1 00:00:00,000 --> 00:00:03,760 This is the Reading Instruction Show. 2 00:00:03,760 --> 00:00:07,400 I'm your host as always, Dr. Andy Johnson. 3 00:00:07,400 --> 00:00:11,080 This is the fourth in a series of podcasts looking 4 00:00:11,080 --> 00:00:14,480 at an article published in The New Yorker. 5 00:00:14,480 --> 00:00:18,080 The article was entitled The Rise and Fall of Vibes-Based 6 00:00:18,080 --> 00:00:21,880 Literacy by Jessica Winter. 7 00:00:21,880 --> 00:00:26,640 This podcast looks at curriculum, intensive phonics, 8 00:00:26,640 --> 00:00:29,920 and vocabulary building instruction. 9 00:00:29,920 --> 00:00:33,760 Now, Jessica Winter is an editor at The New Yorker 10 00:00:33,760 --> 00:00:37,040 where she also writes about family and education. 11 00:00:37,040 --> 00:00:39,520 And she wrote this article entitled 12 00:00:39,520 --> 00:00:44,280 The Rise and Fall of Vibes-Based Literacy. 13 00:00:44,280 --> 00:00:47,320 And I'm spending time analyzing this article 14 00:00:47,320 --> 00:00:51,400 in a series of podcasts because it misdescribes 15 00:00:51,400 --> 00:00:56,280 reading instruction in a way that's really hard to imagine. 16 00:00:56,280 --> 00:00:59,680 And in so doing, it perfectly represents 17 00:00:59,680 --> 00:01:02,240 the misdescriptions and un-understandings 18 00:01:02,240 --> 00:01:05,040 of the science of reading movement. 19 00:01:05,040 --> 00:01:07,400 So let's take a look at this. 20 00:01:07,400 --> 00:01:09,880 Current science of reading mandates 21 00:01:09,880 --> 00:01:12,240 are based on a bit of non-scientific 22 00:01:12,240 --> 00:01:15,640 pre-operational thinking that posits 23 00:01:15,640 --> 00:01:19,000 that good teaching of reading is a result 24 00:01:19,000 --> 00:01:24,840 of implementing certain pre-approved programs with fidelity. 25 00:01:24,840 --> 00:01:28,720 However, these mandates force good teachers 26 00:01:28,720 --> 00:01:34,440 to commit educational malpractice on a daily basis. 27 00:01:34,440 --> 00:01:38,760 Good teaching doesn't come from any program or curriculum 28 00:01:38,760 --> 00:01:42,840 or approach or set of standards. 29 00:01:42,840 --> 00:01:48,200 Good teaching only comes from good teachers. 30 00:01:48,200 --> 00:01:52,320 You can't mandate your way to good reading instruction. 31 00:01:52,320 --> 00:01:56,240 You can't buy your way to good reading instruction. 32 00:01:56,240 --> 00:02:00,440 You can't standard your way to good reading instruction. 33 00:02:00,440 --> 00:02:06,240 And you can't legislate your way to good reading instruction. 34 00:02:06,240 --> 00:02:09,440 Good reading instruction only comes 35 00:02:09,440 --> 00:02:13,040 from good reading instructors. 36 00:02:13,040 --> 00:02:15,840 And a good reading instructor is one 37 00:02:15,840 --> 00:02:20,400 who possesses six kinds of knowledge, knowledge 38 00:02:20,400 --> 00:02:24,400 of human learning, knowledge of how the brain creates 39 00:02:24,400 --> 00:02:27,960 meaning with print, knowledge of literacy teaching 40 00:02:27,960 --> 00:02:32,000 and learning, knowledge of literacy research, 41 00:02:32,000 --> 00:02:35,800 knowledge of literacy assessment and diagnosis, 42 00:02:35,800 --> 00:02:40,280 and knowledge of literacy pedagogy. 43 00:02:40,280 --> 00:02:44,000 However, current science of reading mandates 44 00:02:44,000 --> 00:02:48,640 want teachers to have only three kinds of knowledge, 45 00:02:48,640 --> 00:02:51,520 knowledge of following directions, 46 00:02:51,520 --> 00:02:54,680 knowledge of program implementation, 47 00:02:54,680 --> 00:02:59,200 and knowledge of shutting up and doing what you're told. 48 00:02:59,200 --> 00:03:02,200 Now, I'm analyzing all the things 49 00:03:02,200 --> 00:03:06,400 that Jessica Winter got wrong in her article 50 00:03:06,400 --> 00:03:09,000 because that's what I do. 51 00:03:09,000 --> 00:03:12,720 And I'm using my teeny tiny little podcast 52 00:03:12,720 --> 00:03:15,800 to point out the errors and misinformation 53 00:03:15,800 --> 00:03:19,000 of her article written for The New Yorker 54 00:03:19,000 --> 00:03:24,320 because it has a circulation of over a million readers. 55 00:03:24,320 --> 00:03:27,960 My podcast, not so much. 56 00:03:27,960 --> 00:03:29,720 And she had lots of errors. 57 00:03:29,720 --> 00:03:34,880 And I'm assuming her errors weren't intentional. 58 00:03:34,880 --> 00:03:37,960 So we are left to conclude that her errors are 59 00:03:37,960 --> 00:03:40,920 based on a lack of knowledge. 60 00:03:40,920 --> 00:03:46,600 And a lack of knowledge is sometimes known as ignorance. 61 00:03:46,600 --> 00:03:49,200 So in her article, and it was called 62 00:03:49,200 --> 00:03:53,080 The Rise and Fall of Vibes-Based Literacy, 63 00:03:53,080 --> 00:03:58,360 and that title was meant to be a slam on current practices, 64 00:03:58,360 --> 00:04:04,880 Jessica Winter refers to units of study as a curriculum. 65 00:04:04,880 --> 00:04:07,360 She writes, and I quote, 66 00:04:07,360 --> 00:04:11,640 Brooklyn Public Schools' main reading and writing 67 00:04:11,640 --> 00:04:18,000 curriculum comma units of study is rooted in a method known 68 00:04:18,000 --> 00:04:20,880 as balanced literacy. 69 00:04:20,880 --> 00:04:25,240 So let's do a bit of unpacking. 70 00:04:25,240 --> 00:04:30,840 First, units of study is not a curriculum. 71 00:04:30,840 --> 00:04:34,800 Let's be clear on what a curriculum is. 72 00:04:34,800 --> 00:04:39,520 A curriculum is a systematic plan for instruction designed 73 00:04:39,520 --> 00:04:43,160 by teachers within a school or school district. 74 00:04:43,160 --> 00:04:46,320 It identifies the specific knowledge and skills 75 00:04:46,320 --> 00:04:51,760 to be taught at what grade level and in what context. 76 00:04:51,760 --> 00:04:55,880 A curriculum is not a program that you buy. 77 00:04:55,880 --> 00:04:59,600 This is a common mistake. 78 00:04:59,600 --> 00:05:03,760 Curriculums are meant to be designed by teachers 79 00:05:03,760 --> 00:05:07,080 based on teachers' knowledge of content, knowledge 80 00:05:07,080 --> 00:05:10,240 of students' developmental levels, interests and needs, 81 00:05:10,240 --> 00:05:14,120 and their pedagogical content knowledge. 82 00:05:14,120 --> 00:05:16,360 A curriculum is not or should not 83 00:05:16,360 --> 00:05:19,000 be a program that you purchase. 84 00:05:19,000 --> 00:05:22,480 You can't buy a curriculum. 85 00:05:22,480 --> 00:05:26,680 You can buy programs that support a curriculum, 86 00:05:26,680 --> 00:05:29,720 but a curriculum is something that is developed 87 00:05:29,720 --> 00:05:35,400 or should be developed by a school or a district. 88 00:05:35,400 --> 00:05:38,880 When school districts try to buy a curriculum, 89 00:05:38,880 --> 00:05:41,600 they abdicate their responsibility 90 00:05:41,600 --> 00:05:45,600 and put the writers of textbook, programs, and curriculum 91 00:05:45,600 --> 00:05:50,040 materials in charge of what's taught at local schools. 92 00:05:50,040 --> 00:05:55,600 They put the onus on them, and that's never a good idea. 93 00:05:55,600 --> 00:05:59,840 Nameless, faceless people who don't know your students, 94 00:05:59,840 --> 00:06:03,640 their needs and interests, or your teaching style 95 00:06:03,640 --> 00:06:07,320 are deciding what's taught in your classroom, when it's taught, 96 00:06:07,320 --> 00:06:13,320 and how it's taught, and how is that good education. 97 00:06:13,320 --> 00:06:17,200 Now, units of study developed by Lucy Cochens 98 00:06:17,200 --> 00:06:19,840 is a literacy program. 99 00:06:19,840 --> 00:06:26,440 It's a tool, and units of study can be an effective tool. 100 00:06:26,440 --> 00:06:28,960 However, any tool's effectiveness 101 00:06:28,960 --> 00:06:32,320 is dependent on how it's used. 102 00:06:32,320 --> 00:06:34,240 It is not a curriculum. 103 00:06:34,240 --> 00:06:37,160 Units of study is a program, and there 104 00:06:37,160 --> 00:06:41,400 are no magic one size fits all programs that work for best 105 00:06:41,400 --> 00:06:44,160 for all students. 106 00:06:44,160 --> 00:06:48,520 Now, Jessica Winter goes on to say, and I quote, 107 00:06:48,520 --> 00:06:53,800 units of study is rooted in a method known as balanced 108 00:06:53,800 --> 00:06:55,320 literacy. 109 00:06:55,320 --> 00:06:58,360 Let's unpack that statement. 110 00:06:58,360 --> 00:07:03,280 Balanced literacy is not a method. 111 00:07:03,280 --> 00:07:08,160 A method in education is a particular way of doing something. 112 00:07:08,160 --> 00:07:12,760 It has specific steps and procedures, 113 00:07:12,760 --> 00:07:16,200 reading methods and math methods. 114 00:07:16,200 --> 00:07:18,760 These are ways to go about specific things, 115 00:07:18,760 --> 00:07:22,560 specific ways to teach these content areas, 116 00:07:22,560 --> 00:07:26,240 specific pedagogical strategies. 117 00:07:26,240 --> 00:07:33,440 There is no singular method called balanced literacy. 118 00:07:33,440 --> 00:07:37,440 Balanced literacy is not a method. 119 00:07:37,440 --> 00:07:40,920 There's no standardized set of steps that must be followed. 120 00:07:40,920 --> 00:07:42,800 It's not a program. 121 00:07:42,800 --> 00:07:45,360 You can't buy balanced literacy. 122 00:07:45,360 --> 00:07:47,280 It's not a curriculum. 123 00:07:47,280 --> 00:07:51,640 There's no systematic plan for instruction. 124 00:07:51,640 --> 00:07:53,720 What is balanced literacy? 125 00:07:53,720 --> 00:07:57,600 Balanced literacy is a continuum with explicit skills 126 00:07:57,600 --> 00:08:01,400 instruction on one end and meaning-based activities 127 00:08:01,400 --> 00:08:03,200 on the other. 128 00:08:03,200 --> 00:08:05,560 Balanced literacy is an understanding 129 00:08:05,560 --> 00:08:08,240 that effective literacy instruction 130 00:08:08,240 --> 00:08:13,040 has a balance of skills instruction and opportunities 131 00:08:13,040 --> 00:08:17,560 to use these skills in authentic reading and writing 132 00:08:17,560 --> 00:08:19,400 context. 133 00:08:19,400 --> 00:08:24,040 Now, in the middle of these two extremes, skills and using them, 134 00:08:24,040 --> 00:08:27,080 there's a sliding structure. 135 00:08:27,080 --> 00:08:31,680 However, that sliding structure gravitates towards either end 136 00:08:31,680 --> 00:08:37,560 of the continuum, depending on the needs of the students. 137 00:08:37,560 --> 00:08:40,720 And if you wanted a term, I guess you 138 00:08:40,720 --> 00:08:45,160 could call balanced literacy an approach to teaching based 139 00:08:45,160 --> 00:08:48,840 on how humans best learn. 140 00:08:48,840 --> 00:08:54,160 Balanced literacy is an approach consisting of 10 elements, 141 00:08:54,160 --> 00:08:58,400 phonemic awareness, Bonnix instruction and word work, 142 00:08:58,400 --> 00:09:02,160 activities to develop a word recognition, 143 00:09:02,160 --> 00:09:05,360 activities for word identification, 144 00:09:05,360 --> 00:09:08,040 they're different, daily reading practice, 145 00:09:08,040 --> 00:09:11,160 social interaction and conversation around good books, 146 00:09:11,160 --> 00:09:15,640 authentic writing experiences, comprehension instruction, 147 00:09:15,640 --> 00:09:18,560 word knowledge or vocabulary and attention 148 00:09:18,560 --> 00:09:21,840 to the effective element, motivation and emotions. 149 00:09:21,840 --> 00:09:24,360 Those are the ten essential elements 150 00:09:24,360 --> 00:09:29,160 of a comprehensive literacy program. 151 00:09:29,160 --> 00:09:34,240 Now, back to balanced literacy instruction. 152 00:09:34,240 --> 00:09:37,800 What does the National Reading Panel 153 00:09:37,800 --> 00:09:40,480 say about balanced reading instruction? 154 00:09:40,480 --> 00:09:46,920 That is the Bible used by the Science of Reading Club. 155 00:09:46,920 --> 00:09:50,040 It says, and again, balanced literacy 156 00:09:50,040 --> 00:09:52,960 is an understanding that good instruction is a balance 157 00:09:52,960 --> 00:09:57,080 of skills instruction and authentic literacy activities. 158 00:09:57,080 --> 00:10:03,960 The National Reading Panel said this on page 2-97, 159 00:10:03,960 --> 00:10:07,000 quote, systematic phonics instruction 160 00:10:07,000 --> 00:10:10,320 should be integrated with other reading instruction 161 00:10:10,320 --> 00:10:18,600 to create a balanced reading program, unquote. 162 00:10:18,600 --> 00:10:22,000 It goes on to say, quote, phonics should not 163 00:10:22,000 --> 00:10:25,080 become the dominant component in a reading program, 164 00:10:25,080 --> 00:10:28,000 neither in the amount of time devoted to it, 165 00:10:28,000 --> 00:10:35,000 nor the significance attached, unquote, page 2-97. 166 00:10:35,000 --> 00:10:38,480 All right, so let's do some more unpacking. 167 00:10:38,480 --> 00:10:40,680 Consensus among research. 168 00:10:40,680 --> 00:10:44,560 Jessica Winters goes on to write this, quote, 169 00:10:44,560 --> 00:10:49,240 these developments reflect a longstanding consensus 170 00:10:49,240 --> 00:10:53,680 among researchers that intensive phonics and vocabulary 171 00:10:53,680 --> 00:10:58,440 building instruction, an approach often referred to nowadays 172 00:10:58,440 --> 00:11:03,320 as the science of reading, are essential. 173 00:11:03,320 --> 00:11:06,480 Jessica, Jessica, Jessica. 174 00:11:06,480 --> 00:11:09,080 Now, in an academic publication, you 175 00:11:09,080 --> 00:11:12,920 would never get away with a statement like this, 176 00:11:12,920 --> 00:11:16,080 yet have to cite your sources. 177 00:11:16,080 --> 00:11:19,480 That's why we have peer reviewed research. 178 00:11:19,480 --> 00:11:21,640 Peer reviewed research is the currency that 179 00:11:21,640 --> 00:11:28,080 drives an academic economy, and teaching is an academic endeavor. 180 00:11:28,080 --> 00:11:32,240 And she says there's consensus among researchers 181 00:11:32,240 --> 00:11:36,560 that intensive phonics and consensus among researchers. 182 00:11:36,560 --> 00:11:37,760 What researchers? 183 00:11:37,760 --> 00:11:39,320 How many researchers? 184 00:11:39,320 --> 00:11:40,800 Two researchers? 185 00:11:40,800 --> 00:11:45,520 Did you find two researchers who agreed and called it a consensus? 186 00:11:45,520 --> 00:11:47,840 Were they literacy researchers? 187 00:11:47,840 --> 00:11:51,280 Or were they soybean researchers or bovine researchers 188 00:11:51,280 --> 00:11:55,240 or psychology researchers or medical researchers? 189 00:11:55,240 --> 00:11:59,680 Consensus among researchers, you say. 190 00:11:59,680 --> 00:12:02,640 Now, you're given the false impression, Jessica, 191 00:12:02,640 --> 00:12:06,040 that intensive phonics and vocabulary instruction 192 00:12:06,040 --> 00:12:08,800 are an approach, and that there's 193 00:12:08,800 --> 00:12:12,040 a consensus among literacy researchers that think 194 00:12:12,040 --> 00:12:13,520 this approach should be used. 195 00:12:13,520 --> 00:12:15,280 And that is simply not true. 196 00:12:15,280 --> 00:12:15,880 That's wrong. 197 00:12:15,880 --> 00:12:16,520 That's wrong. 198 00:12:16,520 --> 00:12:17,640 That's wrong. 199 00:12:17,640 --> 00:12:20,360 And if you don't know it, you should. 200 00:12:20,360 --> 00:12:23,600 I don't know if this is ignorant speaking or arrogance 201 00:12:23,600 --> 00:12:26,240 or a bit of both. 202 00:12:26,240 --> 00:12:29,920 What is accurate is this. 203 00:12:29,920 --> 00:12:36,160 There is an agreement among most literacy researchers 204 00:12:36,160 --> 00:12:41,320 that phonics instruction and word learning or vocabulary 205 00:12:41,320 --> 00:12:47,440 should be part of a total literacy program. 206 00:12:47,440 --> 00:12:55,160 That's what a consensus of literacy researchers agree on. 207 00:12:55,160 --> 00:12:59,440 That you got it wrong, Jessica. 208 00:12:59,440 --> 00:13:00,840 Intensive phonics. 209 00:13:00,840 --> 00:13:05,480 Again, phonics instruction and vocabulary building 210 00:13:05,480 --> 00:13:07,280 are not an approach. 211 00:13:07,280 --> 00:13:08,480 You called it an approach. 212 00:13:08,480 --> 00:13:10,600 That's wrong. 213 00:13:10,600 --> 00:13:15,800 There are two essential elements of the 10 elements 214 00:13:15,800 --> 00:13:21,720 of a comprehensive literacy program, two of 10 essential parts 215 00:13:21,720 --> 00:13:24,600 of what should be in a reading program. 216 00:13:24,600 --> 00:13:27,920 And you wrote intensive phonics and vocabulary building 217 00:13:27,920 --> 00:13:29,960 instruction are essential. 218 00:13:29,960 --> 00:13:33,160 Yes, they're essential. 219 00:13:33,160 --> 00:13:34,480 Part. 220 00:13:34,480 --> 00:13:37,880 They're necessary but not sufficient. 221 00:13:37,880 --> 00:13:40,800 Well, let's go back to the National Reading Panel again. 222 00:13:40,800 --> 00:13:41,680 Your Bible. 223 00:13:41,680 --> 00:13:43,880 What does it say about intensive phonics? 224 00:13:43,880 --> 00:13:46,040 It says this. 225 00:13:46,040 --> 00:13:50,200 Phonics instruction failed to produce a significant impact 226 00:13:50,200 --> 00:13:53,920 on the reading performance of low achieving readers 227 00:13:53,920 --> 00:13:56,640 in second through sixth grade. 228 00:13:56,640 --> 00:13:59,920 Now, that's a consensus among researchers. 229 00:13:59,920 --> 00:14:02,880 It also said the impact of phonics on comprehension 230 00:14:02,880 --> 00:14:04,280 is limited. 231 00:14:04,280 --> 00:14:07,160 That's a consensus among researchers. 232 00:14:07,160 --> 00:14:11,680 Phonics instruction contributed only weekly, if at all, 233 00:14:11,680 --> 00:14:15,200 in helping poor readers apply these skills 234 00:14:15,200 --> 00:14:20,120 to read actual texts National Reading Panel. 235 00:14:20,120 --> 00:14:23,880 There were insufficient data to draw any conclusions 236 00:14:23,880 --> 00:14:26,440 about the effects of phonics instruction 237 00:14:26,440 --> 00:14:30,520 with normally developing readers above first grade. 238 00:14:30,520 --> 00:14:34,920 That is a consensus among researchers. 239 00:14:34,920 --> 00:14:37,560 And last, phonics instruction fails 240 00:14:37,560 --> 00:14:41,200 to exert a statistically significant impact 241 00:14:41,200 --> 00:14:46,760 on poor readers in second through sixth grade. 242 00:14:46,760 --> 00:14:52,560 That is a consensus among literacy researchers. 243 00:14:52,560 --> 00:14:54,520 And here's the thing. 244 00:14:54,520 --> 00:15:01,040 Balanced literacy does include intensive phonics instruction. 245 00:15:01,040 --> 00:15:04,640 It's not the what of intensive phonics instruction. 246 00:15:04,640 --> 00:15:08,840 It's the how and the how much of intensive phonics instruction 247 00:15:08,840 --> 00:15:11,760 that is at issue here. 248 00:15:11,760 --> 00:15:16,440 How much intensive phonics instruction should be included? 249 00:15:16,440 --> 00:15:20,080 Well, only as much as each individual reader needs. 250 00:15:20,080 --> 00:15:22,800 But if you would listen to Jessica Walter, 251 00:15:22,800 --> 00:15:26,520 Winter, I'm sorry, and listen to Emily Hanford, 252 00:15:26,520 --> 00:15:30,120 they would have you believe that reading instruction 253 00:15:30,120 --> 00:15:33,640 should consist mostly, if not all, 254 00:15:33,640 --> 00:15:38,440 of intensive phonics instruction or vocabulary building 255 00:15:38,440 --> 00:15:39,600 instruction. 256 00:15:39,600 --> 00:15:41,320 So that's a good segue. 257 00:15:41,320 --> 00:15:44,520 Vocabulary building instruction. 258 00:15:44,520 --> 00:15:47,200 She says that there should be intensive phonics 259 00:15:47,200 --> 00:15:50,880 and vocabulary building instruction. 260 00:15:50,880 --> 00:15:54,000 Again, these are only two of 10 essential elements. 261 00:15:54,000 --> 00:16:00,840 But what does Jessica mean by vocabulary building instruction? 262 00:16:00,840 --> 00:16:03,160 What does that look like, Jessica? 263 00:16:03,160 --> 00:16:05,600 What are you trying to say? 264 00:16:05,600 --> 00:16:09,840 Now, in an academic setting, you can't just say things. 265 00:16:09,840 --> 00:16:11,160 You have to cite it. 266 00:16:11,160 --> 00:16:13,960 That's the difference between an academic journal 267 00:16:13,960 --> 00:16:15,760 and that thing you write for. 268 00:16:15,760 --> 00:16:16,600 What's it called? 269 00:16:16,600 --> 00:16:19,680 Oh, yes, a magazine. 270 00:16:19,680 --> 00:16:22,080 Do you know what you're talking about? 271 00:16:22,080 --> 00:16:24,840 Vocabulary building instruction. 272 00:16:24,840 --> 00:16:26,840 What does that look like? 273 00:16:26,840 --> 00:16:29,880 Do you mean direct instruction? 274 00:16:29,880 --> 00:16:34,080 Do you mean telling students the meaning of words? 275 00:16:34,080 --> 00:16:37,280 It sounds good, vocabulary instruction. 276 00:16:37,280 --> 00:16:40,200 To the layperson, it may even sound like you know what 277 00:16:40,200 --> 00:16:42,280 you're talking about. 278 00:16:42,280 --> 00:16:46,840 But let's, again, take a visit to the National Reading Panel 279 00:16:46,840 --> 00:16:48,240 Report. 280 00:16:48,240 --> 00:16:51,960 Quote, then panel found no research of vocabulary 281 00:16:51,960 --> 00:16:55,400 measurement that met the National Reading Panel 282 00:16:55,400 --> 00:16:56,920 criteria. 283 00:16:56,920 --> 00:17:01,240 There, for a detailed review of implicit evidence 284 00:17:01,240 --> 00:17:02,160 is presented. 285 00:17:02,160 --> 00:17:03,800 And here's what they found. 286 00:17:03,800 --> 00:17:05,360 Explicit instruction. 287 00:17:05,360 --> 00:17:08,360 This is called direct instruction. 288 00:17:08,360 --> 00:17:10,760 Here, students are given definitions 289 00:17:10,760 --> 00:17:13,800 or attributes of words to be learned. 290 00:17:13,800 --> 00:17:17,640 Yes, this should be done as a pre-reading or pre-lesson 291 00:17:17,640 --> 00:17:19,160 activity. 292 00:17:19,160 --> 00:17:23,080 Instruction, vocabulary instruction prior to reading 293 00:17:23,080 --> 00:17:26,000 or a lesson can facilitate vocabulary acquisition 294 00:17:26,000 --> 00:17:27,920 and comprehension. 295 00:17:27,920 --> 00:17:31,600 To the panel found that you need repeated exposure 296 00:17:31,600 --> 00:17:34,000 to words, multiple exposures. 297 00:17:34,000 --> 00:17:38,400 Yes, the panel found that wide reading is essential. 298 00:17:38,400 --> 00:17:42,280 Vocabulary can be learned in the context of storybook reading. 299 00:17:42,280 --> 00:17:44,680 The panel also found that vocabulary 300 00:17:44,680 --> 00:17:48,400 can be learned listening to stories being read. 301 00:17:48,400 --> 00:17:50,640 It learned that learning in rich context 302 00:17:50,640 --> 00:17:54,080 is valuable for word learning. 303 00:17:54,080 --> 00:17:56,160 And active engagement, students that 304 00:17:56,160 --> 00:17:57,520 need to be actively engaged, they 305 00:17:57,520 --> 00:18:00,080 need to do something with the words. 306 00:18:00,080 --> 00:18:04,800 They found that vocabulary can be learned in incidental learning. 307 00:18:04,800 --> 00:18:09,040 And it found that dependence on a single vocabulary 308 00:18:09,040 --> 00:18:12,520 instructional method will not result in optimal learning. 309 00:18:12,520 --> 00:18:17,960 That's what the National Reading Panel Report found. 310 00:18:17,960 --> 00:18:20,400 And again, Jessica, what do you mean 311 00:18:20,400 --> 00:18:24,840 by vocabulary building instruction? 312 00:18:24,840 --> 00:18:30,280 Children learn between 3,000 and 5,000 words a year. 313 00:18:30,280 --> 00:18:34,080 What would intensive vocabulary building instruction 314 00:18:34,080 --> 00:18:36,880 look like? 315 00:18:36,880 --> 00:18:39,240 If you mean activities and instruction 316 00:18:39,240 --> 00:18:42,080 to build students' vocabularies, 317 00:18:42,080 --> 00:18:46,680 it would look a lot like balanced literacy. 318 00:18:46,680 --> 00:18:48,000 Absolutely. 319 00:18:48,000 --> 00:18:51,720 Now in my book, 10 Essential Instructional Elements 320 00:18:51,720 --> 00:18:54,080 for Students with Reading Difficulties, 321 00:18:54,080 --> 00:18:59,680 I describe with citations seven research-based word 322 00:18:59,680 --> 00:19:01,240 learning strategies. 323 00:19:01,240 --> 00:19:04,040 Number one, promote wide reading. 324 00:19:04,040 --> 00:19:04,960 Absolutely. 325 00:19:04,960 --> 00:19:08,880 This is what you'd see in a balanced literacy program. 326 00:19:08,880 --> 00:19:13,320 Wide reading enhances word learning, fluency, comprehension, 327 00:19:13,320 --> 00:19:15,640 and word recognition. 328 00:19:15,640 --> 00:19:18,960 Two, model sophisticated word usage. 329 00:19:18,960 --> 00:19:21,800 This would be the teacher modeling new words. 330 00:19:21,800 --> 00:19:24,760 This enables students to learn new words incidentally 331 00:19:24,760 --> 00:19:29,680 in authentic context, as well as develop word consciousness. 332 00:19:29,680 --> 00:19:34,560 Number three, provide contextual and definitional information. 333 00:19:34,560 --> 00:19:36,760 That means when new words are introduced, 334 00:19:36,760 --> 00:19:41,120 provide both contextual and definitional information. 335 00:19:41,120 --> 00:19:45,240 Students should always see or hear a word 336 00:19:45,240 --> 00:19:48,040 in the context of a sentence. 337 00:19:48,040 --> 00:19:51,520 Four, connect new to known when introducing new words. 338 00:19:51,520 --> 00:19:55,400 Always try to link new words to known words and concepts, 339 00:19:55,400 --> 00:19:56,920 make associations. 340 00:19:56,920 --> 00:19:59,680 Number five, multiple exposures. 341 00:19:59,680 --> 00:20:02,120 An initial exposure does very little 342 00:20:02,120 --> 00:20:05,840 to move a new word into students' vocabulary. 343 00:20:05,840 --> 00:20:08,440 They need to encounter new words many times 344 00:20:08,440 --> 00:20:12,360 in a variety of contexts over time. 345 00:20:12,360 --> 00:20:16,200 Six, provide active, in-depth processing of words. 346 00:20:16,200 --> 00:20:19,640 That means create writing and speaking activities 347 00:20:19,640 --> 00:20:23,000 where students must use the words. 348 00:20:23,000 --> 00:20:28,000 And seven, connect word learning to concept building. 349 00:20:28,000 --> 00:20:31,280 One of the best places for addressing vocabulary 350 00:20:31,280 --> 00:20:34,720 is when learning new concepts in science and social studies 351 00:20:34,720 --> 00:20:37,520 or other curriculum areas. 352 00:20:37,520 --> 00:20:38,960 Teach new concepts. 353 00:20:38,960 --> 00:20:42,960 Introduce vocabulary using diagrams, semantic maps, 354 00:20:42,960 --> 00:20:46,280 or other forms of graphic organizers. 355 00:20:46,280 --> 00:20:49,080 This enables students to perceive the relatedness 356 00:20:49,080 --> 00:20:53,080 and interrelatedness of new words and concepts. 357 00:20:53,080 --> 00:20:57,600 So in conclusion to this podcast, 358 00:20:57,600 --> 00:21:00,400 I've got four podcasts in the can. 359 00:21:00,400 --> 00:21:04,160 And I'm not even to the bottom of page two 360 00:21:04,160 --> 00:21:08,320 of Jessica Winter's 13-page article. 361 00:21:08,320 --> 00:21:11,320 So I've got lots and lots of podcasts to go. 362 00:21:11,320 --> 00:21:15,960 But in conclusion, one, units of study is not a curriculum. 363 00:21:15,960 --> 00:21:18,200 It's a program. 364 00:21:18,200 --> 00:21:21,680 Number two, a curriculum is a systematic plan 365 00:21:21,680 --> 00:21:25,120 for instruction designed by teachers 366 00:21:25,120 --> 00:21:27,520 within a school or school district 367 00:21:27,520 --> 00:21:30,960 that identifies the specific knowledge and skills 368 00:21:30,960 --> 00:21:36,080 to be taught at what grade level and in what context. 369 00:21:36,080 --> 00:21:41,160 Number three, balanced literacy is not a program. 370 00:21:41,160 --> 00:21:45,240 You can't buy balanced literacy. 371 00:21:45,240 --> 00:21:49,880 Number four, balanced literacy is not a curriculum. 372 00:21:49,880 --> 00:21:53,320 Number five, balanced literacy is a balance 373 00:21:53,320 --> 00:21:59,560 between skills instruction and meaningful literacy activities. 374 00:21:59,560 --> 00:22:03,240 It has 10 different elements. 375 00:22:03,240 --> 00:22:07,560 Number six, the National Reading Panel report 376 00:22:07,560 --> 00:22:12,760 supports a balanced reading program. 377 00:22:12,760 --> 00:22:15,320 Number seven, intensive phonics 378 00:22:15,320 --> 00:22:21,320 and vocabulary building instruction is not an approach. 379 00:22:21,320 --> 00:22:24,400 It is simply two out of 10 essential elements 380 00:22:24,400 --> 00:22:27,960 in a balanced literacy program. 381 00:22:27,960 --> 00:22:31,200 Number eight, in balanced literacy programs, 382 00:22:31,200 --> 00:22:34,680 there are both intensive phonics instruction 383 00:22:34,680 --> 00:22:41,240 and vocabulary building instruction, among other things. 384 00:22:41,240 --> 00:22:45,120 Number nine, a consensus among researchers 385 00:22:45,120 --> 00:22:51,240 just means two or more people who do research agree on something. 386 00:22:51,240 --> 00:22:54,320 Number 10, peer-reviewed research is the currency 387 00:22:54,320 --> 00:22:56,560 used in an academic economy. 388 00:22:56,560 --> 00:22:59,880 Teaching is an academic endeavor. 389 00:22:59,880 --> 00:23:03,720 Number 11, science of reading mandates 390 00:23:03,720 --> 00:23:07,600 force good teachers to commit educational malpractice 391 00:23:07,600 --> 00:23:09,480 on a daily basis. 392 00:23:09,480 --> 00:23:14,240 And number 12, good reading instruction only comes 393 00:23:14,240 --> 00:23:16,680 from good reading teachers. 394 00:23:16,680 --> 00:23:19,120 This has been the Reading Instruction Show. 395 00:23:19,120 --> 00:23:41,280 I am your host, as always, Dr. Andy Johnson.