Instructional Contetx For Reading Development Summary.docx

Farzeah B. Jaafar Reading 200

Increase the likelihood that children will learn new words on their own.

INSTRUCTIONAL CONTEXTS FOR READING DEVELOPMENT

 National Reading Panel - emphasized the importance of vocabulary instruction in reading

 research about the intentional acquisition of the previous processes: curriculum and pedagogy.

 Stahl and Franks (1986) - found out that instruction of word meanings in context if more effective than no-context instruction of word meanings.

Curriculum – the subjects comprising a course of study and the total learning experience Pedagogy – the method or practice of teaching

Word Level Instruction  there four syntheses that shapes instructional practices for word level instruction. 1. Marilyn Adam (1990) Beginning to Read: Teaching about Learning and Print - to teach the basic components of early reading 2. Chall (1967) Learning to Read: The Great Debate - code emphasis 3. Anderson, Heibert, Wilkinson and Scott (1984) Becoming a Nation of Readers - code emphasis 4. Snow, Burns, and Griffin (1998) Preventing Reading Difficulties - preventing early difficulties through early interventions  the four syntheses show the emphasis on the CODE (CODE-BASED) in early literacy. a. phonics instruction b. phonemic awareness instruction 5. The National Early Literacy Panel (NELP) - found strong effects for code-instruction both phonemic awareness and phonics instruction Unlike the four syntheses, NELP found additional effects for: a. book sharing program b. home and parent programs c. comprehensive preschool and kindergarten programs All of these syntheses found that: a. word level (alphabet knowledge, phonemic awareness and letter correspondence) b. meaning level (oral language and cognitive abilities) are useful in developing student’s literacy Vocabulary Instruction In the past, it refers to as “consisting of isolated, memorized information about the meanings of specific words”

 Graves (2000) - recommended a multi component approach to developing vocabulary knowledge a. Teaching individual, high utility words b. Wide reading c. Teaching word-learning strategies, morphology d. Fostering word consciousness Morphology  knowledge of small, meaningful units of words  (roots, affixes)  infer meanings of new words through analysis of the words’ meaningful parts  explanation of how students learn new vocabulary knowledge  related to size of vocabulary and reading comprehension  associated with literacy development: decoding, spelling, vocabulary and reading comprehension  Baumann, Edwards, Boland, Olejinik and Kame’enui (2003) - compared the effects of morphemic and contextual analysis instruction (MC) with textbook vocabulary instruction (TV)  TV taught students made a strong growth on a test of those words  MC taught students made a stronger growth in their abilities to decipher the meaning of new morphemically decipherable words in isolation and in context.  There were no differences in comprehension growth.  Bowers and Kirby (2010)  morphological instruction - students were able to identify base words in new words - can better define taught and new words as long as the new words were within taught morphological families. Teaching Academic Vocabulary  Word Generation Program - teaching high-utility academic words, involved students in encountering words repeatedly in semantically rich and varied context - make use of the words actively in talk and writing

- greater gains in their knowledge of the instructed academic vocabulary words - positive impact on students’ standardized tests

Text Level Instruction  fosters comprehension  less on direct instruction of comprehension but more on facilitating comprehension  Duke et al., (2011) Facilitating Comprehension a. Build disciplinary and world knowledge b. Provide exposure to a volume and range of texts c. Provide motivating texts and contexts for reading d. Teach strategies for comprehending e. Teach text structures f. Engage students in discussion g. Build vocabulary and language knowledge h. Integrate reading and writing i. Observe and assess j. Differentiate instruction

Comprehension Strategy Instruction  emerged from the understanding that good readers are thoughtful about their own understanding and skilled in developing plans for fixing comprehension  students who are explicitly taught to use comprehension strategies can apply them with the result of improved comprehension and can transfer the strategies to the comprehension of new text National Reading Panel NICHd 2000 a. comprehension monitoring b. cooperative learning c. graphic organizers d. story structure e. question answering f. question generation g. summarization Major Strategies that combines multiple strategies into a coherent approach: a. Reciprocal teaching b. Transactional Strategies Instruction

1. Discussion as a medium for promoting text comprehension. 2. Reading strategy instruction 3. Instruction in text structures 4. Instruction embedded in the pursuit of acquiring disciplinary knowledge.  Shanahan et al., (2010) a. Strategy instruction b. Using text structure to organize learning c. Discussion d. Selecting texts to support comprehension e. Establishing an engaging and motivating classroom context for supporting comprehension

Vygotsky  suggested that higher order cognitive functions develop first in the social spheres  TALK helps students to internalize expert ways of interacting with text, but also helps readers to clarify and consolidate their learning from text  teacher as coach and guide  teacher’s role is to model

Sotel et al (2008) - identified classroom discourse that indicate highlevel thinking and comprehension a. posing of authentic questions by teachers and students b. student’s elaborated responses, questions and reasoning language c. presence of uptake by teacher and students

Duke and Pearson (2002) - offered set of steps that for an effective and clear strategy instruction

a. b. c. d. e.

Naming and describing the strategy Modeling the strategy in action Using the strategy collaborative Guiding practice Using the strategy independently

 the most obvious explanation for the effectiveness of strategy instruction is that instruction increases the use of strategies, and strategies increase understanding of text  strategic (focused and intentional) behavior matters most  common feature of all comprehension strategies is that they support students in actively constructing meaning as they read and invite readers to connect text their prior knowledge.

Talk About Text  has been heavily influenced by the understanding about the role of social interaction in learning 

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Genre and Text Structure Instruction Some reading educators put emphasis on “authentic” fictional literature an excluded attention to non-fiction text genres. 

Rand (2002) - advocate for the emphasis of informational texts - argued that there should be balance of texts in early reading (texts that read in school and texts that read in their lives outside school)

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Moss (2005) - analyzed topics of articles from prominent practitioners and found out that these articles clustered around two topics, one of which is the use of informational text

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advocates of informational texts wanted not only to change the balance of text genres in elementary classrooms , they also wanted to reshape instruction to reflect the fact that different genres of text should be read and treated differently. that reading comprehension is dependent on an understanding of genre characteristics: text structure and text feature reading educators believe that different types of text requires different understanding, skills and strategies and therefore requires different forms of instruction “the features of text have a large effect on comprehension”

teachers recognize the linguistic challenges of content –area texts. Text Accessibility - factors that allow readers to read with accuracy, fluency, and comprehension 

b. Index of sentence complexity - sentence complexity or sentence length (number of embedded clauses or propositions pre sentence)

Text Structure - a way how the information within a written text is organized; this strategy helps students to understand a text - awareness to text structures is related to student’s comprehension - it stands to reason that providing instruction in text structures might improve student’s comprehension  What Works Panel - practice guide on reading comprehension in the primary grades shows that the use of story maps while reading narratives or particular expository structure while reading results to a moderate effect on reading comprehension  Williams, Hall Lauer, Stafford, DeSisto, and deCani (2005) - graders who received the compare –contrast instruction improved their ability to comprehend the novel

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Text Features - titles, photographs with captions, table of contents, index, glossary and bolded specialized vocabulary words  Purcell-Gates, Duke and Martineau (2007) - examined the role of text features on graders and found out that neither access to explicit explanation or explicitness impacted students’ reading growth

Authentic purposes for reading and writing: reading to learn or investigate, writing to record and communicate supported growth in reading and writing informational texts genres.  SFL (Systemic Functional Linguistics Perspective) - approach in exploring genre-related text features - views the construction of texts and their grammars as related to contextual expressions of meaning  Schleppegrell and colleagues - applied this perspective to the teaching of content-areas as a means for helping

Readability Formulas  Factors that influence the success a particular reader may have with a particular text a. Index of word difficulty - word length (frequency of use in the language)

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Fry (2002) - readability formulas have the benefit of being objective, highly replicable, and correlated with results on reading tests

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Lexile Approach by Smith et al. (1989) - an innovative approach to reading measurement - A lexile measure is the numeric representation of a reader's ability or a text's difficulty, However, it fails to take into account any linguistics aspects of text beyond word frequency and sentence length, or any nonlinguistic features

Leveling Systems - collective professional judgment - address the lack of attention to more qualitative aspects of difficulty in readability formulas  Those that rely on a set of criteria - takes into account the complexity of language And other qualitative factors: a. degree of connection between the text and the illustrations b. the arrangement of text on the page c. the length, repetition, or predictability of text d. complexity of the subject matter  Those that compare any given text to anchor passages that have already been assigned levels - very useful for teachers of used strategically 

Fry (2002) - rely on qualitative judgments thus subject to all of the biases in human judgment

- have not been validated by empirical research that connects to reading comprehension

Multidimensional Approaches - allows examination of the compensatory nature of linguistic factors 

Coh-Metrix Group - conducted a Principal Components Analysis of texts varying in difficulty according to conventional formulas

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Historical Reasoning Strategy by De La Paz and Felton - a way of supporting to write argumentative texts on historical topics - involved historical texts using reading practices

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The Reading Apprenticeship - help teachers integrate disciplinary literacy practices into high school science teaching - partly it helps to figure something in content are books it also focuses on the ways that scientists make sense of science texts and use them to inform investgations - “metacognitive conversation” wherein teachers model and discuss how to read science texts, why people read science texts and the content of the texts - students make use of complex science texts and engaged in the intellectual work of science inquiry

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Seeds of Science/Roots of Reading (Seeds/Roots) - demonstrated positive effects for an integrated approach on students’ reading, writing, and science understanding - supports students’ involvement in science inquiry - read to deepen their involvement in investigations that is to inform their inquiry methods and situate their investigations within the work of other scientists - shown advantages for students on measures of science understanding, science vocabulary acquisition, and science writing, with a less consistent advantage for reading comprehension

1. Narrativity 2. Syntactically simplicity 3. Word Concreteness 4. Referential cohesion 5. Deep cohesion  Common Core Standards - imposed for a dramatic increase in the level of text complexity required of all students at very grade level 2 Dilemmas for this: a. finding a valid and reliable way in which to scale difficulty at lower levels b. figuring out how to scaffold this increase in text complexity Embedding Text Level Instruction Within Disciplinary Learning - empirical work on instruction of disciplinary literacies is limited but growing - content reading and writing linked to the idea of disciplinary participation that supports students in reading content-area books than taking on the reading and reasoning practices of disciplines - dominance of works on cross-disciplinary integration of instruction that has focused on science and literacy. a. Using science instruction to support comprehension and of engagement with multi-genre texts b. Using literacy instruction to support science conceptual understanding and inquiry skills - than involving students in authentic forms of disciplinary reading - thus, resulted to positive effects for the joining of science and literacy 

Concept-Oriented Reading Instruction (CORI) - produced a powerful evidence that connecting reading comprehension instruction to firsthand experiences can engage students and support their reading growth - subject matter connections and firsthand experiences results in more motivated and strategic literacy behavior and improves reading comprehension

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In-Depth Expanded Applications of Science (IDEAS model) by Romance and Vitale - replaces time for a traditional science literacy with a 2-hour block of science instruction that includes attention to discussion, reading, concept mapping, and journal writing