Chase Young, Ph.D - PowerPoint Presentation

Slide1

Chase Young, Ph.D

.Texas A&M University – Corpus Christi

From Fluency to ComprehensionSlide2

Agenda

Reading Fluency as the Bridge to ComprehensionSmall Group Instruction for Accuracy, Comprehension, and FluencyBreak

Building Fluency through PerformanceLunchImplementing Readers Theater

Extending

Readers Theater through

Scripting

Break

Student Produced Movies

Powerful Reading Fluency

InterventionsSlide3

Planning Small Group Instruction for Accuracy, Comprehension, and FluencySlide4
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Let’s Do ThisSlide8
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Reading Fluency as the

Bridge

to ComprehensionSlide10

Elocution

According to Hyatt (1943): Reading fluency began as elocution instruction for the purpose of pleasing oral discourse.Slide11

Humble to Hopeful

Goodman’s Miscue AnalysisGoodman (1964) conducted a linguistic study on the cues and miscues of 100 primary school readers; he observed an interesting phenomenon. Natural intonation came from comprehension of the text, and was portrayed through oral reading. Although many processes were in play, stress, pitch, and juncture manifested with meaning.

Automaticity Theory

According to

Laberge

and Samuels (1974) automatic

of word recognition is a prerequisite of comprehension.

Automaticity frees cognitive resources used

in lower level

processing for

the higher level cognitive processes necessary for comprehension.Slide12

Neglected No Longer

Fluency: The Neglected Reading Goal (Allington, 1983)Slide13

Some Aspects Neglected

Speaking of Prosody: Fluency's Unattended Bedfellow

Sarah L. DowhowerSlide14

Fluency Matters – Rasinski & Young, 2014Slide15

Performance-Based

Mastery

Duke

Interpersonal

Buddy

Understanding

Electra

Self-Expressive

CelesteSlide16
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Building Reading Fluency through Performance

Young & Nageldinger, 2014Slide18

Speeches

Use existing, or

create your own!Slide19

Little Boy Blue, Please Cover Your Nose

Little Boy Blue,Please cover your nose.You sneezed on Miss MuffetAnd ruined her clothes.You sprayed Mother Hubbard,

And now she is sick.You put out the fireOn Jack’s candlestick.Your sneeze is the reasonWhy Humpty fell down.

You drenched Yankee Doodle

When he came to town.

The blind mice are angry!

The sheep are upset!

From now on use tissues

So no one gets wet!

PoetrySlide20

Interpretations

The Land of NodBY ROBERT LOUIS STEVENSONFrom

breakfast on through all the dayAt home among my friends I stay,But every night I go abroadAfar into the land of Nod.All by myself I have to go,

With none to tell me what to do —

All alone beside the streams

And up the mountain-sides of dreams.

The strangest things are there for me,

Both things to eat and things to see,

And many frightening sights abroad

Till morning in the land of Nod.

Try as I like to find the way,

I never can get back by day,

Nor can remember plain and clear

The curious music that I hear.Slide21

Inference

Mary Had a Little Pet

By Judith Natelli McLaughlinMary had a little pet.Its fur was black as night.

It followed her to school one day,

Which gave the kids a fright.

It made the teachers shout and scream,

It gave them such a scare.

For Mary didn’t have a lamb—

She had a grizzly bear.Slide22

Poetry Academy

Wilfong (2008)increased words correct per minute

word recognitionattitude toward academic reading

comprehension

improved

attitude toward

school

Or… Have a full on poetry slam!Slide23

Find a poem on www.gigglepoetry.com

Read it.If you like it, share it. Slide24

You can sing poetry, too! 6:55

(to the tune of "Twinkle, Twinkle, Little Star")Tinkle, tinkle, little bat,Wonder where the potty’s

at?Straight ahead or to the right? Caves are very dark at night.

Little bat, why do you frown? 

Did you tinkle upside down?Slide25

In fact, you can sing about anything…

Even Tests…Slide26

Rock and Read!

PrimaryAdvanced stand up!

ResearchSlide27
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Readers TheaterSlide29

Readers Theater Research

Griffith & Rasinski (2004)PassionateAvg GE 5.8093% At Risk On Level

Young &

Rasinski

(2009)

20% gain in prosody

65 WCPM gain (35 expected and 29 previous year)

Speed Does Matter (Rasinski, 2000)

Tyler & Chard (2000)

Natural Link to Repeated Readings

Martinez,

Roser

, &

Strecker

(1998

/

1999)

MotivationSlide30

The Five Day Format(Young & Rasinski, 2009

)Day 1: Read scripts and form groupsDay 2: Focus on word recognitionDay 3: Focus on expressive readingDay 4: Practice Performance

Day 5: PerformanceYour Turn! Slide31

Implementing Readers Theater

VideoSlide32

Sources for Scripts

Your Reading ProgramTrade BooksTextbooksPoetryGuided Reading Bookswww.thebestclass.org/rtscripts.htmlYour Students…Slide33

Pee Ew! Is That You Bertie?

Readers Theater PerformanceSlide34
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Scripting

Student Scripts, Performances, and InterviewsSlide36

Enhancing Authors’ Voice Through Scripting (Young & Rasinski

, 2011)ParodySophia Finds a Turtle

Take it a Step Further with SPMS

Mentor Text

Straight Up

Voice Variation of Billy Goats Gruff

Scratch

King Kong

vs

Second GradeSlide37

Student Produced Movies

The Bad NewsSlide38

Student Produced Movies(Young & Rasinski, 2013

)Phase 1: Grouping Phase 2: Idea Development

Phase 3: Script Treatment Phase 4: Storyboard Phase 5: Scripting

Phase

6: Preproduction Conference

Phase 7: Filming

Phase 8

:

Post-Production

Slide39

Phase 1: Grouping (Risko

& Walker-Dalhouse, 2011; Pachtman & Wilson, 2006)

Students groups are selected based preferred genre.How does this phase connect to literacy?Slide40

Phase 2: Idea Development (Culham, 2011; Dorfman & Cappelli

, 2007; Smith, 1994)Students choose method for creating scripts: mentor, parody, or scratchHow does this phase connect to literacy?Slide41

Phase 3: Script Treatment (National Institute of Child Health and Human

Development, 2000)Students write a summaryAssign rolesHow does this phase connect to literacy?Slide42

Phase 4: Storyboard (

Naughton, 2008)

How does this phase connect to literacy?Slide43

Phase 5: Scripting (Culham, 2011;

Dorfman & Cappelli, 2007; Smith, 1994; Young & Rasinski, 2011)

As students create their scripts they are analyzing the original text from the point of view of the writer. What did the author do to make his or her writing so engaging? How can we incorporate those features into my script?

How does this phase connect to literacy?Slide44

Phase 6: Preproduction Conference

The production team meets with the teacher and discuss light edits, materials, and responsibilities. How does this phase connect to literacy?Slide45

Phase 7: Filming

The student director runs the production of each scene, with input, of course, from other members of the production (and me). The director carries the storyboard and script, leads the class to filming locations, makes sure all props and materials are ready, and directs characters’ actions and assists with their lines. How does this phase connect to literacy?Slide46

Practicing Prosody

VideoSlide47

Phase 8: Post-Production

Students learn how to upload the movies into the software, drop clips into the editing line, delete unused takes, reorder and cut clips, configure special effects, utilize transitions, add music, and create title and credit sequences. How does this phase connect to literacy?Slide48

Sophia Finds a Turtle

SPM Written and Produced by Second GradersGenre: Comedy. Method: ParodyVideoSlide49

SPMs and Literacy

Students reflected on their reading preference, identified different genres, composed summaries, drafted sequences, used their knowledge of story structure to deconstruct text and turn it into a new creation, rehearsed the script focusing on expressive and meaningful reading, proficiently wielded multiple technologies, and offered their unique understandings of text.They had a purpose.Slide50

Pee Ew! Is That You, Bertie?

SPMSlide51
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Effective and Efficient

What I learned from LightningSlide53

Which aspects of your instruction do you feel are most effective, most efficient? How do you make them so?

Do you know the research that supports your effective instructional practices? Discussion OneSlide54

Lightning was a third-grade student. His oral reading was choppy, halting, and boring. His low reading rate (55 words per minute, WPM) was hampering both his reading achievement and

Lightning’s sense of himself as a reader. He did not enjoy reading, had no favorite books, and his progress was slow even in small-group configurations. Lightning had begun the year on the Developmental Reading Assessment (DRA, Beaver, 1991) Level 18, approximately one year below grade level. After six weeks of guided reading intervention, he showed no assessed growth. His DRA level remained the same.

Case Study (Mohr, Dixon, & Young, 2012)Slide55

The Method of Repeated Readings (Samuels, 1979)Slide56

Visually Representing RR

18-24 in 8 WeeksSlide57

In which instructional aspect could you or teachers you have observed be more effective or efficient? What

seems to hinder the effectiveness of this instruction? Discussion TwoSlide58

Despite his improvement in reading speed (approx 70 WPM),

it was noted that Lightning’s expression did not consistently match the meaning of the story. Though he was excited about his progress, he still not enjoy reading.Case StudySlide59

AutomaticityRateProsody

Speaking of Prosody: Fluency’s Unattended Bedfellow (Dowhower, 1991)Slide60

The Limbic SystemSlide61

Lightning’s progress with repeated readings was remarkable. He does need to read text more prosodically

. As a reading professional, you have to make a choice.Case StudySlide62

CMSE (if you feel the Education World needs more acronyms) is a NIM and RR Hybrid

This stacked intervention using NIM and repeated reading was used for another eight weeks. Lightening’s DRA level increased from a 24 to a 30, only slightly behind the third grade expectation. Lightning read the DRA-level 30 text with very good comprehension, 99% accuracy, at 99 WPM, and great expression—a score of 4 according to the rubric.

After the completion of the study, 2 weeks later, he read a 34 and was excited from the program.10 Weeks: 24-34.

Read Two Impress

(

Young, Mohr, & Rasinski, 2015

)Slide63

Compare the advantages and disadvantages these two modes of reading and the hybrid. Consider

the role of the teacher and the students. What tends to interfere with using these modes efficiently and effectively in a classroom? Discussion ThreeSlide64

Lightening clutched his new Diary of a Wimpy Kid

book and said, “Now, don’t forget about your chubby little buddy, Mr. Young!”Case StudySlide65

Appropriate AssessmentsAnalysis of AssessmentsResearch-Based Instruction

Evaluation of InstructionTeacher and StudentModification of InstructionStacked InstructionLearning from LighteningSlide66

How are effectiveness, efficiency, and engagement related to literacy achievement? How can teachers increase student engagement in addition to their own effectiveness and efficiency?

Tell us about a time when you were very engaged in a reading or writing task. What characterized this experience that teachers could replicate in their instruction?Discussion FourSlide67

In small groups, make a list of things teachers do to manage students and to teach students. Compare these listed items and the time given to them. How could a teacher save even 20-30 minutes a day in order to have more time for rich instruction?

Task (if time)Slide68
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chase.young@tamucc.edu -

www.thebestclass.org Thank you.