Tools for Success In Literacy Nancy Hennessy M.Ed. AZIDA 2/28/09 nhenness

1. Tools for Success In LiteracyNancy Hennessy M.Ed. AZIDA 2/28/09 nhennessy@charter.net

2. Will….. I saw a red surfbord laying on the rode. It look like my friend so I hid it in the bushis just in case. When I whent to the beach I saw my frend Spence he had his bord…. Right to Read...

3. “I would rather have a root canal than read.”-excitement and love for learning that “little bunnies” have as they enter school slowly dies- "Ashamed of their own minds."

4. -Significant numbers of struggling readers -Special education not “closing gap” -Increasing demands for literacy FACT!!!

5. “Statistically, more American children suffer long term life harm from the process of learning to read than from parental abuse, accidents and all other childhood diseases and disorders combined. In purely economic terms, reading related difficulties cost our nation more than the war on terrorism, crime, and drugs combined.” Children of the Code www.childrenofthecode.org National Institute for Family Literacy www.nifl.org

6. FACT!!! Cunningham • Many educators lack knowledge of structure of language….. • Foundational knowledge & methodology often not taught in preparation proems…… • Most licensure tests do not assess research-based reading knowledge……….. Joshi Spears-Swerling Moats

7. Analysis of 252 reading course syllabi from 72 institutions.

8. Coverage of 5 Essential Components none 5/5 4/5 1/5 3/5 2/5

9. State Level Requirements… … “Only a handful of states has revised their teaching standards to insist that institutions train teachers in the science of reading instruction.” Some states with revised standards for higher education: Florida, Maryland, Colorado, Virginia, Idaho, Michigan Moats, 2008

10. Professional Development Practices Instant Knowledge & Expertise

11. Meet my colleague (or perhaps, yours…) Ursula the Uninformed

12. My story and others-true confessions FACT! I , Ursula and perhaps, a few of you, were dysteachic! Had the art but the science was pseudo at best! Dysteachia still exists!

13. Ursula and others, in the absence of knowledge/understanding, have had to rely on: • tradition • beliefs • superstition • anecdote • intuition “Research is only defensible foundation for educational practice.”Voice of Evidence, 2004 FADS & QUICK FIXES

14. Ulysses the Uniformed Isn’t it enough that I bought a new reading program? Didn’t you learn how to teach reading in licensing program? Is this (PD) really going to take more than an afternoon? You want me to do what?

15. What we and our kids need is Ida the Informed…………….. Voice of evidence Instruction Data Attitudes Disciplinary Knowledge Flexibility Collaboration She’s got her change shoes on!!!!

16. Ike the Informed Leadership Collaboration Best Practices It takes more than a village!

17. Learning is the Work Michael Fullan, 2008

18. Listening to the voice of evidence & experience! • New materials • New behaviors/practices • New beliefs/understandings -Michael Fullan “educators and researchers"

19. Using what we have learned to create:Informed literacy instruction = Practices x Instructor x Environment PIE

20. Informed Literacy Instruction=P x I x E • Practices- aligned with evidence about effective literacy instruction • Instructors-possess adequate knowledge, training, experience and support to deliver instructional programs with fidelity and intensity. • Environments-that allocate resources and time so that all learners (educators & and students) have access to continuum of learning opportunities targeted at appropriate level, delivered with sufficient intensity, duration and support. Adapted Emerson Dickman, 2007

21. What might we learn about practices, knowledge and environment if we could catch a ride on a few of Ida’s & Ike’s neural networks or yours? Best practices

22. What do students need to know and be able to do (it)? • How do we know if they have learned it? • What will we do if they have not learned it? • What will we do if they already know it? Timeless Essential Questions????

23. A tiered approach to instruction: -Core reading program -Small group supplemental -Intensive strategic 1:1 or small group Ongoing assessment process: Benchmark, screening, progress monitoring. diagnostic & comprehensive….. “A well child model” Data drives instructional decisions Evidenced based

24. RTI………………………………. “A framework, process, approach that has three primary purposes: -prevention -intervention -a component of identification of students with LD.” A little bit of Hennessy & others.. “The practice of providing: -high-quality instruction/intervention - matched to student needs - using learning rate over time and level of performance to inform educational decisions.” IDEA Partnerships, 2007

25. Systematic approach that calls for systems change……….. • Curriculum and instruction • Structure of support programs • School organization • Allocation of materials, resources, time • Professional development

26. ASHA CASE CEC CLD DLD IDA IRA LDA NASDE NASP NCLD NEA SSWA Speech Language Pathologist LD Teacher Reading Intervention Specialist Reading Specialist Parent & Family School Psychologist General Education Teacher School Social Worker A Collaborative Project November, 2006 www.interdys.org New Roles in Response to InterventionCreating Success for Schools and Students

27. Systematic instruction • Logical sequence concepts/skills • Intentional v.s. incidental Instruction • Differentiated instruction • Mastery of prerequisite skills • Integration and generalization of concepts/skills (adapted Reid Lyon, 2008) Fab five plus

28. Assessment • Who • What • When • Why Screening Progress Monitoring Diagnostic

29. Comprehensive Assessment “ formal and informal measures designed to collect data on history, cognitive processes and academic achievement to be used for purposes of identifying/diagnosing learning disabilities.” "use of clinical judgment"

30. Comprehensive evaluation is conducted by a multidisciplinary team to determine eligibility for special education and related services. • Parents are informed………. • Evaluation uses multiple sources of assessment data e.g. data from standardized and norm-referenced measures, observations made by parents, students, and teachers, and data collected in Tiers 1 and 2. • Intensive, systematic, specialized instruction is provided and additional RTI data are collected, as needed, in accordance with special education timelines and other mandates. • Procedural safeguards……………………. NJCLD, 2005

31. Using what we have learned to create:Informed literacy instruction = Practices x Instructor x Environment PIE

32. Ursula and I used to think that if we knew how to use our teacher’s manual, we knew how to teach reading. Ida is well aware she can only teach what she understands… Reading Brain Proficient Reading Language Literacy Connection

33. “The single most powerful and influential invention in the history of the world is right before and between your eyes.”www.childrenofthecode.org The Reading Brain

34. The reading brain………. • Left inferior frontal gyrus • Left temporo-parietal cortex • Left infero-temporal cortex neural basis of reading Speech sounds Alphabetic code Visual word form

35. Dyslexia a specific learning disability that is neurological in origin Brain Briefings, Society for Neuroscience

36. Word Recognition x Language Comprehension= Reading Comprehension Gough & Tunmer, Proficient Reading

37. Dspt dcds f rfrm ffrts, crtn grps f yth—frcn-mrcns, Ltns, nglsh Lngg Lrnrs (LLs), nd this frm lw-ncm hms—cntn t ndrprrm n cmmn ndctrs f cdmc chvmnt. Th crrnt trnd twrd hgh-stks tstng mks the chvmnt gp bth mr glrng nd mr cnsqntl. n k rt f th gp s dsprts n ltrc chvmnt. lthgh rsrch hs tght s mch bt wht s ndd t lrn t rd wrds ff pg... Carnegie Report, 2003

38. Despite decades of reform efforts, certain groups of youth—African-Americans, Latinos, English Language Learners (ELLs), and those from low-income homes—continue to underperform on common indicators of academic achievement. The current trend toward high-stakes testing makes the achievement gap both more glaring and more consequential. One key root of the gap is disparities in literacy achievement. Although research has taught us much about what is needed to learn to read words off a page, it has provided much less knowledge about effective means of helping students learn to read to learn. Carnegie Report, 2003

39. LANGUAGE COMPREHENSION ● Background Knowledge ● Vocabulary Knowledge ● Language Structures ● Verbal Reasoning ● Literacy Knowledge SKILLED READING: fluent execution and coordination of word recognition and text comprehension. increasingly strategic WORD RECOGNITION ● Phonological Awareness ● Decoding (and Spelling) ● Sight Recognition increasingly automatic Scarborough’s Reading Rope (2001) Reading is a multifaceted skill, gradually acquired over years of instruction and practice. p. 54

40. Four Processing Systems “A model for thinking about how reading develops” Seidenberg and McClellan, 1989 Adams, 1990

41. Context Processor Meaning Processor Phonological Processor Orthographic Processor Four Processing Systems Concept & Information; Sentence Context; Text Structure Fluency Vocabulary letter memory speechsound system Phonics Phonemic Awareness Moats, 2005 speech output writing output reading input

42. p i t c h /p/ /i/ /ch/ to throw, erect, propose, a tone, a playing field The scouts will pitch their tents.

43. “Literacy is a secondary system, dependent on language as the primary system so effective teachers know a good deal about language.” Snow, 2005 Language-Literacy Connection

44. Including but not limited to…. • Understanding: • contributions and instructional implications of language systems and, • as well as the complexity of skilled reading.

45. aquaphobist • Can you read this word? • What you know about this word? • Which language systems are you tapping into?

46. Structure of language Phonology Morphology Orthography Semantics Syntax Discourse and pragmatics Etymology Components of instruction Phonemic awareness Phonics (decoding and spelling) Fluency Vocabulary Comprehension Writing Assessment Consider the language-literacy connection… Moats, LETRS 2005

47. LANGUAGE COMPREHENSION ● Background Knowledge ● Vocabulary Knowledge ● Language Structures ● Verbal Reasoning ● Literacy Knowledge SKILLED READING: fluent execution and coordination of word recognition and text comprehension. increasingly strategic WORD RECOGNITION ● Phonological Awareness ● Decoding (and Spelling) ● Sight Recognition increasingly automatic Reading Rope 2001 Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

48. What about kids like Will, Maria, Avi, Joseph????

49. Dyslexia is….. comprehension phonological disability encoding unexpected Neurologically cognitive a specific learning _________ that is ___________ based and characterized by difficulties with decoding and _______ that are the result of a deficit in the ________component of language and is often______ in relation to other abilities__________and effective classroom Instruction, secondary consequences may include problems in_________. Research Definition-IDA, 2002

50. “Most people think dyslexia is a reading disorder but it is also a spelling and writing problem.”Berninger, 2006“Students with dyslexia needed more than 20 times the amount of practice that students without dyslexia need to learn letter sequences.”Berninger, 2000