WEBVTT 00:00:00.140 --> 00:00:04.259 This is Dr. Andy Johnson and the reading instruction 00:00:04.259 --> 00:00:08.619 show. Today we are looking at things we can do 00:00:08.619 --> 00:00:12.699 to help your child with reading at home. I want 00:00:12.699 --> 00:00:15.439 to give you some tips to keep your child engaged, 00:00:15.880 --> 00:00:18.600 some advice on teaching, and you notice I have 00:00:18.600 --> 00:00:21.719 quotation marks there, and then some specific 00:00:21.719 --> 00:00:25.780 ideas for enhancing reading fluency. I know this 00:00:25.780 --> 00:00:29.920 is difficult. I know this is tough. However, 00:00:31.219 --> 00:00:33.600 you want to keep things as simple as possible. 00:00:33.659 --> 00:00:36.979 There's no complex answers. Usually the simple 00:00:36.979 --> 00:00:40.259 things are the best things. There's no super 00:00:40.259 --> 00:00:43.060 secret strategies, no best program that you need 00:00:43.060 --> 00:00:49.119 to buy. There's no best method or approach whether 00:00:49.119 --> 00:00:52.719 you're in school or at home. It starts though 00:00:52.719 --> 00:00:56.820 with understanding the basic process that the 00:00:56.820 --> 00:01:01.500 brain uses to create meaning with print. That 00:01:01.500 --> 00:01:05.040 is key. First of all, reading is not sounding 00:01:05.040 --> 00:01:10.560 out words. We often think it's that, and we think 00:01:10.560 --> 00:01:13.079 that struggling readers just need more sounding 00:01:13.079 --> 00:01:16.099 out word practice. If they could just sound out 00:01:16.099 --> 00:01:19.849 more words, you say, then they could read. Or 00:01:19.849 --> 00:01:22.069 read better? But that's not the case. But think 00:01:22.069 --> 00:01:24.450 about this. When you read the stuff on the screen, 00:01:24.750 --> 00:01:27.590 are you doing all this stuff in the microsecond 00:01:27.590 --> 00:01:30.650 it takes to look at a word? Are you putting the 00:01:30.650 --> 00:01:33.569 sounds to a letter? Putting the sounds together, 00:01:33.849 --> 00:01:35.689 creating words, attaching words to other words, 00:01:35.790 --> 00:01:38.469 and creating ideas? Is that what your brain is 00:01:38.469 --> 00:01:45.129 doing? I think not! Reading is creating meaning 00:01:45.129 --> 00:01:50.109 with print. there is a two -way flow of information. 00:01:50.810 --> 00:01:54.829 Information from the cortex flows down onto the 00:01:54.829 --> 00:01:59.049 page to help you understand. And here is something 00:01:59.049 --> 00:02:03.090 that neuroscience has taught us. There is almost 00:02:03.090 --> 00:02:07.129 ten times more information flowing from the cortex 00:02:07.129 --> 00:02:10.870 down than from the page up during the process 00:02:10.870 --> 00:02:14.710 of reading. It's an interactive process. That 00:02:14.710 --> 00:02:17.909 means we're using what's up here to understand 00:02:17.909 --> 00:02:21.849 what is on the page. That's an important thing. 00:02:22.870 --> 00:02:26.509 Now, there are three cueing systems, phonological, 00:02:26.909 --> 00:02:30.069 syntactic, and semantic. And we'll get to that 00:02:30.069 --> 00:02:33.650 in a minute. But know that effective readers 00:02:33.650 --> 00:02:37.430 use very few letter cues when creating meaning 00:02:37.430 --> 00:02:40.539 with print. Remember, Reading is creating meaning 00:02:40.539 --> 00:02:43.560 with print, not sounding out words. When you 00:02:43.560 --> 00:02:47.120 looked at that sentence, you did not process 00:02:47.120 --> 00:02:50.039 every single letter. Matter of fact, your eyes 00:02:50.039 --> 00:02:52.680 were going this way and that, and you probably 00:02:52.680 --> 00:02:55.479 stopped on, oh, maybe five or six of these words, 00:02:55.740 --> 00:02:58.599 but your brain, that top -down flow of information, 00:02:58.780 --> 00:03:01.699 was filling in the blanks. For example, look 00:03:01.699 --> 00:03:06.680 at that sentence. Most of you could create meaning 00:03:06.680 --> 00:03:09.949 with that, even though All the vowels that were 00:03:09.949 --> 00:03:15.310 not first in the word were taken out. Absolutely. 00:03:17.530 --> 00:03:20.629 Creating meaning with print, top -down flow of 00:03:20.629 --> 00:03:24.509 information. Our brain, when we see words on 00:03:24.509 --> 00:03:29.409 the page, uses not one, but three. We use semantics, 00:03:29.830 --> 00:03:33.030 context clues, syntax, which is grammar and word 00:03:33.030 --> 00:03:37.210 order, to recognize words. And we use phonics, 00:03:37.469 --> 00:03:42.289 letter sounds. Of those three, the phonological 00:03:42.289 --> 00:03:45.770 cueing system is the least efficient in terms 00:03:45.770 --> 00:03:48.949 of how much space it takes up in short -term 00:03:48.949 --> 00:03:54.810 memory. Now, an overemphasis on phonics can actually 00:03:54.810 --> 00:03:58.930 impede students' progress. And I've seen students 00:03:58.930 --> 00:04:01.569 reading very well. They come to a word and all 00:04:01.569 --> 00:04:05.379 of a sudden they stop. and they're looking at 00:04:05.379 --> 00:04:08.000 each letter and it slows them up and all that 00:04:08.000 --> 00:04:11.360 stuff in short -term memory. Now when I say to 00:04:11.360 --> 00:04:13.659 the student, well just say blank and move on. 00:04:14.300 --> 00:04:17.399 They say blank, move on, all of a sudden, oh, 00:04:17.540 --> 00:04:20.899 they recognize the word. All right, that's using 00:04:20.899 --> 00:04:24.639 semantics. It uses far less processing space 00:04:24.639 --> 00:04:28.839 and far less time. So to teach them, I actually 00:04:28.839 --> 00:04:31.800 say, say blank and just keep moving on. and they 00:04:31.800 --> 00:04:35.000 end up going back. It takes far less time and 00:04:35.000 --> 00:04:38.540 space. Now this doesn't mean that phonics should 00:04:38.540 --> 00:04:41.600 not be taught. Every single person that I've 00:04:41.600 --> 00:04:45.100 ever encountered believes that phonics letter 00:04:45.100 --> 00:04:47.839 sounds should be taught. It should not be taught 00:04:47.839 --> 00:04:51.600 as the exclusive way to recognize words. It's 00:04:51.600 --> 00:04:54.699 one of three ways. So we need to create activities 00:04:54.699 --> 00:04:57.959 to develop all three cueing systems and word 00:04:57.959 --> 00:05:02.069 identification is probably the topic of another 00:05:02.069 --> 00:05:06.569 webcast or podcast, all right? So four tips for 00:05:06.569 --> 00:05:10.089 keeping your students engaged in reading at home. 00:05:10.870 --> 00:05:13.949 First of all, when you're reading with your child 00:05:13.949 --> 00:05:18.649 aloud, stop correcting mistakes. This will be 00:05:18.649 --> 00:05:21.810 tough. I know it. Now listen to me. Remember, 00:05:21.910 --> 00:05:24.529 the emotional component of reading, especially 00:05:24.529 --> 00:05:28.970 with struggling readers, is very tough. I recommend 00:05:28.970 --> 00:05:31.230 strongly, and this is what I do, when you don't 00:05:31.230 --> 00:05:34.449 recognize a word, say blank, and keep moving 00:05:34.449 --> 00:05:37.750 on, or just ignore it. Skip the word. All right? 00:05:38.050 --> 00:05:40.069 Remember, reading is creating meaning with print. 00:05:40.610 --> 00:05:43.329 Often if they skip the word, they're still creating 00:05:43.329 --> 00:05:46.769 meaning. They can go back. And as long as a student 00:05:46.769 --> 00:05:49.449 is creating meaning with print, they don't need 00:05:49.449 --> 00:05:51.529 to sound out every word if they're getting the 00:05:51.529 --> 00:05:55.769 ideas. As well, students need the opportunity 00:05:55.769 --> 00:05:59.399 to develop Metacognition, that's does it make 00:05:59.399 --> 00:06:02.720 sense? So if we jump in and we correct them right 00:06:02.720 --> 00:06:06.000 away, they don't develop this opportunity to 00:06:06.000 --> 00:06:08.800 say, hmm, does that make sense? And go back and 00:06:08.800 --> 00:06:12.920 fix it up. As well, students become very reflexive 00:06:12.920 --> 00:06:15.420 if they're being corrected all the time, so stop 00:06:15.420 --> 00:06:18.259 doing that. Well, what do you do if this student 00:06:18.259 --> 00:06:22.079 stops and asks you for help? You say this, what 00:06:22.079 --> 00:06:25.180 makes sense? And again, they're developing semantic 00:06:25.180 --> 00:06:27.699 if you say that. Or else say, give it your best 00:06:27.699 --> 00:06:31.100 guess. Or else, skip it and move on. Here's three 00:06:31.100 --> 00:06:32.879 things you should say when you're reading with 00:06:32.879 --> 00:06:37.360 your child. Never say, sound it out. Because 00:06:37.360 --> 00:06:40.600 children know that already. You're not telling 00:06:40.600 --> 00:06:44.800 them. But again, sounding it out takes more cognitive 00:06:44.800 --> 00:06:47.680 space. You're slowing them down. And when you 00:06:47.680 --> 00:06:49.740 slow them down and focus on individual letters 00:06:49.740 --> 00:06:53.589 and words, They're not focusing on ideas. We 00:06:53.589 --> 00:06:58.350 want them to focus on meaning, not letters. And 00:06:58.350 --> 00:07:01.250 students are already doing that anyway. Duh, 00:07:01.490 --> 00:07:03.610 I know she would sound it out. I'm just not good 00:07:03.610 --> 00:07:08.410 at it. Don't do that. Here's something that will 00:07:08.410 --> 00:07:12.709 freak you out. 99 % of all students know how 00:07:12.709 --> 00:07:16.860 to read. I would say 99 .9. They know the process. 00:07:16.920 --> 00:07:19.240 The letter makes the sound. You put the letter 00:07:19.240 --> 00:07:21.500 sounds together that create word. They all know 00:07:21.500 --> 00:07:24.100 that. Like I know how to play the piano. They're 00:07:24.100 --> 00:07:28.480 just not very good at it. And what do you do 00:07:28.480 --> 00:07:31.839 when you're not good at something? Why? I hope 00:07:31.839 --> 00:07:35.480 you practice just like practicing the piano. 00:07:35.920 --> 00:07:39.100 You need a little instruction, but a lot of reading 00:07:39.100 --> 00:07:44.389 practice. So tip number two. Students need reading 00:07:44.389 --> 00:07:47.350 practice. Instead of reading class, we should 00:07:47.350 --> 00:07:50.610 call it reading practice. Just like you need 00:07:50.610 --> 00:07:54.149 volleyball practice and piano practice and writing 00:07:54.149 --> 00:07:58.949 practice. Children, adults need practice. You 00:07:58.949 --> 00:08:03.569 get better by practicing reading. Now, at home, 00:08:04.069 --> 00:08:07.470 reading practice should be a big part of the 00:08:07.470 --> 00:08:11.279 instruction or intervention. What they read should 00:08:11.279 --> 00:08:16.540 be at their independent level or below. We don't 00:08:16.540 --> 00:08:20.459 want to frustrate or overwhelm students. It's 00:08:20.459 --> 00:08:23.899 that emotional component. It's the encounter 00:08:23.899 --> 00:08:26.860 with words and sentences and phrases that helps 00:08:26.860 --> 00:08:29.420 them develop the ability to create meaning with 00:08:29.420 --> 00:08:33.299 print. Comic books are just fine as well or graphic 00:08:33.299 --> 00:08:36.179 novels. The goal is to get them immersed in print 00:08:36.179 --> 00:08:39.269 to help them fall in love with books. As well 00:08:39.269 --> 00:08:42.529 with any type of practice we need to be regular 00:08:42.529 --> 00:08:47.190 and consistent. 10 minutes a day of focused practice 00:08:47.190 --> 00:08:51.309 is much better than spread out practice or 40 00:08:51.309 --> 00:08:55.169 minutes in which a child is not focused. 10 minutes 00:08:55.169 --> 00:08:57.429 a day for four days better than 40 minutes a 00:08:57.429 --> 00:09:01.110 day for one day. Brain gets to process in between. 00:09:01.570 --> 00:09:04.350 So regular and consistent it does not have to 00:09:04.350 --> 00:09:07.169 be long as long as it's consistent. And here's 00:09:07.169 --> 00:09:10.570 the thing. If children are engaged in books for 00:09:10.570 --> 00:09:13.909 10 minutes a day, four days a week, if they have 00:09:13.909 --> 00:09:16.269 good books to read, they will eventually fall 00:09:16.269 --> 00:09:21.029 in love with books. Volume of reading is important, 00:09:21.350 --> 00:09:24.090 much more important than reading level. The goal 00:09:24.090 --> 00:09:27.169 is to expose them to letter patterns, words, 00:09:27.610 --> 00:09:30.960 sentence structure. and concept. So this brain 00:09:30.960 --> 00:09:34.679 gets better at recognizing these things, recognizing 00:09:34.679 --> 00:09:39.200 patterns, recognizing sentence structure. As 00:09:39.200 --> 00:09:42.860 well as part of this, your reading to children 00:09:42.860 --> 00:09:46.200 is important. You read a lot of book at bedtime. 00:09:46.919 --> 00:09:49.299 A great story that may be, you know, a chapter 00:09:49.299 --> 00:09:52.379 book, that may be above their reading level. 00:09:52.460 --> 00:09:56.000 This is the stuff you read to them you are exposing. 00:09:56.350 --> 00:09:59.470 them to vocabulary and sentence structure and 00:09:59.470 --> 00:10:01.649 concepts and you're helping them fall in love 00:10:01.649 --> 00:10:05.470 with books. I'm tutoring a child and her mother 00:10:05.470 --> 00:10:07.870 is reading Little House on the Prairie which 00:10:07.870 --> 00:10:10.389 is a little above her reading level but she loves 00:10:10.389 --> 00:10:13.870 it and she's learning new stuff and falling and 00:10:13.870 --> 00:10:18.169 being exposed to all these other things. So an 00:10:18.169 --> 00:10:20.830 important understanding you don't teach reading 00:10:20.830 --> 00:10:23.990 most children know how to read they just can't 00:10:23.990 --> 00:10:28.620 read very well. So you are creating the conditions 00:10:28.620 --> 00:10:33.539 whereby your child can develop the ability to 00:10:33.539 --> 00:10:36.120 create meaning with print. Now it is much like 00:10:36.120 --> 00:10:40.019 learning to speak and listen. They learn to speak 00:10:40.019 --> 00:10:43.440 and listen by being immersed in real language 00:10:43.440 --> 00:10:46.960 and listening and speaking for real purposes. 00:10:47.379 --> 00:10:51.159 So you want to create these conditions. Which 00:10:51.159 --> 00:10:57.039 leads us to tip number three. Set weekly reading 00:10:57.039 --> 00:10:59.519 goals. And I'm gonna give you some ideas here. 00:11:00.080 --> 00:11:02.980 And start low, but the goals could be number 00:11:02.980 --> 00:11:07.360 of books read, or number of pages read. I would 00:11:07.360 --> 00:11:10.519 recommend starting with a number of minutes read. 00:11:11.259 --> 00:11:14.960 Start low so you don't frustrate, so that child 00:11:14.960 --> 00:11:19.120 can achieve his or her reading goals. Now reading 00:11:19.120 --> 00:11:22.389 four days a week out of seven. That's great. 00:11:22.750 --> 00:11:25.250 You know, start with four. Seven, of course, 00:11:25.289 --> 00:11:28.509 would be great, but you want these goals to be 00:11:28.509 --> 00:11:32.809 attainable. Set aside consistent time for reading 00:11:32.809 --> 00:11:35.850 practice. Again, 10 minutes a day is fine. Four 00:11:35.850 --> 00:11:38.769 to five days a week. If you have good books, 00:11:39.070 --> 00:11:44.710 the child will read. Think about a family reading 00:11:44.710 --> 00:11:47.870 time where you all read together. You shut stuff 00:11:47.870 --> 00:11:51.639 off. and they see you reading as well. That would 00:11:51.639 --> 00:11:55.399 be ideal. But I know in these busy times that 00:11:55.399 --> 00:11:58.440 you have time and stuff. You have conflicting 00:11:58.440 --> 00:12:02.500 schedules. Now, having access to good books is 00:12:02.500 --> 00:12:04.519 key. How do you learn to read if you don't have 00:12:04.519 --> 00:12:07.580 good stuff to read? That is the big dilemma. 00:12:07.840 --> 00:12:11.399 If you have access to a school library, you should 00:12:11.399 --> 00:12:14.639 be getting regular books or a community library. 00:12:14.919 --> 00:12:17.700 We all have different lending systems. There 00:12:17.700 --> 00:12:20.840 are some online books. I use reading A to Z. 00:12:20.879 --> 00:12:24.340 They have books of variety of levels. That's 00:12:24.340 --> 00:12:27.960 something that I use. And you can reread other 00:12:27.960 --> 00:12:32.259 books. But finding good books is one important 00:12:32.259 --> 00:12:34.919 thing. Having a school or community library, 00:12:34.919 --> 00:12:38.289 that's an excellent resource. A teacher's number 00:12:38.289 --> 00:12:40.669 one job is to help children fall in love with 00:12:40.669 --> 00:12:45.809 books. After that, 98 % of their job is complete. 00:12:46.409 --> 00:12:50.289 The child wants to read. The child will be engaged 00:12:50.289 --> 00:12:55.470 and motivated to read. Now, choice is important. 00:12:55.990 --> 00:12:58.110 And think about it. When you go into a bookstore, 00:12:58.389 --> 00:13:01.090 no one assigns you a book. When you go into a 00:13:01.090 --> 00:13:03.389 library, no one says you have to read that book 00:13:03.389 --> 00:13:07.350 and you can't read that. So choice is choice 00:13:07.350 --> 00:13:10.129 of what to read. Choice, here's an important 00:13:10.129 --> 00:13:13.389 one. If you don't like a book, you can stop. 00:13:13.669 --> 00:13:17.250 That's just fine. Choice of when to read. Now 00:13:17.250 --> 00:13:19.490 this does not mean total choice all the time. 00:13:19.610 --> 00:13:22.590 It could be a choice between this and that. But 00:13:22.590 --> 00:13:27.149 the idea of choice is motivating to the child. 00:13:27.690 --> 00:13:30.850 A choice of... how to read and where to read. 00:13:30.990 --> 00:13:32.490 How to read the book. Do you want to read it 00:13:32.490 --> 00:13:34.129 sitting down? Do you want to read it in your 00:13:34.129 --> 00:13:36.230 bed? Do you want to read it here or there? That 00:13:36.230 --> 00:13:38.389 is how to read. That's kind of a where to read 00:13:38.389 --> 00:13:42.710 as well. All right. Here's tip number four. Create 00:13:42.710 --> 00:13:46.830 some chart to keep track of stuff. The minutes 00:13:46.830 --> 00:13:49.929 read or the books or the pages. So on Monday 00:13:49.929 --> 00:13:52.429 you'd say we read these books and these were 00:13:52.429 --> 00:13:55.169 the minutes and these were the pages. if you're 00:13:55.169 --> 00:13:58.110 reading chapter books, and have this someplace. 00:13:59.509 --> 00:14:03.250 Adopt and adapt this, by the way. Where you could 00:14:03.250 --> 00:14:06.850 keep this in a notebook, in a file folder someplace, 00:14:07.110 --> 00:14:11.789 on a computer, you could put up a poster, you 00:14:11.789 --> 00:14:15.710 decide. But keep it someplace, keep it regularly. 00:14:16.070 --> 00:14:19.769 Now, in an ideal situation, the child would be 00:14:19.769 --> 00:14:23.039 able to record this as well. minutes read pages 00:14:23.039 --> 00:14:26.200 and the names of the books read that day. Maybe 00:14:26.200 --> 00:14:28.980 the same book is spread out over several days. 00:14:29.000 --> 00:14:31.039 That's fine if they're older reading chapter 00:14:31.039 --> 00:14:34.940 books. I would encourage some sort of rating 00:14:34.940 --> 00:14:39.360 system, either inside cover of the book or on 00:14:39.360 --> 00:14:42.940 the chart or refrigerator someplace or on a Google 00:14:42.940 --> 00:14:44.879 Doc where you're sharing it with other students. 00:14:45.259 --> 00:14:48.419 Here you have the title of the book and the title 00:14:48.419 --> 00:14:51.539 of the child decides to give it some rating. 00:14:51.720 --> 00:14:54.059 Excellent. Good. Okay. Didn't like. Stinker. 00:14:54.340 --> 00:14:56.740 Of course, adopt and adapt this system. This 00:14:56.740 --> 00:15:00.659 gets them talking about books. Now, when I'm 00:15:00.659 --> 00:15:04.919 working with many students, I like to have a 00:15:04.919 --> 00:15:08.360 common place where they can rate because it creates 00:15:08.360 --> 00:15:13.120 conversation and social interaction. Oh, I didn't 00:15:13.120 --> 00:15:15.539 think that was a stinker. I thought it was great. 00:15:16.019 --> 00:15:21.130 Or here's an excellent book. I loved it. And 00:15:21.130 --> 00:15:24.129 when children find other children liking books, 00:15:24.210 --> 00:15:26.950 they're more apt to want to read that book. It 00:15:26.950 --> 00:15:30.110 goes back to that motivation thing again. And 00:15:30.110 --> 00:15:33.470 again, adopt and adapt some sort of rating. We 00:15:33.470 --> 00:15:36.809 have the title. For younger kids, sometimes it's 00:15:36.809 --> 00:15:39.470 a happy face, a straight face, and a sad face. 00:15:39.690 --> 00:15:44.809 Adopt and adapt. So four tips. Stop correcting 00:15:44.809 --> 00:15:49.519 mistakes. Practice reading. Set weekly reading 00:15:49.519 --> 00:15:53.320 goals and keep track of stuff or simple tips. 00:15:54.100 --> 00:15:57.759 Now, ideas for the child who is highly resistant, 00:15:58.080 --> 00:16:02.100 and I've worked with many of these. Set short 00:16:02.100 --> 00:16:05.320 specific goals. Today we're just going to read 00:16:05.320 --> 00:16:08.820 two pages that's short and specific, all right? 00:16:09.460 --> 00:16:14.200 Be regular, short and consistent again. Five 00:16:14.200 --> 00:16:17.360 minutes of focus time is better than 15 minutes 00:16:17.360 --> 00:16:22.039 of unfocused time. 10 minutes of focus time better 00:16:22.039 --> 00:16:25.820 than 30 minutes of unfocused time. You need to 00:16:25.820 --> 00:16:30.279 have lots of good reading material for the child 00:16:30.279 --> 00:16:33.279 to read. And sometimes it's a choice. All right, 00:16:33.320 --> 00:16:35.659 we're going to do this for 10 minutes. Your choice 00:16:35.659 --> 00:16:38.000 is you can sit there and you can do nothing or 00:16:38.000 --> 00:16:41.019 you can read. Maybe the first day they'll do 00:16:41.019 --> 00:16:44.539 nothing, but eventually they all choose to read. 00:16:44.799 --> 00:16:47.379 The choice is to do nothing and sit there and 00:16:47.379 --> 00:16:50.440 read, and you're all reading. The child will 00:16:50.440 --> 00:16:54.480 read. I'll bet you $20. And then scaffolded oral 00:16:54.480 --> 00:16:58.659 reading. I'm going to explain that. Three specific 00:16:58.659 --> 00:17:02.700 strategies, scaffolded oral reading score, language 00:17:02.700 --> 00:17:07.059 experience, activity, and fluency. Really silly 00:17:07.059 --> 00:17:12.319 stories. Now with score, this is a variation 00:17:12.319 --> 00:17:16.599 of the neurological IMPRESS method, and I'm going 00:17:16.599 --> 00:17:19.180 to demonstrate this in just a minute, but you're 00:17:19.180 --> 00:17:22.920 reading out loud with the child, but you're reading 00:17:22.920 --> 00:17:26.759 just a millisecond ahead to provide just a scaffold. 00:17:27.059 --> 00:17:29.980 You don't pause if the child does not recognize 00:17:29.980 --> 00:17:33.140 a word or stumbles. You keep moving and you provide 00:17:33.140 --> 00:17:36.980 a scaffold and you use a quiet voice just enough. 00:17:37.160 --> 00:17:41.079 to keep the child moving ahead. If the child 00:17:41.079 --> 00:17:44.059 is more proficient, maybe just sound out the 00:17:44.059 --> 00:17:46.819 first word or a couple of words here and there. 00:17:47.359 --> 00:17:51.619 You decide every other paragraph. You can have 00:17:51.619 --> 00:17:54.440 the child read independently one paragraph and 00:17:54.440 --> 00:17:59.500 then you use score the next one, etc., etc. Variations 00:17:59.500 --> 00:18:02.799 of score. whole passage or maybe you do every 00:18:02.799 --> 00:18:06.200 other passage, they read one independently and 00:18:06.200 --> 00:18:09.519 you read the next one using scaffolded oral reading, 00:18:09.859 --> 00:18:13.140 independent score, independent score. Now let 00:18:13.140 --> 00:18:17.259 me show you an example of scaffolded oral reading. 00:18:46.990 --> 00:18:52.730 this together. Living in Africa, cheetahs spayed 00:18:52.730 --> 00:18:59.069 across Africa's grassy savannas. Cheetahs are 00:18:59.069 --> 00:19:05.509 the fastest animals of all time. Excellent. Because 00:19:05.509 --> 00:19:12.369 the animals, yes, running makes cheetahs hot. 00:19:12.849 --> 00:19:26.619 They find a cool place. choice is very important 00:19:26.619 --> 00:19:30.099 after a page or two you always ask you want to 00:19:30.099 --> 00:19:32.140 keep reading or would you like to find another 00:19:32.140 --> 00:19:34.920 book just like you and I they should be able 00:19:34.920 --> 00:19:38.900 to choose which book they want to read and I 00:19:38.900 --> 00:19:48.900 would do this maybe two or three times Okay, 00:19:50.920 --> 00:19:53.519 you get the idea. That's scaffolded OR reading, 00:19:54.079 --> 00:19:58.000 and that is me demonstrating that. The language 00:19:58.000 --> 00:20:01.000 experience approach. This is so good. The child 00:20:01.000 --> 00:20:04.420 is reading. First you have an experience, and 00:20:04.420 --> 00:20:07.000 then you write about it. It's a child that dictates 00:20:07.000 --> 00:20:09.960 to you. What did you do yesterday? Okay, well 00:20:09.960 --> 00:20:13.000 let's write about it. And I usually have... I 00:20:13.000 --> 00:20:16.130 like to use a computer. I use 24 -point fonts 00:20:16.130 --> 00:20:19.529 so I can save it, but I do this every day. The 00:20:19.529 --> 00:20:23.990 child dictates and then the child rereads until 00:20:23.990 --> 00:20:29.309 fluency is achieved. Now, when I do this, I usually 00:20:29.309 --> 00:20:32.710 have a minimum of five sentences and I use it 00:20:32.710 --> 00:20:35.829 in paragraph form. And you can see what I actually 00:20:35.829 --> 00:20:39.869 did this summer. Don't do it in list form. With... 00:20:39.930 --> 00:20:43.329 Really emerging readers, I might have two sentences, 00:20:43.329 --> 00:20:46.750 but usually it's five. So we reread it until 00:20:46.750 --> 00:20:49.529 fluency is achieved. Usually it's once or twice. 00:20:49.809 --> 00:20:54.410 So they're practicing reading using words and 00:20:54.410 --> 00:20:57.490 experiences and concepts with which they are 00:20:57.490 --> 00:21:00.210 familiar. This is much easier. They're learning 00:21:00.210 --> 00:21:03.230 to read using words that they actually used. 00:21:04.109 --> 00:21:09.109 There's an example there. Then we use analytic 00:21:09.259 --> 00:21:12.700 Phonics meaning there's a word here that ends 00:21:12.700 --> 00:21:16.859 with the no sound. Can you find it? Yes, open. 00:21:17.200 --> 00:21:20.460 Okay. There's a word here that has the long a 00:21:20.460 --> 00:21:24.500 or the a sound. Very good. All right. That is 00:21:24.500 --> 00:21:27.359 an example of analytic phonics. You're analyzing 00:21:27.359 --> 00:21:30.460 sounds within a word and these are words with 00:21:30.460 --> 00:21:35.740 which they are familiar. Okay. Save on a Word 00:21:35.740 --> 00:21:38.779 document. This is why I like using a computer 00:21:38.779 --> 00:21:41.160 screen because I save them and at the end of 00:21:41.160 --> 00:21:43.400 the week we can practice reading stuff that they 00:21:43.400 --> 00:21:45.779 have written and we can save them and they have 00:21:45.779 --> 00:21:48.220 books that they have written and they can practice. 00:21:48.440 --> 00:21:51.920 That's a good thing to practice reading. every 00:21:51.920 --> 00:21:55.059 day. Students can include pictures as well. I 00:21:55.059 --> 00:21:56.640 had a student that had a picture of her dog. 00:21:56.680 --> 00:21:59.500 She loves her dog so she sent me that. We put 00:21:59.500 --> 00:22:01.640 it in the Word document and she was, what do 00:22:01.640 --> 00:22:03.140 you want to say about your dog? And she said 00:22:03.140 --> 00:22:05.640 a whole bunch of stuff and we practiced reading. 00:22:05.740 --> 00:22:09.940 It was great. It was great. And the last idea 00:22:09.940 --> 00:22:14.099 is really silly stories. This is a great idea, 00:22:14.440 --> 00:22:17.579 great activity for developing reading fluency. 00:22:17.960 --> 00:22:21.539 Now there's three deficit areas. word identification, 00:22:22.119 --> 00:22:24.859 three deficit areas for reading, word identification, 00:22:25.660 --> 00:22:29.240 fluency, and comprehension. Today we're working 00:22:29.240 --> 00:22:32.660 just on fluency, all right? Now, Really Silly 00:22:32.660 --> 00:22:35.980 Stories is designed to develop reading fluency. 00:22:36.380 --> 00:22:40.460 This takes three to five minutes at most, and 00:22:40.460 --> 00:22:43.920 it develops self -efficacy because students see 00:22:43.920 --> 00:22:47.430 themselves getting better. and it really enhances 00:22:47.430 --> 00:22:51.210 reading fluency. Fluency is the ability to quickly 00:22:51.210 --> 00:22:54.450 process letters, letter patterns, and words. 00:22:55.549 --> 00:22:58.809 Now here it is. It's a story that's silly. It 00:22:58.809 --> 00:23:02.950 has a lot of repetition, repeated words, and 00:23:02.950 --> 00:23:05.609 it has dialogue. These are all things with which 00:23:05.609 --> 00:23:07.650 students are familiar. They're more familiar 00:23:07.650 --> 00:23:11.509 with dialogue than they are expository text because 00:23:11.509 --> 00:23:14.690 that's the sound of the language around them. 00:23:14.990 --> 00:23:20.230 And I have marked off the 30th word and the 40th 00:23:20.230 --> 00:23:23.529 word. We read to, if they're very beginning, 00:23:23.589 --> 00:23:27.210 the 30th word. If they're more advanced, the 00:23:27.210 --> 00:23:30.829 40th word and we time them for each attempt. 00:23:31.130 --> 00:23:35.309 They get three attempts and we time their times 00:23:35.309 --> 00:23:38.849 each after each attempt. First try, second try. 00:23:38.940 --> 00:23:42.960 third try they see themselves getting better 00:23:42.960 --> 00:23:48.220 this was day one 40 words and these are the times 00:23:48.220 --> 00:23:53.099 at five weeks twice a week we see at 50 words 00:23:53.099 --> 00:23:56.420 we see the times going better so this really 00:23:56.420 --> 00:23:59.220 is effective and i'll show you some results that 00:23:59.220 --> 00:24:02.960 we had this is a really silly story again it's 00:24:02.960 --> 00:24:05.650 a story that's kind of silly They read either 00:24:05.650 --> 00:24:08.990 to the 30th or 40th word. You time each attempt 00:24:08.990 --> 00:24:14.769 and you record the times somehow. Lots of repetition, 00:24:15.329 --> 00:24:18.849 dialogue. I have a bigger story broken into six 00:24:18.849 --> 00:24:23.329 to 10 parts. They do just one part each day and 00:24:23.329 --> 00:24:27.630 they record each attempt. You can record them 00:24:27.630 --> 00:24:32.089 in a table like this, a line graph like that. 00:24:32.089 --> 00:24:35.160 This would be each of the three attempts. or 00:24:35.160 --> 00:24:38.079 a bar graph, and I like to have students record 00:24:38.079 --> 00:24:41.339 this. And again, it develops self -efficacy. 00:24:41.359 --> 00:24:46.380 They can see themselves getting better. Now, 00:24:46.559 --> 00:24:50.960 there are some free really silly stories at redocity 00:24:50.960 --> 00:24:54.220 .com. You can go there and you will see them. 00:24:54.900 --> 00:24:57.220 Printable directions and the stories are right 00:24:57.220 --> 00:24:59.839 there. That's free. You can use that. I recommend 00:24:59.839 --> 00:25:03.859 it. Bunch of really silly stories with the 30th 00:25:03.769 --> 00:25:08.609 and the 40th word marked. Now, I have been doing 00:25:08.609 --> 00:25:13.230 this with a student from October to December. 00:25:13.470 --> 00:25:17.150 We started at that lexile level, 50 words per 00:25:17.150 --> 00:25:19.470 minute, word identification, and we weren't working 00:25:19.470 --> 00:25:22.569 on word identification. All right, but then we 00:25:22.569 --> 00:25:27.690 moved up to the 440 lexile level. You can see 00:25:27.690 --> 00:25:30.789 this is the biggest increase, and this was 14 00:25:30.789 --> 00:25:34.220 sessions spread out over Seven weeks a third 00:25:34.220 --> 00:25:37.000 grade student. This is a pretty dramatic increase 00:25:37.000 --> 00:25:40.960 in words per minute score and this student's 00:25:40.960 --> 00:25:44.140 mother also made sure the student had books and 00:25:44.140 --> 00:25:48.079 practice reading at home and Mother was reading 00:25:48.079 --> 00:25:50.380 Little House on the Prairie with the child every 00:25:50.380 --> 00:25:53.900 day as well So all that combined reading practice 00:25:53.900 --> 00:25:57.099 with the really silly stories and things I was 00:25:57.099 --> 00:25:59.880 doing but the really silly stories really helps 00:25:59.880 --> 00:26:04.210 so three specific strategies, scaffolded oral 00:26:04.210 --> 00:26:07.630 reading, language experience approach, you can 00:26:07.630 --> 00:26:10.970 do both of these, and really silly stories. That's 00:26:10.970 --> 00:26:14.289 a repeated reading activity to develop fluency. 00:26:15.490 --> 00:26:18.569 Hopefully I've answered that question and given 00:26:18.569 --> 00:26:20.950 you some ideas to think about. Keep it simple. 00:26:21.230 --> 00:26:23.690 There's no one idea that works for everybody. 00:26:24.289 --> 00:26:26.950 If you have questions or things you'd like me 00:26:26.950 --> 00:26:31.839 to cover on a future podcasts or webinars. There's 00:26:31.839 --> 00:26:36.000 my address right there. Happy to deal with any 00:26:36.000 --> 00:26:41.200 one of these issues. Let me know. And this is 00:26:41.200 --> 00:26:43.799 a book I have coming out soon, designing meaning 00:26:43.799 --> 00:26:45.759 -based interventions for struggling readers.