Wednesday, December 16, 2015
Friday, November 6, 2009
Last week I spoke to English language educators in Oregon about vocabulary. English learners benefit more from vocabulary instruction more than do native speakers (and it helps us too), and given the role vocabulary plays in reading comprehension, it would be wise if our schools got intensive about teaching vocabulary to such kids. Unfortunately, there aren't many studies to go on, so I rely heavily on the native speakers studies and color my efforts with the bit of information from the English learner vocab investigations. The major differences in vocabulary learning across these groups: (1) the words may differ (English learners are likely to need all of the words that native speakers do, but also some language that we learn just from experience with English; (2) the instruction may have to be more explicit about the grammatical function of the new words (it really does make sense to show them the word in different forms and tenses, and not just assume they will make the generalization); and (3) the use of more pictures and motions (and even the home language) to help explain the words meanings. Below you can find my presentation on vocabulary.
I also met with two groups of teachers in Minnesota who are in the process of identifying schoolbooks that will support their efforts to improve achievement. I shared with them my take on the research and my experiences in raising achievement in Chicago. That presentation is below.
Finally, I met with a bunch of teachers, coaches, and other educators in Long Island, NY (congratulations Yankee fans) to talk about adolescent literacy. They want me to come back and talk to their principals and superintendents and school board members (which I am happy to do--we really have to get moving on the adolescent literacy problem).
Oh, one more thing: yesterday, a teacher contacted me wondering what she could do for a severely dyslexic fourth-grader. She wanted me to weigh in, and told me which programs he had failed with and what he couldn't do. What she did not reveal is what he could do. I wrote back and told her that I could provide no help without an honest appraisal of what this young man could actually do with decoding, sight vocabulary, phonological awareness, fluency, listening comprehension, writing, vocabulary, etc. Teaching is different than doctoring... you rely even more heavily on what kids can do than on what they can't (we don't look for symptoms as much as strengths).
Have a good weekend.
Thursday, October 2, 2008
You can watch any or all of the presentations, and soon a DVD will be available. The link to Harvard's website for the live WEBCAST is www.cchmav.org
Once on Harvard's site look for the link that says "Webcast Info." On that page are the instructions on how to view their webcast (if you don't have Real Player, you will have to download it; there is a link at the site). It is best if you go on ahead of time just to make sure you have everything you need to see the broadcast.
Here is a brochure about the conference: http://timothyshanahan8.googlepages.com/dyslexiaconference
Tuesday, May 27, 2008
(My program can be found at: http://www.pearsonschool.com/index.cfm?locator=PSZ15m&PMDbSiteID=2781&PMDbSolutionID=6724&PMDbCategoryId=818&PMDbProgramId=27098&level=4&prognav=po
Pearson Publishing also has supplementary phonics materials that could be used with those older struggling students).
But what about young readers who struggle (or older ones who are far below level)? It is estimated that more than 85% of those children have problems with the phonological aspects of reading; and instruction, if it is to be successful, is going to have to address these phonological problems explicitly and thoroughly.
Recently, I received a heart-rending letter from a mother with concerns about her daughter:
I located your name and vita on the internet and was hoping with your education background that you might be able to direct me to documentation that would be helpful towards making education decisions for my daughter. ________ hit her head on a fire hydrant at school and now has a mild traumatic brain injury (TBI) and a Central Auditory Processing Disorder (CAPD) diagnosis in 3 deficient areas: Auditory Decoding, Tolerance-Fading Memory, and Integration Type-1.
Are you aware of any data that compares Fast ForWord and Earobics Reach? Are you aware of any studies using either program (Fast ForWord [FFW] and Earobics Reach) for students with TBI and/or CAPD ?
_______ is 9 years old and currently has the auditory processing ability of a 5 year-old as a result of the accident.
Any information or guidance would be greatly appreciated.
An expanded version of my response follows.
Dear Mrs. ________:
I only know one study that directly compared Fast ForWord and Earobics...
Pokorni, J., Worthington, C., & Jameson, P. (2004). Phonological awareness intervention: Comparison of Fast ForWord, Earobics, and LiPS. Journal of Educational Research, 97, 147-157.
This study compared the performance of younger (7.5-9.0 years old) language-impaired poor readers. After 60 hours of training, there were no differences in any measure between Earobics and FastForward (the Lindamood-Bell group did a bit better on one measure of phonemic awareness, blending. But that was it: no reading or language learning differences among these groups.
Then, I checked the What Works Clearinghouse (this is the U.S. Department of Education site that reviews research evidence: http://ies.ed.gov/ncee/wwc/
It listed one study of Earobics that met their research standards, and it reported small positive effects for Earobics on children’s learning of alphabetics and fluency, with no evidence of any impact on reading comprehension or writing. Fast Forword had six studies that met the WWC criteria, and these reported positive effects with regard to the learning of alphabetics and mixed effects for reading comprehension. (I also came across a new study on Fast Forword by Gilliam, et al., 2008 and it found no benefits to Fast Foword).
What these studies suggest to me is that both of these programs CAN have a positive impact upon students’ auditory processing skills (at least with regard to phonemic awareness), but that does not automatically transform into better reading achievement. It is not clear whether one of these program is actually "better" than the other given this evidence, but there is no reason from these research studies to conclude that one is consistently superior to the other (which mans that price and motivation should be big factors in the choice--if one costs much more than the other, save your money, or try out both programs with your daughter to see if she likes one better than the other).
Whichever of these programs may eventually be used with your daughter, it must be supplemented by a serious effort to teach her to read and write beyond the alphabetics work in these programs. Your letter does not tell her reading level, but given her age and auditory processing levels, I assume she is very low in reading. That would mean I would work hard to teach her beginning sight vocabulary (build up a long list of words that she can recognize quickly and easily, no matter what her alphabetic skills), involve her in lots of writing activities (with invented spelling where she tries to spell as she thinks the words sound), oral reading fluency work (reading while listening or repeated reading), and reading comprehension too (having her reading stories and trying to retell them or to answer questions about them).
It is important that students learn to decode (to sound out words), but those skills are only part of a larger constellation of skills that must be developed. Although for most children, the development of these phonological skills presage growth in oral reading fluency, reading comprehension, and writing, with disabled children, sometimes these other skills precede and even support the development of the phonological skills. I recommend a full instructional response to your daughter’s needs—not just a targeted, surgical strike at the auditory problems that you describe.
Good luck to you.
Friday, December 21, 2007
I have a son who had a hard time in Kindergarten and 1st grade. He didn't know his
alphabet when he left Kindergarten he went to summer school for 6 weeks in the
summer. When he started 1st grade this year he only knew a few of his letters and
numbers. In the past few months with extra help from his teachers, at home, I hired a
private tutor and bought a computer online program Head Sprout he now knows all of
his letters and their sounds so, he now can put words together to read. The School
wants to start Reading Recovery with him. He is a level 3. I guess the rest of the class
is at a level 10. Will that reading program benefit him? Is there more I can do at
home? I am very concerned about my son I want to do whatever I can to help him.
Here is my response:
Dear Concerned Mother: No program with any integrity can guarantee educational success. However, Reading Recovery is a good approach that has helped many children, and so there is a real possibility that it could help. A colleague and I published a critical analysis of the research on Reading Recovery (Shanahan, T., & Barr, R. (1995). Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners. Reading Research Quarterly, 30, 958-997). In that review, we determined that Reading Recovery was effective—though perhaps not as helpful as it proponents sometimes claim. There is a more recent analysis of some of the Reading Recovery research on the U.S. Department of Education’s What Works Clearinghouse WWC Reading Recovery Report. They, too, concluded that Reading Recovery can help.
So, given that research, if I were in your place, I would not hesitate to have my child placed in Reading Recovery. However, let me add a caveat to that. Although Reading Recovery is meant to be individually tailored to a child’s needs, there still has been a tendency for it to ignore phonics instruction or to downplay such instruction. This is unfortunate because perhaps 85% of children who are struggling with reading at this age level will have decoding problems. One study has even shown that adding a more direct version of phonics instruction to Reading Recovery can speed children’s learning gains (Iverson & Tunmer, 1993). So, I would not hesitate as a parent to approve a Reading Recovery placement, but I would hedge my bets by giving some additional phonics help at home (there are also research studies indicating faster Reading Recovery progress when parents provide additional help).
I don’t know the program that you mentioned and it might be a good one for continued work in this area. There are some others that I think highly of and that I suspect you could make work at home, too. One is something called LeapFrog and the other is Earobics. Both of these are computer based and are designed for youngster’s your child’s age. They are both well-designed and should support sound continued decoding progress for the next year or two. If you do purchase something like that (or if the program you have purchased has lessons that will take your child through the vowel variations, etc.), I would suggest that you work with him on it, rather than just shunting him off to the computer. Better progress is almost sure to result.
There is a book that you might want to read: Overcoming Dyslexia by Sally Shaywitz. It can be of some assistance to you as well.
One final caveat about Reading Recovery. Although it has been successful, it (like any other program) cannot ensure your son’s long term success. In other words, even if the above regimen catches him up this year, you will need to continue to be vigilant during coming years, making sure that sufficient attention is given to his reading so that he continues to succeed (reading problems are rarely “fixed” in that sense). Once he can really read stories and books, it would be helpful for you to listen to his reading and to guide his practice in rereading until he can do a really good job with a text.
Learning problems are rarely "cured," but they can often be overcome. Good luck to you.