Understanding reading as a process to guide readers

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Understanding reading as a process to guide
readers
Southeastern Reading Recovery and Early Literacy
Conference, 2007 Savannah, Georgia
Enrique A. Puig Florida Literacy and Reading
Excellence Center University of Central Florida,
Orlando

Handouts can be downloaded at flare.ucf.edu
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If the teacher does not understand literacy
processing, prompting will be hit or miss.
Marie M. Clay, 2001 Change over time in
childrens literacy development, p. 128.
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Strong theoretical knowledge assists in
data interpretation and helps ensure that
relevant and appropriate outcomes are
achieved.
Gail T. Gillon, 2004 Phonological awareness
From research to practice, p. 14.
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When is the best time to do things? Who is the
most important one? What is the right thing to
do?
The Three Questions, Jon Muth, 2002
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Effective teachers will recognize

• where their students are
• in reading
• and writing development
• and will tailor instruction
• accordingly.
• Louisa C. Moats, 1999
• Teaching reading is rocket science

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Expert teachers will have the

• knowledge
• strategies (meaning instructional practices)
• and materials to judge what to do
• with particular children,
• not on the basis of ideology,
• but on the basis of observation,
• logic,
• knowledge of child development,
• knowledge of content,
• and evidence for what works.
• Louisa C. Moats, 1999
• Teaching reading is rocket science

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2 Questions to ask yourself

• 1. What is occurring with this learner?
• 2. How do I interact with what is occurring?

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3 Factors that affect comprehension

• Reader
• Text
• Context

Rhodes Shanklin, 1993 Windows into literacy
Assessing learners K-8
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Number 8, Jackson Pollock
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Define system

• A group of elements that interact and function
  together as a whole.

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Define working system

• A group of elements that interact and function
  together as a whole capable of being used to
  further an activity.

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Define assembling aworking system

• To bring together a group of elements that
  interact and function together as a whole capable
  of being used to further an activity.

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Assembling a Working System for Teaching/Learning

• Assess systematically investigate students
  strengths and needs implicitly and explicitly to
  determine an area of concern.
• Analyze study the data to support students
  processing.
• Plan a course of action to teach to students
  needs based on strengths.
• Teach/learn implement a course of action to
  teach skills in relation to a process explicitly
  and reassess to determine effectiveness.

Are you intentionally assisting or assessing
performance?
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Reading is

• a message getting
• problem-solving activity
• which increases in power
• and flexibility
• the more it is practised.

Marie M. Clay, 2001 Change over time in
childrens literacy development, p. 1.
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Working systems identified by the National
Reading Panel, 2000
Fluency
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• C
• IA
• FB
• ICB
• SUSA
• NBCG
• PA

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• CI
• AFB
• ICB
• SUS
• ANB
• CGP
• A

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• CIA
• FBI
• CBS
• USA
• NBC
• GPA

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• When he first came there she resented him after
  that she had gone on to ignore him. It had been
  clear enough at first that she did not like his
  being there. The companionship and the interest
  that he had there was with Stenning in their work
  and in the farm. She had a habit whenever they
  were in the house together of always interrupting
  Johnson when he spoke. She always helped him last
  at meal-times, so that it should be plain that he
  was their servant and not one of them.
• Becoming literate The construction of inner
  control, M.M. Clay, 1991, p. 9.

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• The making and breaking of chemical bonds is the
  job of a particular and very varied group of
  substances found in every living cell and in many
  body fluids such as saliva and gastric juicesthe
  enzymes. These compounds speed up the forming or
  decomposing of polymers and other complex
  substances by making or breaking the chemical
  bonds between the various parts of these giant
  molecules. Any one enzyme can usually act on only
  one particular bond, say, for example, the bond
  between two glucose molecules in a starch chain.
  Thus every different chemical reaction needs its
  own enzyme.
• Becoming literate The construction of inner
  control, M.M. Clay, 1991, p. 9.

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• From the brain the circumoesophageal commissures
  pass around the gut to the suboesophageal
  ganglion lying ventrally in the head. Nerves
  arising from here innervate the mouth parts. From
  the suboesophageal ganglion paired connectives
  pass back to the pro-thoracic ganglion in the
  floor of the prothorax. Then follow the next two
  thoracic ganglia. The ganglia supplying the first
  two abdominal segments have probably fused with
  the meta-thoracic ganglion.
• Becoming literate The construction of inner
  control, M.M. Clay, 1991, p. 9.

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Monitoring or checking
Predicting and anticipating
Self-correcting
Searching
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context
Monitoring or checking
Predicting and anticipating
context
context
context
context
Self-correcting
Searching
context
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(No Transcript)
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GraphophonicWorking System
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GraphophonicWorking System
Lexical Working System
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GraphophonicWorking System
Lexical Working System
Schematic Working System
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GraphophonicWorking System
Lexical Working System
Schematic Working System
SyntacticWorking System
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GraphophonicWorking System
Lexical Working System
Semantic Working System
Schematic Working System
SyntacticWorking System
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Monitoring or checking
context
Predicting and anticipating
context
context
context
context
Self-correcting
Searching
context
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Reading As a Process a framework for guiding
readers
Strategic Activities to Sustain Reading
Strategic Activities to Expand Meaning
References Rousing Minds to Life (1988), Tharp
Gallimore Mosaic of Thought (1997), Keene
Zimmerman Change Overtime In Childrens Literacy
Development (2001), M.M. Clay Guiding Readers and
Writers Grades 3-6 (2001), Fountas Pinnell The
Literacy Coach Guiding in the Right Direction
(2007), Puig Froelich
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Strategic Activities to Sustain
Reading Decoding Segmenting words Blending
words Checking (monitoring) Predicting Anticipatin
g Fluency Integrating Flexibility Phrasing Word
recognition Rereading Self-correcting Searching S
trategic Behaviors to Sustain Reading
One-to-one matching Cross-checking Locating
known and unknown words Directionality (L-R,
Rp-Lp, etc.)
Strategic Activities to Expand Meaning Making
connections Text to self Text to text Text to
world Inferring Summarizing Synthesizing Analyzing
Critiquing Questioning Clarifying Visualizing Eva
luating
Note Proficient readers use strategic
activities to sustain reading and expand meaning
fluidly before, during, and after reading. This
list is illustrative, not exhaustive.
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Understanding reading as a process to guide
readers

• Comprehension and fluency are paramount
• Working systems may create new sources of
  information
• Phonemic awareness, phonics, vocabulary,
  comprehension and fluency are embedded in context
• Feedforward (predicting and anticipating) makes
  the process efficient
• Feedback (checking, searching, and
  self-correcting) makes the process effective
• Working systems are transformational

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Levels of Oral Reading Analysis

• 1st level accuracy and self-correction
• 2nd level information used or neglected
• 3rd level processing (monitoring,
  self- correcting, searching, integrating,
  cross-checking, flexibility)
• 4th level comprehension
• substitutions that make sense, checking,
  self-corrections, prosody, rereading
• adapted from Getting it together Linking
  reading theory to practice, Ian Morrison, 1998.

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To obtain a complete picture of overall reading
development, it is important

• to observe
• the way that the child integrates
• all sources of information
• about words in text,
• and this can only be estimated
• by carefully
• observing children
• as they read connected passages.
• Joseph L. Torgesen, 1998
• Catch them before they fall

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The Three Questions(to guide readers)

• 1. What is occurring with the learner?
• 2. How do I interact with what is occurring?
• 3. Am I intentionally assisting or assessing
  performance?

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• Questions Discussion

Enrique A. Puig Florida Literacy and Reading
Excellence Center University of Central Florida,
Orlando
Handouts can be downloaded at flare.ucf.edu