1. Literacy Across the Lifespan: What Works Timothy Shanahan University of Illinois at Chicago

2. Theory of literacy instruction Learner’s experience is what matters That experience includes amount of instruction, what is taught, quality of instruction, and how the student responds to instruction Other variables only matter to the extent that they affect those three variables

3. Theory of literacy instruction 1. Amount of teaching 2. Content of teaching 3. Quality of teaching 4. Student motivation 5. Alignment and support The 5 keys to literacy success across the lifespan:

4. 1 Amount of instruction Biggest determinant of learning is the amount of teaching Allotting time is important Using time is important too (engaged time on task is the key)

5. 1 Amount of instruction Parent programs Preschool Full-day kindergarten Literacy across the grades Better use of school day Response to Instruction models After school and summer programs Post high school programs

6. 2 Curriculum content Second biggest determinant is what we teach Literacy curriculum is different than other curricula Major reports (NRP, NELP) are largely about what to teach

7. 2 Curriculum content Decoding: Alphabet Concept of print Phonological awareness Phonics Sight vocabulary

8. 2 Curriculum content Oral reading fluency: Accuracy Speed Expression

9. 2 Curriculum content Vocabulary: Word meanings Meaningful parts of words Oral and written

10. 2 Curriculum content Reading comprehension: Listening comprehension How text is structured What to remember Strategies for thinking

11. 2 Curriculum content Writing: Purposes Processes Products Audiences

12. 3 Quality of instruction Variations in the student’s educational experience that determine learning beyond amount of allotted time and content taught.

13. 3 Quality of instruction Student engagement Discipline issues Instructional management Round robin reading vs. paired reading

14. 3 Quality of instruction Appropriateness of content to learner Phonological awareness vs. phonemic awareness Vocabulary instruction in primary grades Early interventions

15. 3 Quality of instruction Level of instructional demand Vocabulary: rich meanings vs. memory Phonemic awareness: simple best Comprehension: assignment vs. instruction

16. 3 Quality of instruction Appropriateness of text difficulty Independent level Instructional level Frustration level

17. 4 Student motivation Easier to be effective with students who are trying to learn than with those who are resisting Internal versus external motivation Our job is to encourage and support

18. 4 Student motivation Curiosity: Engaging interest Competence: The desire to be effective Challenge: The urge to accomplish Collaboration: Social connections

19. 5 Alignment and support Other variables matter to the extent that they influence the first four variables These variables can be positive or negative, but they don’t have a direct impact on student learning

20. 5 Alignment and support Teacher quality Professional development matters Teacher knowledge in areas like curriculum, instruction, assessment, management, motivation

21. 5 Alignment and support Assessments Screening Monitoring Observing Accountability Knowing what to do with data

22. 5 Alignment and support Other candidates: Instructional materials Supervision Homework Connections…

23. Literacy success depends upon… 1.Amount of teaching 2.Content of teaching 3.Quality of teaching 4.Student motivation 5.Alignment and support

24. Literacy Across the Lifespan: What Works Timothy Shanahan University of Illinois at Chicago