Slides from the CR4YR session in Richmond, Jan. 18, 2013 - PIRLS and Hiebert/Pearson research

1. Making a Difference in Reading:
Evidence-Based Practices
CHANGING
RESULTS
FOR
YOUNG
READERS
SYMPOSIUM
January
18,
2013
RICHMOND
HILTON
HOTEL
Faye
Brownlie

2. Learning Intentions
• I
can
find
evidence
of
current
reading
research
in
my
prac6ce
• I
have
polished
my
mental
model
of
what
is
effec6ve
teaching
of
reading
• I
have
an
enhanced
idea
of
how
to
collaborate
with
another
educator
in
my
building
• I
am
leaving
with
a
ques6on
and
a
plan

3. • Research
• Recall
• Rant
• Recharge
• Risk and rejoice

4. PIRLS, 2011
Progress in International Reading Literacy Study
• Grade
4,
every
5
years
• 2011
–
45
countries
• 2600
students
in
148
schools
in
BC
in
2011
• BC
also
par6cipated
in
2006
• Measures
trends
in
reading
achievement
• Examines
policies
and
prac6ces
related
to
literacy
hKp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm

5. PIRLS, 2011
Progress in International Reading Literacy Study
• 2
–
40
minute
sessions
• Mul6ple-­‐choice
and
constructed
response
• 4
passages
–
2
fic6on;
2
non-­‐fic6on
• Ques6onnaire
for
students,
teachers,
principals,
parents
–
to
beKer
understand
the
prac6ces
associated
with
reading
performance

6. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Mean
score
significantly
above
interna6onal
AND
Canadian
averages
• No
change
from
2006
to
2011,
but
other
countries
did
increase
from
2006
• 15%
-­‐
Advanced
Benchmark;
55%
-­‐
High
Benchmark
(4
Interna6onal
Benchmarks)
• Performed
beKer
in
literary
reading
than
in
informa6onal
reading

7. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Reported
high
levels
of
enjoyment
of
reading
and
self-­‐confidence
• The
more
o_en
students
read
stories
or
novels,
the
beKer
they
tended
to
perform
in
reading
• 26%
of
students
reported
not
speaking
En/Fr
at
home.
No
difference
in
their
level
of
achievement!!!!

8. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Comprehension
Processes
– retrieving
and
straighborward
inferencing
– interpre6ng,
integra6ng,
and
evalua6ng
*Most
high
performing
countries,
including
BC,
did
beKer
on
the
laKer.

9. What Happens to the Basics? –
Elfrieda H. Hiebert & P David Pearson
.
Ed. Leadership, Dec/ Jan 2012/13
• Common
Core
primary
classrooms
are
characterized
by
– Building
knowledge
– Increasing
students’
responsibility
for
reading
(capacity
and
stamina)
– Providing
more
6me
for
student
involvement
with
text

10. What Happens to the Basics? –
Elfrieda H. Hiebert & P David Pearson
.
Ed. Leadership, Dec/ Jan 2012/13
• NCLB
taught
us
that
a
simple
view
of
reading
instruc6on
–
in
which
skills
come
first
and
learning
from
text
comes
next
–
does
not
create
engaged
readers.

11. What Happens to the Basics? –
Elfrieda H. Hiebert & P David Pearson
.
Ed. Leadership, Dec/ Jan 2012/13
• As
schools
incorporate
Common
Core
standards
into
the
primary
grades,
teachers
and
students
will
experience
how
powerful
literacy
can
be
when
texts
are
not
only
used
to
teach
basic
skills,
but
also
viewed
as
a
source
of
knowledge.

12. What Happens to the Basics? –
Elfrieda H. Hiebert & P David Pearson
.
Ed. Leadership, Dec/ Jan 2012/13
• …since
NCLB,
6me
devoted
to
reading
instruc6on
in
many
schools
had
doubled,
whereas
6me
students
actually
spent
reading
text
had
increased
by
only
about
15%.
• Brenner,
Hiebert,
and
Tompkins
(2009)

13. What Happens to the Basics? –
Elfrieda H. Hiebert & P David Pearson
.
Ed. Leadership, Dec/ Jan 2012/13
• To
aKain
this
automa6c
word
recogni6on,
most
2nd
graders
and
some
3rd
graders
need
a
substan6al
amount
of
reading
of
accessible
text
that
they
can
handle
without
much
teacher
scaffolding.

14. The
struggling
reader,
no
maKer
what
grade
the
child
is
in,
has
not
built
an
efficient
reading
process
system
to
make
meaning
from
texts
or
help
him
or
her
solve
problems
when
stuck…
For
teachers,
that
means
learning
how
to
teach
in
support
of
the
child
as
he
or
she
gains
more
control
of
strategic
ac6ons.
-­‐Johnson
&
Keier

15. What Happens to the Basics? –
Elfrieda H. Hiebert & P David Pearson
.
Ed. Leadership, Dec/ Jan 2012/13
• …instruc6on
in
grades
2-­‐3
should
focus
on
the
goals
–
consolida6on
of
word
knowledge
and
the
use
of
text
to
acquire
world
knowledge
–
not
on
pushing
for
texts
that
have
par6cular
readability
levels.

16. M
–
meaning
Does
this
make
sense?
S
–
language
structure
Does
this
sound
right?
V
–
visual
informa6on
Does
this
look
right?

17. Language Cautions…
• Based
on
scien6fic
research
• Scripted
skills
• All
achieve
mastery
• A
program
for
all
students
• Either
a
teacher
or
a
paraprofessional
can
teach
this

18. K – Building Connections/Response
to Reading
• Prac6ce
making
connec6ons
• Choose
a
symbol
• Talk
about
how
this
helps
our
reading
• Read
together
and
make
connec6ons
• Students
show
their
connec6ons
by
drawing
and
wri6ng
• with
Jessica
Chan,
Burnaby

25. Timetables
• What
do
you
no6ce?
• What
works
for
you
in
this
6metable?
• What
would
you
adapt?
• What
benefits
do
you
see
to
each?

26. • Choose
a
6metable
and
think
of
your
class
and
your
context.
When
would
you
most
like
to
have
support
join
you
in
the
class?

27. Working Together
• Think
big,
start
small
• Build
a
rela6onship
• Celebrate
differences
• Aim
for
consistency