1. Reading: What, Why, and How? Muhammad Shoaib English Language Quality Manager

3. What is Reading? Reading is making meaning from print. It requires that we: Identify the words in print – a process called word recognition Construct an understanding from them – a process called comprehension Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency

4. I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. Scrambled Letters, yet you can understand

5. Familiar-looking words, yet difficult to make sense Jabberwocky ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe.

6. It isn't as if the words are difficult to identify or understand, but the spaces make you pause between words, which means your reading is less fluent. Recognition & Comprehension OK but Fluency lacking

7. Speaking and listening come first. But learning to read is, without question, the top priority in elementary education. Boyer, 1995, p.69

8. The Simple View of Reading R = D x C Reading=Decoding x Comprehension (Phil Gough)

9. Fluency Word Recognition & Comprehension

10. What are the Essential Components? Phonemic Awareness Phonics Vocabulary development Reading fluency Reading comprehension The Fab Five!

11.  Classroom organization  Matching pupils and texts  Access to interesting texts, choice, and collaboration  Writing and reading

12. What are the Major Findings? Most children need explicit instruction in decoding and comprehension. While fluency isn’t sufficient for comprehension, it is absolutely necessary for good comprehension. Assessment and instruction are inextricably linked. Writing, spelling, and reading are highly related, especially in the early stages of learning to read. Children should spend more time independently reading and writing. Children not reaching benchmarks benefit from daily intensive instruction.

13. Chall’s Stages of Reading Development

15. The Effects of Weaknesses in Oral Language on Reading Growth/Academic Achievement 5 6 7 8 9 10 11 12 13 14 15 16 16 15 14 13 12 11 10 9 8 7 6 5 Reading Age Level Chronological Age Low Oral Language in Kindergarten High Oral Language in Kindergarten 5.2 years difference (Hirsch, 1996)Hirsch, 1996

16. An accurate, fluent reader will read more.

17. The Failure Cycle

18. The Reading Gap Target: 85-90% of students can handle grade level material. Actual: Where schools say they are. The difference between the Target and Actual levels is the Reading Gap that can only be closed by comprehensive literacy strategies at the school level. Target Actual

19. Reading rate is strongly correlated with comprehension.

20. The role of vocabulary becomes increasingly important as students progress in school.

21. Magic Number =1,000,000 words read per year For a child who reads 15-200 words per minute, reading 20 minutes per day will yield 1,000,000 words read in a year. Anticipated vocabulary growth: 1,000 – 4,000 new words learned

22. Tier One:  Examples: happy, bed, school  Rarely require instruction in school  The most basic words

23. Tier Two:  Examples: coincidence, absurd, industrious  Instruction adds productivity to an individual’s language ability  High-frequency words for mature language users

24. Tier Three:  Examples: isotope, lathe, peninsula  Best learned when needed in a content area  Words whose frequency of use is quite low, often limited to specific domains

25. Proficient comprehension of text is influenced by: Accurate and fluent word reading skills Oral language skills Extent of conceptual and factual knowledge Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down. Reasoning and inferential skills Motivation to understand and interest in task and materials

26. The effectiveness of instruction in comprehension strategies depends critically on how they are taught, supported, and practiced.

27. Meaningful conceptual content in reading instruction increases motivation for reading and text comprehension. Giving students choices of texts, responses, or partners during instruction. Have an abundance of interesting texts available at the right reading level for every student. Allow students the opportunity to work collaboratively with ample opportunities for discussion, questioning, and sharing. Engaged Readers

28. Reading Comprehension Requires Knowledge— of Words and the World Most vocabulary growth results incidentally, from massive immersion in the world of language and knowledge.

29. Thank you for your valuable time!