Principles of Effective Teaching of Reading (and Writing and Oral Language)

Effective teachers… 1.understand how children learn (student- centered approaches that appreciate social and cognitive development) 2.support children’s use of multiple cueing systems (sound, meaning, structure, visual, social) I see the dog > I see the puppy. I see the dog > I see the dish. I see the dog > I seven the dog. 3.Create a community of learners (opportunity, responsibility,risks, and choices)

Effective teachers… 4. Adopt a balanced approach to literacy instruction Balance reading and writing (oral, reading, vocabulary, comprehension, phonics, spelling, content-area study) Balance ways of teaching Flexibly meet the needs of students Balanced vs. comprehensive 5. Scaffold children’s reading and writing (based on their development) 6. Use a combination of modeled > shared > interactive > independent activities Gradual release of responsibility….

Effective Teachers… Gradually Release Responsibility MODELEDSHAREDINTERACTIVEINDEPENDENT

Effective teachers… 7. Use literature in their instruction 8. Organize literacy instruction in one of four ways (a) Basal (b) literature focused (c) literature circles (d) reading & writing workshop 9. Connect instruction and assessment (identify, monitor, assess, analyze, adjust) 10. Become partners with parents.

Hart & Risley (1995)

Biemiller (2001)

So how do readers and writers DEVELOP? Children weave reading and writing skills, oral language, and story sense together as they grow and socially interact with others Developmental: –the level of instruction must match the level of word/reading knowledge of the learner –individuals may vary in their rate of progress through these stages, but most tend to follow the same order of development

Language Development

Oral language acquisition Purpose of language: to make connections with other people and make sense of experiences Language is learned through use and over time through imitation and lots of practice with “linguistic rules” (components of oral language) –Phonological rules for combining sounds –Semantic rules for combining meaningful sound units to make words –Syntactic rules for combining meaningful words into sentences –Pragmatic rules for adapting language to different situations (home, school, formalities) Cooing > babbling > one-word > string words together (1-2) > oral fluency (3-4)

Quick-write… Opportunities for natural language development – list as many as you can in the next 60 seconds…

Connecting Speech to Print Some: make the connection automatically through rich and frequent exposure to oral language Most: benefit from explicit instruction in that essential relationship Few: will not develop the understanding unless they have explicit, direct instruction, plus many opportunities for repetition to become proficient readers

Stages of Reading Development Emergent Reader - preschool; “reading”; environmental print Beginning Reader - understanding of the alphabet and words (concepts of print) Transitional Reader - recognizing and manipulating within word differences Intermediate Reader - Fluency and “problem-solving” about the meaning Advanced Reader - Reading to learn

Stages of Spelling Development I. Emergent spelling II. Letter Name-Alphabetic Stage –Early letter name-alphabetic spelling –Middle to late letter name-alphabetic III. Within-word pattern Spelling IV. Syllables and affixes Spelling V. Derivational Relations Spelling (meaning)

The Big 5 (National Reading Panel Report, 2000) Phonemic Awareness (manipulating sounds) Phonics (relationship between sounds and visual letters) Fluency (speed and accuracy) Vocabulary (listening, speaking, reading, and writing) Text Comprehension (active and purposeful meaning making) Developmental OR balanced/comprehensive???

Homework Rhode Island Literacy Policy –Typical Development: p ; –5 Components of Literacy: p Skim Reading First Materials Connect to RI GLE’s for Reading K-5 –Use Reading Guide to take brief notes to prepare for class activity – save for homework the next class too