Bede Music Box

Louisa Moats, 2008 Louisa Moats, 2008 Louisa Moats, Ed.D. Louisa Moats, 20082 I just bought a reading program –isn’t that Didn’t teachers learn to teach reading in their licensing program? Can’t we get results any faster? Louisa Moats, 20083 Too many kids are failing to achieve grade- level reading and writing Early identification is possible Early intervention is much more effective than later intervention in reducing reading Louisa Moats, 20084 Percent of Primary Grade Students Below 30 %ileAfter Research-based Instruction Louisa Moats, 20086 Typical distribution of results (national, state, local) Outstanding classroom, school, or district Louisa Moats, 2008 Louisa Moats, 20087 What About the Core Program? Necessary, but not sufficient. teachers do! Louisa Moats, 20088 Improved implementation of research-based comprehensive reading Screening at beginning of first grade, with additional instructional intervention for those in bottom 1995 1996 1997 1998 1999 below the 25th percentile in word reading ability at the end of first grade 20 30 31.8 20.4 10.9 6.7 3.7 Average Percentile 48.9 55.2 61.4 73.5 81.7 for entire grade (n=105) Hartsfield Elementary School Louisa Moats, 20089 Louisa Moats, 200810 Louisa Moats, 200811 The “Five Essential Components of Reading” from the National Reading Panel (2000) Phoneme awareness Vocabulary Comprehension Louisa Moats, 200812 Sampling of 72 Reading Course Syllabi in Colleges of Education (NCTQ, ’06) Number of Institution 100%80%60%40%20%0%Unknowns Evidence of Science Louisa Moats, 2008 Louisa Moats, 200813 What Components Are Taught Most 14% 15% Phonemic Awareness PhonicsFluencyVocabularyComprehension Louisa Moats, 200814 …“Only a handful of states has revised their teaching standards to insist that institutions train teachers in the science of reading Florida, Maryland, Colorado, Virginia, Idaho, Michigan Louisa Moats, 200815 What is Taught to Teachers? Personal philosophy? Or best practices supported by research? Louisa Moats, 200816 Much of current reading instruction remains mired in a view of reading instruction that is incompatible with the science of reading. The process of becoming a reader is described as a natural, organic process, despite the fact there is no evidence to support such a view Louisa Moats, 200817 Louisa Moats, 200818 The “Bones”of PD are Valid Theories… Theories are not personal speculations; they emanating from a Louisa Moats, 2008 Louisa Moats, 200819 A Valid Model: Four Language Processing Systems Context Processor Orthographic Processor Phonological Processor Meaning Processor writing output speech output reading input Phonemic Awareness Fluency Phonics Language Comprehension Vocabulary Louisa Moats, 200820 Left Hemisphere Right Hemisphere After Before “Normalized”response to phoneme-grapheme correspondence instruction Louisa Moats, 200821 The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION n c r e a s i n g l y a u t o m a t i c n c r e a s i n g l y s t r a t e g i c Louisa Moats, 200822 Variance in Comprehension Accounted for by Word Recognition Ability 20 30 40 50 60 70 80 1st3rd5th7th Proportion of variance in comprehension accounted for by decoding skill Connecticut Longitudinal Study Louisa Moats, 200823 Reading is Distributed on the “Bell Curve” Percentile Rank % ileis “benchmark” % ileis at risk for long-term reading failure Good readers, top 60% of reading skill Louisa Moats, 200824 writing system (orthography) discourse structure (syntax) Louisa Moats, 2008 Louisa Moats, 200825 Contrast with “Cueing Systems”Idea Graphophonic Semantic Syntactic “The Three Cueing Systems” Louisa Moats, 200826 misunderstandings about reading… Words are not recognized by shape. Louisa Moats, 200827 Word Recognition Depends On Louisa Moats, 200828 Do These Words Go to “Outlaw”Jail? more it’s gym don’t because Louisa Moats, 200829 once Louisa Moats, 200830 Meat Louisa Moats, 2008 Louisa Moats, 200831 Meat What if the kids don’t know the background (They will have trouble with vocabulary and comprehension. Strategy instruction is pointless without an emphasis on content knowledge.) Louisa Moats, 200832 What do teachers understand about the What is the relationship Louisa Moats, 200833 Some Studies of Teachers Moats & Foorman, 2003 Spear-Swerling & Brucker, 2004, 05 Boset al., 2001 McCutchenet al., 1999, 2001, 2002 A. Cunningham, 2004 J. Cornier, 2004 Teacher Quality Institute (Walsh), 2006 Kroese, Mather, and Sammons, 2006 Louisa Moats, 200834 Louise Spear-Swerling & Pam Brucker Fewer than 10% of licensed, practicing teachers could correctly answer questions about the role of phoneme awareness, fluency, and context use in proficient reading Most could not calibrate their existing knowledge with their performance on objective tests –they typically overestimated their knowledge Louisa Moats, 200835 “Six hours of course instruction in word structure apparently was not sufficient for all student teachers to perform at high levels.” “Even periods of instruction much longer…may not yield perfect performance Children’s progress was consistent with teachers’word-structure knowledge Louisa Moats, 200836 Teachers learned from course work , not from There is a disciplinary knowledge base that cannot be “discovered”incidentally by most Thus, experienced teachers often do not know any more than the inexperienced about language and word structure, or about reading Louisa Moats, 2008 Louisa Moats, 200837 Kroese, Mather, & Sammons (2006) Students enrolled in classrooms (K-3) where the teachers had the lowest knowledge of phoneme-grapheme relationships made the least growth in spelling development. LD: A Multidisciplinary Journal Louisa Moats, 200838 Louisa Moats, 200839 Why is So Much PD Required? Meaty content is challenging and more than a few courses are needed, AND/OR Training did not emphasize the concepts or practices supported by research, OR Unsupported (non-SBRR) theories and practices were taught. Louisa Moats, 200840 Teacher Knowledge Surveys: Identifying phonemes, syllables, morphemes Defining basic terms Understanding the relationship Louisa Moats, 200841 “Screening at the end of kindergarten can be efficient, reliable, and valid for predicting a child’s silent passage reading comprehension *36% -52% correct in a district that requires DIBELS assessments* Louisa Moats, 200842 Find a word that ends with the same sound: : miss, has , decks, niece coached : trapped , screamed, twisted, (47% and 55% correct respectively) Louisa Moats, 2008 Louisa Moats, 200843 coughed boarded vowed raved invented preferred Louisa Moats, 200844 Louisa Moats, 200845 Apparently, teaching reading IS Louisa Moats, 200846 What About the Five Essential Components of Reading? Phoneme awareness Vocabulary Comprehension Louisa Moats, 200847 Louisa Moats, 200848 Combining forms: neuro, psych, ology, lex, chloro Plurals: crises, metamorphoses ph for /f/ chfor /k/ y for /i/ Prefixes (pre-, inter) Roots (gress, ject, vis) Suffixes (ment, ity) Plurals (alumni, minutiae, curricula) (Romance) Compounds Inflections (-ed, -est, -er, - ing, -s, -es) Base words Suffixes (hood, ly, ward) Odd, high use words said, Closed (short vowel) Open (single long vowel) Magic-e Vowel team R-controlled vowel Consonant -le Vowels (single) Consonants (single) Blends, digraphs Vowel teams Vowel-Consonant-e R-controlled vowel Morpheme Syllable Sound-symbol correspondence Louisa Moats, 2008 Louisa Moats, 200849 The Logic of a Paragraph Saving our national parks should be a high priority. Air quality, visitor facilities, and traffic management need improvement. 1. In the Smokey Mountains, bad air obscures the view. 2. Too few rangers are on staff to keep shelters for hikers open in Glacier. 3. Traffic is so bad in Yellowstone that driving through the park is no longer enjoyable. Louisa Moats, 200850 Louisa Moats, 200851 What Needs to Come Off the PD Menu? Cueing systems Learning styles Louisa Moats, 200852 What We’ve Learned from the Structured coaching and teamwork Instructional problem-solving and progress- monitoring of students assigned to small groups Linking research to the core program Louisa Moats, 200853 What We Learned from the TRE Even well-prepared, effective teachers have Phoneme identity and sequence in spoken words Louisa Moats, 200854 Louisa Moats, 2008 Louisa Moats, 200855 Moats L.C. & Foorman, B.R. (2003). Measuring teachers’content knowledge of language and reading. Annals of Dyslexia , 53, 23-45. Moats, LC (2004) Science, language, and imagination…In McCardle and Chhabra, of evidence in reading research. Brookes Publishing. Foorman, B.R., & Moats, L.C. (2004). Conditions for sustaining research-bas ed practices in early reading instruction. Remedial and Special Education , 25 (1), 51-60. Louisa Moats, 200856 Snow, Griffin, and Burns (2005) Knowledge to support the teaching of . Jossey-Bass. Walsh, Glaser, & Dunne-Wilcox (2006) What education schools aren’t teaching about reading and what elementary . Washington, DC: National Council for Teacher Quality.