Learning to Read from Kindergarten through Second Grade: The challenge of student diversity Dr. Joseph K. Torgesen Florida Center for Reading Research at Florida State University WFSU Early Learning Symposium, May, 2006 I’m going to write some text to go with these slides, butit must necessarily be sketchy at this point. If you have any questions about any of the comments or slides, you can always e-mail me. I will either refer you to something to read, or try to write a more elaborated explanation.

For the past several years, this state, and the nation, have been focusing as never before on “leaving no child behind” in early reading 1. Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one.

The nature of the reading crises…. “Current difficulties in reading largely originate from rising demands for literacy, not from declining absolute levels of literacy” Report of the National Research Council Its important to note that we are not doing worse at this point than we have done before, but rather than everyone is worried about the achievement gap because of the accelerated demands for literacy in our society

Increasing demands for higher levels of literacy in the workforce require that we do better than we have ever done before in teaching all children to read well. So, we must do better than we have ever done before

For the past several years, this state, and the nation, have been focusing as never before on “leaving no child behind” in early reading 1. Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills 2. Prevention of reading problems is far more effective and humane than trying to remediate after children fail Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one.

There are serious consequences that follow from getting a slow start in learning to read…. Poor readers get less reading practice from the beginning of first grade Good Average Poor Mean words read by each child in reading sessions at three points in the year Biemiller, 1977-78 90 80 70 60 50 40 30 20 10 October January April

For the past several years, this state, and the nation, have been focusing as never before on “leaving no child behind” in early reading 1. Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading skills 2. Prevention of reading problems is far more effective and humane than trying to remediate after children fail Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one. 3. New discoveries from scientific research about reading can provide the basis for improved outcomes for all children

Florida’s improvement on the 4th grade NAEP since 1998

If you could be granted one wish to help us do even better, what would it be? Greater funding? Greater parental support? Better prepared teachers? How about less diversity among our students in their talent and preparation for learning to read? Better prepared principals? More hours in the day? All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Fewer hours in the day? Better physical facilities? Higher pay for teachers, principals, and coaches?

Diversity among students in their talent and preparation for learning to read is one of the major obstacles in our efforts to teach all student to read. A central problem in reading instruction arises, not from the absolute level of children’s preparation for learning to read, but from the diversity in their levels of preparation (Olson, 1998)

What are the most important ways children are diverse-when it comes to learning to read? 1. They are diverse in their talent and their preparation for learning to read words accurately and fluently Specifically, children are very diverse in their sensitivity to the phonological features of language. This causes differences in: All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Early growth of phonemic awareness Ability to learn letter/sound relationships Skill in applying phonemic decoding strategies to support accurate reading of text

What are the most important ways children are diverse-when it comes to learning to read? 1. They are diverse in their talent and their preparation for learning to read words accurately and fluently Children can be weak in the phonological domain for either of two reasons: Biologically based weaknesses in ability to process phonological information All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Lack of learning opportunities in the pre-school environment

Talent and preparation in phonological skills varies widely in the population Children can be strong in this area-like my grandson Andrew Percentile Ranks 50th 16th 84th 2nd 98th 70 85 100 115 130 Standard Scores

Talent and preparation in phonological skills varies widely in the population Children can be moderately weak in this area-like David Percentile Ranks 50th 16th 84th 2nd 98th 70 85 100 115 130 Standard Scores

David

Talent and preparation in phonological skills varies widely in the population Serious difficulties-probably require special interventions and a lot of extra support-like Alexis Percentile Ranks 50th 16th 84th 2nd 98th 70 85 100 115 130 Standard Scores

The story of Alexis….

What are the most important ways children are diverse-when it comes to learning to read? 1. They are diverse in their talent and their preparation for learning to read words accurately and fluently 2. They are diverse in their oral language knowledge and abilities-vocabulary and world knowledge All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. 3. They are diverse in their abilities to manage their learning behaviors and their motivation to apply them selves to learning to read

A three pronged plan for meeting the needs of all students 1. Increase the quality, consistency, and reach of instruction in every K-3 classroom 2. Conduct timely and valid assessments of reading growth to identify struggling readers 3. Provide more intensive interventions to “catch up” the struggling readers All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. The prevention of reading difficulties is a school-level challenge

1. Increase the quality, consistency, and reach of instruction in every K-3 classroom Instruction during the Reading Period is typically divided into two sections Whole group instruction - Small group, differentiated instruction, time All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

Classroom organization should be related to teaching objectives

1. Increase the quality, consistency, and reach of instruction in every K-3 classroom Instruction during the Reading Period is typically divided into two sections Whole group instruction - Small group, differentiated instruction, time Teacher works with small groups of homogeneously grouped students to meet specific instructional needs All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. When not in a teacher-led group, students work on “independent student learning activities

Classroom Organization: Learning Centers for differentiated groups Teacher-Led Center (for part of time) Small group instruction (teaching station) Teaching “on purpose” Careful observation of individual students Addresses particular individual needs Could show the intervention video from the National Academy--brief Usually, after whole group instruction takes place, students rotate through different centers engaging in reading activities. Implementing Learning Centers is an effective classroom model that will help teachers differentiate instruction. As a Reading Coach, you will need to help teachers plan for and implement differentiated instruction. This takes strong classroom management, good organization skills, and pre-planning. Teacher Center: Small group, differentiated instruction is implemented at the Teacher Center. Based on DIBELS data, teachers will be able to group students and identify which skills should be emphasized for each group. At the teacher center, each group should be different in terms of: group size, instructional focus, and maybe even allotted time for instruction. Student Centers: can be formatted in a variety of ways. Each group that works with the teacher does not have to stay together during the entire Center time. Students can work in groups, pairs, cooperatively, or individually during center time. Students do need to be academically engaged and there should be some sort of accountability for the activities completed at Student Centers. Student Centers (for part of time) - Academically engaged - Accountability - Group, Pair, Cooperative, Individual

Classroom Organization: Learning Centers for differentiated groups Points of vulnerability with this system Students waste time at independent learning centers because they are not engaged and centers are not focused and leveled properly Could show the intervention video from the National Academy--brief Usually, after whole group instruction takes place, students rotate through different centers engaging in reading activities. Implementing Learning Centers is an effective classroom model that will help teachers differentiate instruction. As a Reading Coach, you will need to help teachers plan for and implement differentiated instruction. This takes strong classroom management, good organization skills, and pre-planning. Teacher Center: Small group, differentiated instruction is implemented at the Teacher Center. Based on DIBELS data, teachers will be able to group students and identify which skills should be emphasized for each group. At the teacher center, each group should be different in terms of: group size, instructional focus, and maybe even allotted time for instruction. Student Centers: can be formatted in a variety of ways. Each group that works with the teacher does not have to stay together during the entire Center time. Students can work in groups, pairs, cooperatively, or individually during center time. Students do need to be academically engaged and there should be some sort of accountability for the activities completed at Student Centers.

Effective independent student learning activities…

Classroom Organization: Learning Centers for differentiated groups Points of vulnerability with this system Students waste time at independent learning centers because they are not engaged and centers are not focused and leveled properly To download up to 240 independent student learning activities for K-1 classrooms, go to http://www.fcrr.org/activities/ Could show the intervention video from the National Academy--brief Usually, after whole group instruction takes place, students rotate through different centers engaging in reading activities. Implementing Learning Centers is an effective classroom model that will help teachers differentiate instruction. As a Reading Coach, you will need to help teachers plan for and implement differentiated instruction. This takes strong classroom management, good organization skills, and pre-planning. Teacher Center: Small group, differentiated instruction is implemented at the Teacher Center. Based on DIBELS data, teachers will be able to group students and identify which skills should be emphasized for each group. At the teacher center, each group should be different in terms of: group size, instructional focus, and maybe even allotted time for instruction. Student Centers: can be formatted in a variety of ways. Each group that works with the teacher does not have to stay together during the entire Center time. Students can work in groups, pairs, cooperatively, or individually during center time. Students do need to be academically engaged and there should be some sort of accountability for the activities completed at Student Centers. Instructions for using centers are also available, plus 70 minutes of streaming video

Classroom Organization: Learning Centers for differentiated groups Points of vulnerability with this system Students waste time at independent learning centers because they are not engaged and centers are not focused and leveled properly Behavior management issues interfere with teacher-led small group instruction Could show the intervention video from the National Academy--brief Usually, after whole group instruction takes place, students rotate through different centers engaging in reading activities. Implementing Learning Centers is an effective classroom model that will help teachers differentiate instruction. As a Reading Coach, you will need to help teachers plan for and implement differentiated instruction. This takes strong classroom management, good organization skills, and pre-planning. Teacher Center: Small group, differentiated instruction is implemented at the Teacher Center. Based on DIBELS data, teachers will be able to group students and identify which skills should be emphasized for each group. At the teacher center, each group should be different in terms of: group size, instructional focus, and maybe even allotted time for instruction. Student Centers: can be formatted in a variety of ways. Each group that works with the teacher does not have to stay together during the entire Center time. Students can work in groups, pairs, cooperatively, or individually during center time. Students do need to be academically engaged and there should be some sort of accountability for the activities completed at Student Centers. Small group instruction is not really differentiated (time, frequency, focus) by student need

Increasing the quality and power of teacher-led, small-group, differentiated instruction Instruction should be differentiated to meet the needs of individual students in at least four ways Frequency and duration of meeting in small groups – every day, three times per week, etc. Size of instructional group – 3 students, 6 students, 8 students, etc. Focus of instruction – work in phonemic awareness in phonics, work in fluency and comprehension, etc. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Lesson format – guided reading vs. skills focused lessons

Differentiated instruction in small groups

Teachers should provide differentiated instruction using at least two different lesson formats Guided Reading Lesson Structure Purpose: to allow students to integrate their new acquired skills and knowledge while reading text for meaning Selecting the text Introducing the text Reading the text Discussing the text Teaching for strategic activities Extending meaning (optional) Word Work (optional) All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

Guided Reading Lesson Structure The Guided Reading lesson structure provides teachers the opportunities to monitor how well students are applying skills to reading of text, encourage and support application of skills during text reading (e.g., word level skills and comprehension skills), engage students in thinking about the meaning of text, and build a sense of reading as a meaningful, enjoyable activity. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

Guided Reading Lesson Structure Limitations for students still acquiring initial skills Does not support systematic instruction and practice on foundational knowledge and skills Does not provide enough opportunities for mastery oriented practice on foundational skills Does not provide a good structure for systematic review required by struggling readers All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Often, the leveled books used in guided reading lessons do not provide good practice on early phonemic decoding skills

The Skills focused lesson format Purpose: Provide explicit and systematic instruction Provide targeted and teacher-planned instruction in areas of weakness Provide mastery and fluency oriented practice in critical skills and knowledge All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

Work on phonemic awareness

Acquiring fluent letter/sound skills

Focused work on blending

Directly building sight recognition of high utility words

Controlled, choral reading practice

Comprehension-story grammar…

The Skills focused lesson format Strengths Allows explicit re-teaching Provides extended opportunities for mastery oriented practice to solidly establish fundamental skills Challenges All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Can be dull and boring if not fast paced, energetic, and positive Once skills are established, they must be integrated during reading for meaning

Three good books for summer reading Bringing Words to Life: Robust Vocabulary Instruction Beck, McKeown, & Kucan: Guilford (2002) Making Sense of Phonics: The Hows and Whys Isabel Beck: Guilford (2006) All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Comprehension Process Instruction: Creating Success in Grades K-3 Block, Rogers, & Johnson (2004)

Diversity in talent and preparation The challenge of diversity in talent and preparation for learning to read: A review Diversity in talent and preparation Alexis David Andrew Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one. Diversity of educational response

More powerfully differentiated instruction from classroom teacher The challenge of diversity in talent and preparation for learning to read: A review Diversity in talent and preparation Alexis David Andrew Diversity of educational response Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one. 30 70 More powerfully differentiated instruction from classroom teacher

Diversity in talent and preparation The challenge of diversity in talent and preparation for learning to read: A review Diversity in talent and preparation Alexis David Andrew Diversity of educational response Its also useful to consider some of the reasons why this initiative was passed by Congress. Here is probably the most important one. 30 70 Students served by school-level intervention system

One important way to increase the power of instruction during the reading block is to have some of the small group instruction provided by another teacher or paraprofessional Resource teacher and group of 3 Classroom teacher and group of 7 All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Independent Learning Activity (4) Independent Learning Activity (3) Independent Learning Activity (4)

The complete package…. Improved initial instruction to the whole class from the classroom teacher More powerfully differentiated small group instruction, responsive to differences in student need, from the classroom teacher Regular and Reliable assessments that measure student growth in critical reading skills How candid is Jack Welch? What kind of aligner is he?! Additional instructional resources so that intensity of instruction may be dramatically increased for our most struggling readers

Something to remember: “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.” Willa A. Foster

Science of Reading Section Thank You www.fcrr.org Science of Reading Section