoordination of textcomprehension andword recognition.

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SIGHT RECOGNITION

DECODING


VERBAL REASONING


LANGUAGE STRUCTURES

VOCABULARY SKILLED READING: fluent execution & coordination of text comprehension and word recognition.

TIME



Unraveling the Strands

…broad class of skills that involve attending to, thinking about and intentionally manipulating phonological aspects of spoken language.

…process of applying one’s knowledge of the correspondences between graphemes and phonemes to determine the pronunciation, and hence the identity, of the word represented by a particular letter sequence.

…broader term that refers to the process of determining a written word’s identity by any means, not just by using one’s knowledge of orthographic regularities.

Brady & Scarborough, 2002

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Frayed strands do not a rope make!

Weakness in ANY strand can disrupt reading, and weakness in SEVERAL strands can disrupt reading more.

Scarborough, 2018

Learning to read is, in fact, dependent on an alphabetic orthography that requires an understanding of the relationship between alphabetic letters and the phonemes they

represent. Adams, 2005

Word‐reading skills are strongly associated with comprehending

text, particularly in the early stages of reading development.

Rayner et al., 2001

Connections to Proficiency

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Connections to the Classroom

Phonological & Phonemic Awareness Alphabet Knowledge & Skills Basic Phonics Fluency Advanced Phonics

How many syllables in this word?

How many sounds do you hear in this word?

What is the name of this letter?

What is the sound for this (these) letter(s?)

Sound out this word?

Read this word, this sentence…

How do you spell this sound?

©2018 Nancy Hennessy

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phonemes

K‐1

1‐2

1‐3

Pre‐K

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derivational morphemes

syllable spellings

inflectional morphemes

phonemes and sound patterns

phoneme‐grapheme correspondence alphabet recognition and naming

3 plus

Advanced Word Study onset‐rime

syllables Fluency Phonics (sight words) Alphabet Knowledge & Skills Phonological & Phonemic Awareness

Explicit, systematic, teacher directed instruction ©2013Nancy Hennessy

Connections to instruc

Skilled reading requires that the processes involved in word recognition become so well practiced that they can proceed extremely

quickly and almost effortlessly freeing up the reader’s cognitive resources for comprehension

processes. Scarborough, 2001

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…as children acquire a high degree of proficiency in word identification and other word level skills, languagecomprehension and underlying oral language processes likely to become the primary sources of reading variability….

Results do make it clear that language comprehension becomes the dominant process in reading comprehension when the reader has acquired enough facility in word identification to comprehend in written language text what would be normally comprehended in spoken language.

Vellutino et al, 2008



SIGHT RECOGNITION

DECODING


VERBAL REASONING


LANGUAGE STRUCTURES


TIME


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Meta-Analysis: Best Predictors Scarborough, 2018

Letter Identification

Concepts of Print

Expressive Vocab.

Sentence/Story Recall

Phon. Awareness

Rapid Serial Naming

Receptive Language

Receptive Vocabulary

Expressive Language

Full-Scale/Verbal IQ

Word/Digit Memory

Visual Memory

Performance IQ

Speech Production

Speech Perception

Visual & Motor Skills

Predictor



SIGHT RECOGNITION

DECODING


VERBAL REASONING


LANGUAGE STRUCTURES

VOCABULARY

Early Identification Comprehension DifficultiesCatts, et al, 2016

Vocabulary (expressive)* Grammar Narration

Results showed that measures of language ability in kindergarten significantly added to the prediction of reading comprehension difficulties over and above kindergarten word reading predictors and direct measures of word reading in second grade.

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Identification ofmeaningful relationsbetween the variousparts of the text, and between those parts

andthe reader’s

background knowledge.

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Language Comprehension

Organization of print to convey meaning in Storehouse of facts, specific ways that concepts, experiences

support reading and writing.

Breadth, depth and precision of knowledge

of word meanings

Using rules of syntax and semantics to convey idea units.

Unraveling the Strands

Connections to Proficiency

At the word level, the reader must decode individual word… access meaning of the words they hear or read.

At the sentence level, the comprehender needs to work out the syntactic structure and sense of each sentence. Simply deriving the meanings of individual words and sentences is insufficient.

In order to construct a mental model of the text, the comprehender needs to integrate information from different sentences to establish local coherence and to incorporate background knowledge and ideas (retrieved from long term memory) to make sense of details that are only implicitly mentioned.

Oakhill & Cain, 2007

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Connections to the Classroom

Comprehension o Activating word meanings o Understanding sentences o Making inferences o Understanding text structures o Monitoring comprehension

Oakhill et al, 2015



SIGHT RECOGNITION

DECODING


VERBAL REASONING


LANGUAGE STRUCTURES


TIME


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What do you know about ants and their habits?

Why is this a fable?

Who or what is this sentence about?

Why did this character act in this way?

Does this paragraph make sense to you?

What does this word, phrase mean?

Evidence Informed Instruction

©2018 Nancy Hennessy



SIGHT RECOGNITION

DECODING


VERBAL REASONING


LANGUAGE STRUCTURES


TIME


Teach all the strands

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Communicating & Targeting Instructional Need

We need the courage to start and continue what we should do, and the courage to stop what we shouldn’t do.

Richard Evans

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[email protected]

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Reading Rope Keynote - PaTTAN

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