1 00:00:00,000 --> 00:00:02,800 This is the reading instruction show. 2 00:00:02,800 --> 00:00:05,960 I'm your host as always, Dr. Andy Johnson. 3 00:00:05,960 --> 00:00:10,960 Today's podcast is related to the first part of a webinar 4 00:00:11,680 --> 00:00:14,640 I'm doing on the science of reading. 5 00:00:14,640 --> 00:00:19,640 This one is about comprehensive reading instruction. 6 00:00:20,120 --> 00:00:23,040 Now, when I mentioned online that I was doing a webinar 7 00:00:23,040 --> 00:00:25,440 related to the science of reading, 8 00:00:25,440 --> 00:00:28,600 one person responded by telling me to make sure 9 00:00:28,600 --> 00:00:31,520 I present both sides, 10 00:00:31,520 --> 00:00:33,800 both sides of the science of reading. 11 00:00:35,360 --> 00:00:37,760 As we will see in future podcasts, 12 00:00:37,760 --> 00:00:40,600 real science doesn't have sides, 13 00:00:40,600 --> 00:00:42,960 just a lot of round corners. 14 00:00:42,960 --> 00:00:45,600 And this isn't Fox News. 15 00:00:45,600 --> 00:00:48,360 Although some science of reading advocates seem 16 00:00:48,360 --> 00:00:50,560 to be making this a political 17 00:00:50,560 --> 00:00:53,720 and an ideological issue for some reason, 18 00:00:54,640 --> 00:00:57,440 usually based on lack of knowledge. 19 00:00:57,440 --> 00:01:01,920 Fair and balanced means providing an accurate representation 20 00:01:01,920 --> 00:01:06,200 of all the research related to a particular question. 21 00:01:07,600 --> 00:01:10,400 Now, another person said, quote, 22 00:01:10,400 --> 00:01:13,800 I hope your session accurately reflects 23 00:01:13,800 --> 00:01:16,200 why advocates continue to push 24 00:01:16,200 --> 00:01:19,440 for comprehensive literacy instruction 25 00:01:19,440 --> 00:01:21,560 that is grounded in science 26 00:01:21,560 --> 00:01:25,280 to do otherwise does not serve children well. 27 00:01:25,280 --> 00:01:28,400 And I thought to myself, oh my goodness, 28 00:01:28,400 --> 00:01:30,480 there's some buzzwords there. 29 00:01:31,280 --> 00:01:33,280 Comprehensive literacy instruction. 30 00:01:33,280 --> 00:01:35,160 Yes, we all believe in this. 31 00:01:35,160 --> 00:01:37,600 And this is what I'll be covering today. 32 00:01:37,600 --> 00:01:38,920 Grounded in science. 33 00:01:38,920 --> 00:01:41,440 Yes, of course. 34 00:01:41,440 --> 00:01:43,000 Serve children well. 35 00:01:43,000 --> 00:01:44,920 Yes, of course. 36 00:01:45,920 --> 00:01:49,600 So let's unpack some of these, shall we? 37 00:01:49,600 --> 00:01:53,040 First, comprehensive literacy instruction. 38 00:01:53,040 --> 00:01:56,720 It sounds so good when it comes out of the mouth. 39 00:01:56,720 --> 00:01:59,880 But what exactly do you mean 40 00:01:59,880 --> 00:02:03,040 by comprehensive literacy instruction? 41 00:02:04,040 --> 00:02:05,520 I'll tell you what the science 42 00:02:05,520 --> 00:02:07,880 of reading Clown Club thinks it to be. 43 00:02:08,760 --> 00:02:13,240 A whole lot of decontextualized skills instruction 44 00:02:13,240 --> 00:02:16,320 at the expense of many other necessary parts 45 00:02:16,320 --> 00:02:17,880 of literacy instruction. 46 00:02:19,040 --> 00:02:22,160 However, when you overemphasize one aspect 47 00:02:22,160 --> 00:02:24,840 of literacy instruction and ignore others, 48 00:02:24,840 --> 00:02:29,160 that is not comprehensive literacy instruction. 49 00:02:29,160 --> 00:02:32,320 And I'll be describing what this is in a minute. 50 00:02:32,320 --> 00:02:35,800 Instead, that's non-comprehensive literacy instruction 51 00:02:35,800 --> 00:02:37,880 or narrow literacy instruction 52 00:02:37,880 --> 00:02:40,760 or incomplete literacy instruction 53 00:02:40,760 --> 00:02:45,760 or incomprehensible literacy instruction. 54 00:02:47,880 --> 00:02:50,680 What the science of reading Clown Club is asking for 55 00:02:50,680 --> 00:02:55,680 is not comprehensive literacy instruction at all. 56 00:02:55,680 --> 00:02:59,680 They're asking for partial literacy instruction. 57 00:02:59,680 --> 00:03:01,480 Now, let me explain. 58 00:03:01,480 --> 00:03:06,320 Comprehension in this sense means total or plead, 59 00:03:06,320 --> 00:03:09,160 comprehensive, comprehensive, not comprehension, 60 00:03:09,160 --> 00:03:10,320 total or complete. 61 00:03:11,440 --> 00:03:15,080 In defining comprehensive reading instruction, 62 00:03:15,080 --> 00:03:18,600 I'm going to rely heavily on data 63 00:03:18,600 --> 00:03:21,200 from the National Reading Panel report. 64 00:03:21,200 --> 00:03:24,600 And I would encourage everybody to read this, 65 00:03:25,520 --> 00:03:27,880 not the executive summary, 66 00:03:27,880 --> 00:03:29,920 not what someone else says about it, 67 00:03:29,920 --> 00:03:31,720 but read the report. 68 00:03:32,560 --> 00:03:37,560 The five big pillars is usually attributed to this report. 69 00:03:38,800 --> 00:03:40,680 And again, I will say upfront, 70 00:03:40,680 --> 00:03:44,160 everyone believes in the explicit teaching of phonics 71 00:03:44,160 --> 00:03:46,800 for emergent and beginning readers. 72 00:03:46,800 --> 00:03:50,360 National Reading Panel recommends this. 73 00:03:50,360 --> 00:03:51,520 I recommend it. 74 00:03:51,520 --> 00:03:54,240 Balanced literacy includes this. 75 00:03:55,960 --> 00:03:58,880 However, phonics instruction, 76 00:03:58,880 --> 00:04:02,280 according both to the National Reading Panel report 77 00:04:02,280 --> 00:04:04,400 in Rankina 2023, 78 00:04:04,400 --> 00:04:09,400 and I'll put this citation in this podcast, 79 00:04:10,360 --> 00:04:12,400 phonics instruction has been shown 80 00:04:12,400 --> 00:04:15,360 to be more effective when embedded 81 00:04:15,360 --> 00:04:20,160 within a comprehensive literacy program. 82 00:04:21,160 --> 00:04:24,200 So let's look at the parts 83 00:04:24,200 --> 00:04:27,560 of a comprehensive literacy program. 84 00:04:27,560 --> 00:04:32,360 It should contain five elements or five pillars. 85 00:04:32,360 --> 00:04:35,800 The National Reading Panel identified five, 86 00:04:35,800 --> 00:04:37,080 they were five short. 87 00:04:37,080 --> 00:04:41,800 It should include 10 pillars, 10 pillars. 88 00:04:41,800 --> 00:04:45,240 The first one is phonemic awareness. 89 00:04:45,240 --> 00:04:47,040 Absolutely. 90 00:04:47,040 --> 00:04:49,720 Phoneme means sound. 91 00:04:50,680 --> 00:04:54,200 Phonemic awareness has to do with the ability 92 00:04:54,200 --> 00:04:59,120 to identify and manipulate sounds within words. 93 00:04:59,120 --> 00:05:01,480 For example, what's the middle sound 94 00:05:01,480 --> 00:05:03,160 you hear in the word dog? 95 00:05:04,120 --> 00:05:08,960 What's the same about bed, pad, mud? 96 00:05:08,960 --> 00:05:11,680 What do you get if you put these sounds together? 97 00:05:11,680 --> 00:05:15,040 Buh, eh, duh. 98 00:05:15,040 --> 00:05:18,880 These are phonemic awareness activities, 99 00:05:18,880 --> 00:05:21,480 manipulating sounds, identifying 100 00:05:21,480 --> 00:05:24,240 and manipulating sounds within words. 101 00:05:24,240 --> 00:05:27,880 At the pre-K level, and maybe early first grade, 102 00:05:27,880 --> 00:05:30,800 teachers should definitely include 103 00:05:30,800 --> 00:05:35,200 developmentally appropriate activities 104 00:05:35,200 --> 00:05:37,520 to develop phonemic awareness. 105 00:05:37,520 --> 00:05:39,320 Definitely. 106 00:05:39,320 --> 00:05:42,400 But not much after first grade. 107 00:05:42,400 --> 00:05:46,400 And here's the thing about scientific reading research. 108 00:05:46,400 --> 00:05:50,040 Research could show something to be effective 109 00:05:50,040 --> 00:05:53,920 for one group at one grade level for a certain purpose, 110 00:05:53,920 --> 00:05:58,920 but this doesn't mean that it applies universally 111 00:05:58,920 --> 00:06:01,480 to all students at all levels. 112 00:06:01,480 --> 00:06:03,360 And this is one mistake the science 113 00:06:03,360 --> 00:06:06,000 of reading clown club makes. 114 00:06:06,000 --> 00:06:08,680 They use a simplistic understanding 115 00:06:08,680 --> 00:06:10,600 of educational research 116 00:06:10,600 --> 00:06:13,400 to make universal claims. 117 00:06:14,680 --> 00:06:17,240 Also, according to the NRP report, 118 00:06:17,240 --> 00:06:20,240 the relationship between phonemic awareness 119 00:06:20,240 --> 00:06:24,640 and later reading achievement is correlational, 120 00:06:24,640 --> 00:06:26,720 not causal. 121 00:06:27,720 --> 00:06:30,000 Correlation means one thing is related, 122 00:06:30,000 --> 00:06:32,720 correlated to another. 123 00:06:32,720 --> 00:06:35,960 Correlation does not infer causation. 124 00:06:35,960 --> 00:06:39,200 Just because the two are related, 125 00:06:39,200 --> 00:06:44,200 we cannot assume that one thing caused the other to occur. 126 00:06:45,400 --> 00:06:48,680 Now, students who have spent hours 127 00:06:48,680 --> 00:06:52,200 with books and conversations and writing 128 00:06:52,200 --> 00:06:55,600 before entering preschool in kindergarten 129 00:06:55,600 --> 00:06:59,040 are going to score higher on scores 130 00:06:59,040 --> 00:07:01,920 of phonemic awareness tests. 131 00:07:01,920 --> 00:07:04,600 And in terms of later reading, 132 00:07:04,600 --> 00:07:07,360 they're going to score higher as well. 133 00:07:07,360 --> 00:07:10,480 But we can't say that phonemic awareness 134 00:07:10,480 --> 00:07:13,040 is linked to higher reading scores. 135 00:07:14,040 --> 00:07:17,240 Phonemic awareness may be the effect of something else, 136 00:07:17,240 --> 00:07:20,920 which in this case is the hours spent with parents 137 00:07:20,920 --> 00:07:25,920 engaging in conversation and authentic literacy experiences. 138 00:07:26,440 --> 00:07:31,440 Phonemic awareness is related to reading achievement. 139 00:07:31,440 --> 00:07:36,440 We cannot say it causes later reading achievement. 140 00:07:36,440 --> 00:07:37,960 This means, of course, 141 00:07:37,960 --> 00:07:40,840 it doesn't mean we shouldn't include it absolutely. 142 00:07:40,840 --> 00:07:45,080 Pre-K kindergarten may be early first, absolutely. 143 00:07:45,080 --> 00:07:50,080 It should be part of a comprehensive literacy program, 144 00:07:50,080 --> 00:07:53,000 part, not whole, but part. 145 00:07:54,000 --> 00:07:57,360 All right, the second element is phonics, 146 00:07:57,360 --> 00:08:00,320 instruction, and word work. 147 00:08:00,320 --> 00:08:05,320 I believe in balanced literacy, 148 00:08:05,320 --> 00:08:07,920 a meaning-based approach. 149 00:08:07,920 --> 00:08:11,440 Everybody believes that phonics instruction 150 00:08:11,440 --> 00:08:13,960 should be included in emergent 151 00:08:13,960 --> 00:08:17,560 and beginning-level reading programs. 152 00:08:17,560 --> 00:08:22,560 Everybody believes in direct and explicit instruction. 153 00:08:24,520 --> 00:08:26,040 Basal reading does this. 154 00:08:26,040 --> 00:08:30,040 A skills-based program does a whole line of work. 155 00:08:30,040 --> 00:08:33,520 Language approach believes in phonics 156 00:08:33,520 --> 00:08:36,820 and balanced literacy does as well. 157 00:08:38,840 --> 00:08:42,280 This idea that we don't teach phonics 158 00:08:42,280 --> 00:08:46,960 promoted by the science of reading clown club is pure clownery. 159 00:08:49,160 --> 00:08:54,120 The National Reading Panel report recommends phonics, 160 00:08:54,120 --> 00:08:57,200 but, and this is why you need to read the report, 161 00:08:57,200 --> 00:08:59,520 not just sound out the words, 162 00:08:59,520 --> 00:09:02,080 the National Reading Panel report also recommends 163 00:09:02,080 --> 00:09:05,040 that phonics not be the exclusive focus 164 00:09:05,040 --> 00:09:08,680 or the central focus of a reading program. 165 00:09:10,320 --> 00:09:12,320 National Reading Panel report states 166 00:09:12,320 --> 00:09:14,520 that the impact of phonics instruction 167 00:09:14,520 --> 00:09:19,120 for struggling readers diminishes after third grade. 168 00:09:19,120 --> 00:09:21,360 That means we have to start doing other thing. 169 00:09:22,400 --> 00:09:26,120 Now, as well, the National Reading Panel 170 00:09:26,120 --> 00:09:31,120 didn't recommend what type of phonics instruction takes place. 171 00:09:31,720 --> 00:09:35,920 There are several different approaches to instruction. 172 00:09:35,920 --> 00:09:40,160 Phonics instruction, it could be synthetic phonics, synthetic. 173 00:09:40,160 --> 00:09:42,960 That's what we normally think of as traditional, 174 00:09:42,960 --> 00:09:45,920 putting letters and sounds together to create words. 175 00:09:45,920 --> 00:09:48,080 That's called synthetic. 176 00:09:48,080 --> 00:09:49,960 Analytic phonics instruction, 177 00:09:49,960 --> 00:09:53,120 analyzing words you see in the text. 178 00:09:53,120 --> 00:09:54,400 What's the middle sound? 179 00:09:54,400 --> 00:09:55,960 What letter did that? 180 00:09:55,960 --> 00:09:58,880 Embedded phonics, that's embedded within books 181 00:09:58,880 --> 00:10:00,240 that students are reading. 182 00:10:01,440 --> 00:10:05,720 Analogic phonics or large unit phonics, 183 00:10:05,720 --> 00:10:09,680 looking at familiar parts or letter patterns, 184 00:10:09,680 --> 00:10:13,120 onset rhymes and phonics through spelling. 185 00:10:13,120 --> 00:10:16,240 The big three are synthetic phonics, 186 00:10:16,240 --> 00:10:20,000 analytic phonics and large unit phonics. 187 00:10:21,120 --> 00:10:24,400 The report does not say that one type 188 00:10:24,400 --> 00:10:28,480 of phonics instruction is better than another. 189 00:10:28,480 --> 00:10:30,440 And of course, I would recommend you use 190 00:10:30,440 --> 00:10:33,280 all three types of instruction. 191 00:10:34,520 --> 00:10:37,120 Now, what's interesting about the National Reading Panel 192 00:10:37,120 --> 00:10:38,960 report and I highly recommend it, 193 00:10:38,960 --> 00:10:42,200 most of the research studies conducted here 194 00:10:42,200 --> 00:10:46,440 were conducted with kindergarten and first grade students. 195 00:10:46,440 --> 00:10:50,480 Most of the studies compared phonics instruction 196 00:10:50,480 --> 00:10:53,000 to no phonics instruction. 197 00:10:53,000 --> 00:10:56,000 And again, we have to understand this. 198 00:10:56,000 --> 00:11:00,560 We all agreed phonics instruction is important. 199 00:11:00,560 --> 00:11:05,000 It's the form that phonics instruction should take. 200 00:11:05,000 --> 00:11:06,480 That's that question here. 201 00:11:06,480 --> 00:11:08,000 It's not the what, it's the how 202 00:11:08,000 --> 00:11:11,080 and the how much of phonics instruction. 203 00:11:11,080 --> 00:11:14,200 And again, since students are not standardized products, 204 00:11:14,200 --> 00:11:18,080 I would recommend that all forms be included, 205 00:11:18,080 --> 00:11:22,360 synthetic, analytic and large unit phonics. 206 00:11:22,360 --> 00:11:24,680 What's also interesting about the report 207 00:11:24,680 --> 00:11:25,640 and why you should read it, 208 00:11:25,640 --> 00:11:29,280 most of the studies compared phonics instruction 209 00:11:29,280 --> 00:11:31,680 to no phonics instruction. 210 00:11:32,720 --> 00:11:35,400 Well, if one group has phonics instruction 211 00:11:35,400 --> 00:11:38,720 and the other does not, which group do you think 212 00:11:38,720 --> 00:11:40,840 is going to score higher 213 00:11:40,840 --> 00:11:44,000 on post-treatment measures of phonics? 214 00:11:44,000 --> 00:11:48,160 Hmm, phonics instruction, no phonics, 215 00:11:48,160 --> 00:11:50,960 post-treatment measures of phonics? 216 00:11:50,960 --> 00:11:51,800 Hmm. 217 00:11:53,040 --> 00:11:55,760 Also, many of the measures that were used 218 00:11:55,760 --> 00:11:58,840 to determine the impact of phonics instruction 219 00:11:58,840 --> 00:12:01,840 were measures that use single words 220 00:12:01,840 --> 00:12:06,240 or single pseudo words presented out of context. 221 00:12:07,200 --> 00:12:09,680 That is not how we encounter words. 222 00:12:09,680 --> 00:12:14,680 We never or hardly ever encounter a single word 223 00:12:15,120 --> 00:12:16,800 out of context. 224 00:12:16,800 --> 00:12:19,600 We always see it in the context of a sentence, 225 00:12:19,600 --> 00:12:24,600 a sign, a label, an experience, very rarely, 226 00:12:25,000 --> 00:12:28,840 not once in my life have I seen a word floating in space 227 00:12:28,840 --> 00:12:30,560 not connected to something. 228 00:12:32,280 --> 00:12:35,880 And the NRP, now I should re-panel report, 229 00:12:35,880 --> 00:12:38,760 they looked at phonics and instruction 230 00:12:39,680 --> 00:12:41,840 and our phonics and comprehension. 231 00:12:41,840 --> 00:12:44,400 And that's a bit misleading here 232 00:12:44,400 --> 00:12:47,080 because as the NRP report said, 233 00:12:47,080 --> 00:12:51,760 the majority of students came from a K one population 234 00:12:51,760 --> 00:12:54,680 where the focus is on individual words. 235 00:12:54,680 --> 00:12:59,240 So comprehension at most would be at the sentence level 236 00:13:00,200 --> 00:13:02,480 but usually it's about words. 237 00:13:02,480 --> 00:13:06,440 So this is not an accurate or valid measure of comprehension 238 00:13:06,440 --> 00:13:08,920 and it's not what comprehension looks like 239 00:13:08,920 --> 00:13:10,040 in the older grades. 240 00:13:10,040 --> 00:13:14,000 Now, I'm not discrediting the national reading panel report 241 00:13:14,000 --> 00:13:15,840 absolutely not, 242 00:13:15,840 --> 00:13:18,400 but hopefully you're seeing that science 243 00:13:18,400 --> 00:13:22,520 and the science of reading is not a settled issue. 244 00:13:22,520 --> 00:13:25,240 Nothing has been proven for all time. 245 00:13:25,240 --> 00:13:27,520 It's not black and white. 246 00:13:27,520 --> 00:13:30,840 That's just the way real science works. 247 00:13:30,840 --> 00:13:33,720 It's continuing to evolve. 248 00:13:33,720 --> 00:13:38,720 Okay, the third element of comprehensive literacy instruction 249 00:13:39,480 --> 00:13:42,080 and some people's heads are gonna blow up here 250 00:13:42,080 --> 00:13:43,960 but just listen to me. 251 00:13:43,960 --> 00:13:46,360 Activities and instructions to develop 252 00:13:46,360 --> 00:13:51,200 all three killing systems used for word recognition. 253 00:13:52,120 --> 00:13:53,880 Listen carefully. 254 00:13:53,880 --> 00:13:56,760 This is where the science of reading clown club 255 00:13:56,760 --> 00:14:01,760 seems to have inadequate or faulty knowledge. 256 00:14:01,800 --> 00:14:04,720 They're against something they really don't know about 257 00:14:04,720 --> 00:14:05,840 or understand. 258 00:14:07,080 --> 00:14:09,280 If you're going to be against something, 259 00:14:09,280 --> 00:14:14,280 at least you should try to understand what that something is. 260 00:14:14,720 --> 00:14:17,160 Otherwise you just look silly. 261 00:14:18,440 --> 00:14:21,720 The killing systems or the three killing systems 262 00:14:21,720 --> 00:14:25,000 is not an approach to teaching. 263 00:14:25,000 --> 00:14:27,000 It is not an approach. 264 00:14:27,000 --> 00:14:29,440 It's not a strategy. 265 00:14:30,440 --> 00:14:34,800 It's an understanding that the brain uses three 266 00:14:34,800 --> 00:14:38,120 interacting and interconnected systems 267 00:14:38,120 --> 00:14:42,080 to recognize words during reading. 268 00:14:42,080 --> 00:14:44,200 Cuing system is not an approach. 269 00:14:44,200 --> 00:14:45,800 It's not a strategy. 270 00:14:47,200 --> 00:14:49,200 It's used to recognize. 271 00:14:49,200 --> 00:14:53,520 Recognizing words is different from identifying words. 272 00:14:53,520 --> 00:14:55,800 You must understand that. 273 00:14:55,800 --> 00:14:57,600 Science of Reading Clown Club. 274 00:14:58,720 --> 00:15:02,640 Recognizing words is when you see a word in print 275 00:15:02,640 --> 00:15:05,200 and you automatically know what it is. 276 00:15:05,200 --> 00:15:09,000 It's in your lexicon or the dictionary in your head. 277 00:15:09,000 --> 00:15:10,240 You encounter it and you say, 278 00:15:10,240 --> 00:15:14,480 ah, I recognize you, you're in search word. 279 00:15:15,760 --> 00:15:19,320 To identify a word different than recognizing, 280 00:15:19,320 --> 00:15:21,840 it's in your lexicon, 281 00:15:21,840 --> 00:15:25,280 but when you see it, you don't know what it is. 282 00:15:25,280 --> 00:15:26,840 You don't recognize it. 283 00:15:27,960 --> 00:15:32,520 So students must then apply some strategy, 284 00:15:32,520 --> 00:15:35,160 consciously apply a strategy. 285 00:15:35,160 --> 00:15:39,760 And we'll address word identification strategies next. 286 00:15:40,640 --> 00:15:44,160 Word identification strategies you consciously apply 287 00:15:44,160 --> 00:15:46,160 to in order to recognize a word. 288 00:15:47,120 --> 00:15:49,360 Back to the three queuing systems. 289 00:15:49,360 --> 00:15:51,240 They work together. 290 00:15:52,400 --> 00:15:55,880 And the queuing systems are the phonetic queuing system, 291 00:15:55,880 --> 00:16:00,320 phonics, the semantic queuing system, 292 00:16:00,320 --> 00:16:02,680 and the syntactic queuing system. 293 00:16:02,680 --> 00:16:06,360 And again, I'm not talking about word identification. 294 00:16:06,360 --> 00:16:08,480 I'm talking about systems working together 295 00:16:08,480 --> 00:16:11,920 to recognize words. 296 00:16:11,920 --> 00:16:14,040 Now let's look at three systems. 297 00:16:14,040 --> 00:16:17,560 Phynex or the Phyna-logical queuing systems. 298 00:16:17,560 --> 00:16:19,960 You recognize a word based on the letters 299 00:16:19,960 --> 00:16:21,440 or letter patterns. 300 00:16:22,440 --> 00:16:25,840 Now this uses the most space in short-term memory 301 00:16:25,840 --> 00:16:27,600 and generally takes more time. 302 00:16:28,600 --> 00:16:32,640 If we had to look at and process every single letter, 303 00:16:32,640 --> 00:16:34,880 this would take an enormous amount of space 304 00:16:34,880 --> 00:16:36,200 in short-term memory. 305 00:16:37,160 --> 00:16:39,160 However, brain imaging research, 306 00:16:39,160 --> 00:16:41,240 along with eye movement research, 307 00:16:41,240 --> 00:16:46,240 shows that we only look at approximately 60% 308 00:16:46,360 --> 00:16:47,960 of the words on the page. 309 00:16:47,960 --> 00:16:51,600 Our brain tricks us into thinking that we see each word. 310 00:16:51,600 --> 00:16:53,720 It's filling in the blanks. 311 00:16:53,720 --> 00:16:56,240 Our brain fills in the blanks. 312 00:16:56,240 --> 00:16:58,680 Of these words, we focus on and look, 313 00:16:58,680 --> 00:17:03,400 we usually only land on the first and middle letters. 314 00:17:03,400 --> 00:17:06,720 And our eye, our foveal, has a very small space 315 00:17:06,720 --> 00:17:08,520 that comes in clearly. 316 00:17:08,520 --> 00:17:12,360 We can only clearly see what the eye lands on. 317 00:17:13,480 --> 00:17:15,880 Ciccades, regressions, fixations, 318 00:17:15,880 --> 00:17:18,320 is where the eyeball actually lands. 319 00:17:18,320 --> 00:17:22,520 The second queuing system is semantics 320 00:17:22,520 --> 00:17:24,720 or the semantic queuing system. 321 00:17:24,720 --> 00:17:28,040 You use the context of what you're reading 322 00:17:28,040 --> 00:17:30,600 to recognize words. 323 00:17:30,600 --> 00:17:32,000 Context is important. 324 00:17:32,000 --> 00:17:34,240 Context is found within the sentence 325 00:17:34,240 --> 00:17:36,960 as well as within the context of the book 326 00:17:36,960 --> 00:17:38,120 or topic you're reading. 327 00:17:38,120 --> 00:17:41,080 For example, the monkey ate a bop. 328 00:17:41,080 --> 00:17:44,080 Most people will know that the word is banana 329 00:17:44,080 --> 00:17:48,040 based on monkeys and eating things in the first letter. 330 00:17:48,040 --> 00:17:50,000 If I were to say to you, 331 00:17:50,000 --> 00:17:51,880 twinkle, twinkle, little, 332 00:17:51,880 --> 00:17:55,160 your brain is filling in the blank, star. 333 00:17:55,160 --> 00:17:59,440 That's just a real rough example of semantics or context, 334 00:17:59,440 --> 00:18:01,680 but we're filling in the blanks. 335 00:18:01,680 --> 00:18:05,240 We're not teaching this alone, but we're developing all three. 336 00:18:05,240 --> 00:18:08,800 And the last one is the syntactic queuing system. 337 00:18:09,680 --> 00:18:13,760 This is using grammar in word order to recognize words. 338 00:18:14,680 --> 00:18:17,640 Now, writing and writing types of activities 339 00:18:17,640 --> 00:18:19,720 where you deal with grammar in word order 340 00:18:19,720 --> 00:18:22,560 is the best way to develop this queuing system. 341 00:18:22,560 --> 00:18:25,800 And this is why writing should be a part of every 342 00:18:25,800 --> 00:18:28,000 comprehensive literacy program. 343 00:18:28,000 --> 00:18:29,320 More on that in a minute, 344 00:18:29,320 --> 00:18:34,320 but these interacting interdependent systems 345 00:18:34,840 --> 00:18:37,160 have been shown to exist. 346 00:18:38,080 --> 00:18:40,800 The evidence is irrefutable. 347 00:18:42,160 --> 00:18:44,400 You can find evidence and research related 348 00:18:44,400 --> 00:18:48,360 to brain imaging, eye movement, miscue analysis 349 00:18:48,360 --> 00:18:50,720 or an interesting new type of research, 350 00:18:50,720 --> 00:18:54,960 eye movement, miscue analysis, all done at the same time. 351 00:18:54,960 --> 00:18:58,480 Cognitive psychology, linguistic, psycholinguistics, 352 00:18:58,480 --> 00:19:01,440 cognitive neuroscience and reading instruction. 353 00:19:01,440 --> 00:19:04,480 These are all fields which have shown 354 00:19:04,480 --> 00:19:08,480 that these three queuing systems exists 355 00:19:08,480 --> 00:19:10,640 and they're used together. 356 00:19:10,640 --> 00:19:13,160 Now, you know, some of you still don't believe me. 357 00:19:13,160 --> 00:19:15,280 You still think I'm trying to trick you. 358 00:19:16,120 --> 00:19:18,480 You still think I'm a bald headed liberal 359 00:19:18,480 --> 00:19:22,520 trying to bring about economic and political chaos? 360 00:19:22,520 --> 00:19:24,680 All well and fair, okay, 361 00:19:24,680 --> 00:19:28,320 but let me give you a little demonstration. 362 00:19:28,320 --> 00:19:32,360 This is a demonstration, not proof, but it demonstrates. 363 00:19:32,360 --> 00:19:34,440 Now, if you could see me now, 364 00:19:34,440 --> 00:19:38,920 you would see a paragraph with 110 words in it. 365 00:19:38,920 --> 00:19:40,280 And if you attend my webinar, 366 00:19:40,280 --> 00:19:42,800 you'll see this actual paragraph. 367 00:19:42,800 --> 00:19:46,160 And I will ask you to read them as quickly as you can 368 00:19:46,160 --> 00:19:47,560 and I would time you. 369 00:19:47,560 --> 00:19:50,000 And the sentence, the paragraph goes like this 370 00:19:50,000 --> 00:19:52,560 and I'll just read the first two sentences. 371 00:19:52,560 --> 00:19:56,000 Billy was traveling from Minnesota to California. 372 00:19:56,000 --> 00:19:58,360 As he was driving through South Dakota, 373 00:19:58,360 --> 00:20:01,240 he stopped at a rest stop to stretch his legs 374 00:20:01,240 --> 00:20:03,640 and buy a can of pop, all right? 375 00:20:03,640 --> 00:20:05,560 That's just the first two sentences. 376 00:20:06,480 --> 00:20:08,840 I'd have you read the whole paragraph. 377 00:20:08,840 --> 00:20:10,960 Then I would tell you, okay, 378 00:20:10,960 --> 00:20:14,680 I'm gonna have you read the same 10 words 379 00:20:14,680 --> 00:20:17,000 and I'm gonna time you, all right? 380 00:20:17,000 --> 00:20:18,480 Have you read the same 10 words? 381 00:20:18,480 --> 00:20:23,360 Except this time, I would put the words in the paragraph 382 00:20:23,360 --> 00:20:27,480 in reverse order, starting with the last. 383 00:20:27,480 --> 00:20:29,560 And you're reading, and I'd ask you to read them 384 00:20:29,560 --> 00:20:30,960 and I'd time you, you're reading 385 00:20:30,960 --> 00:20:33,360 what's out in something like this. 386 00:20:33,360 --> 00:20:37,000 Away drove and car, his in jumped, 387 00:20:37,000 --> 00:20:40,000 could he as fast as ran. 388 00:20:40,000 --> 00:20:43,840 Billy, Billy toward stampede to started, 389 00:20:43,840 --> 00:20:45,200 buffalo's the. 390 00:20:45,200 --> 00:20:47,440 Your time would be slower. 391 00:20:47,440 --> 00:20:49,680 Your reading would be very stilted 392 00:20:49,680 --> 00:20:52,080 without prosody or expression. 393 00:20:52,080 --> 00:20:55,080 In other words, you would sound very much 394 00:20:55,080 --> 00:20:57,600 like a struggling reader. 395 00:20:57,600 --> 00:21:02,200 But the point is this, if reading was just sounding out words, 396 00:21:03,200 --> 00:21:07,040 fluency and rate would not be impacted here. 397 00:21:07,760 --> 00:21:10,800 This isn't proof, rather it's a demonstration 398 00:21:10,800 --> 00:21:14,200 that three interacting systems 399 00:21:14,200 --> 00:21:17,640 are used to cue the brain as to what the word is 400 00:21:17,640 --> 00:21:20,200 to help you recognize it. 401 00:21:20,200 --> 00:21:23,040 It only appears that we're looking at every letter 402 00:21:23,040 --> 00:21:25,720 because our brain is filling in the blanks. 403 00:21:25,720 --> 00:21:29,800 Neuroimaging shows that almost 10 times more information 404 00:21:29,800 --> 00:21:31,600 is flowing from the cortex down 405 00:21:31,600 --> 00:21:35,400 than from the thalamus up during the act of reading. 406 00:21:35,400 --> 00:21:37,440 We're using what's in our head. 407 00:21:38,440 --> 00:21:41,400 Gestalt psychology and cognitive psychology 408 00:21:41,400 --> 00:21:44,400 shows that the brain's natural function 409 00:21:44,400 --> 00:21:47,800 is to recognize patterns based on partial data 410 00:21:47,800 --> 00:21:49,400 to fill in the blanks. 411 00:21:50,400 --> 00:21:54,400 This enabled our survival, our brain to evolve. 412 00:21:54,400 --> 00:21:59,800 We don't need the complete data to recognize the picture. 413 00:21:59,800 --> 00:22:02,400 We're able to process things quickly 414 00:22:02,400 --> 00:22:05,800 and more easily using partial data. 415 00:22:05,800 --> 00:22:10,800 The fourth part of comprehensive literacy instruction 416 00:22:10,800 --> 00:22:13,800 would be the activities and instruction 417 00:22:13,800 --> 00:22:16,800 for word identification strategies. 418 00:22:17,800 --> 00:22:22,800 As mentioned previously, word recognition 419 00:22:22,800 --> 00:22:25,800 is different from word identification 420 00:22:25,800 --> 00:22:28,800 and both of these are different from decoding. 421 00:22:29,800 --> 00:22:33,800 Again, word recognition, you see a word in instant, 422 00:22:33,800 --> 00:22:35,800 know what it is, you recognize it. 423 00:22:36,800 --> 00:22:40,800 Decoding is using letters to identify the word, 424 00:22:40,800 --> 00:22:41,800 to break it down. 425 00:22:43,800 --> 00:22:46,800 Word identification is when you see a word in print, 426 00:22:46,800 --> 00:22:50,800 it's in your lexicon, but you don't recognize it. 427 00:22:50,800 --> 00:22:54,800 You have to consciously employ a strategy 428 00:22:54,800 --> 00:22:56,800 in order to recognize it. 429 00:22:56,800 --> 00:23:01,800 And there are four basic word identification strategies. 430 00:23:01,800 --> 00:23:03,800 The first one is analogy. 431 00:23:04,800 --> 00:23:07,800 This is word families or large unit phonics. 432 00:23:07,800 --> 00:23:11,800 This is using patterns to try to recognize the word. 433 00:23:11,800 --> 00:23:14,800 The second one is morphemic awareness. 434 00:23:14,800 --> 00:23:16,800 This is a form of large unit phonics 435 00:23:16,800 --> 00:23:19,800 based on prefix, suffix, affix, and root. 436 00:23:20,800 --> 00:23:24,800 The third one is using context clues or semantics. 437 00:23:25,800 --> 00:23:27,800 And the fourth one is using phonics 438 00:23:27,800 --> 00:23:29,800 or decoding techniques. 439 00:23:29,800 --> 00:23:32,800 The fourth one is using phonics or decoding the word, 440 00:23:32,800 --> 00:23:34,800 using the code. 441 00:23:35,800 --> 00:23:38,800 All four of these strategies should be included 442 00:23:38,800 --> 00:23:41,800 in a comprehensive literacy curriculum. 443 00:23:41,800 --> 00:23:44,800 All four of these strategies should be taught 444 00:23:44,800 --> 00:23:48,800 using very direct and very explicit instruction. 445 00:23:49,800 --> 00:23:52,800 Now, you could teach just one of these strategies 446 00:23:52,800 --> 00:23:55,800 as the science of reading clown club advocates, 447 00:23:55,800 --> 00:23:59,800 advocates, or you can teach all four. 448 00:24:00,800 --> 00:24:03,800 Also, a skill is something you implement 449 00:24:03,800 --> 00:24:05,800 automatically without thinking. 450 00:24:05,800 --> 00:24:08,800 That's what we think of as a skill in education. 451 00:24:08,800 --> 00:24:12,800 However, we teach the strategy to develop the skill. 452 00:24:13,800 --> 00:24:16,800 A strategy is something you have to consciously apply. 453 00:24:16,800 --> 00:24:19,800 I don't know what you are. 454 00:24:19,800 --> 00:24:23,800 I think I will utilize some strategy to identify you, Mr. Word. 455 00:24:23,800 --> 00:24:26,800 We teach the strategy so that over time, 456 00:24:26,800 --> 00:24:29,800 students implement it without thinking 457 00:24:29,800 --> 00:24:33,800 and it becomes a natural part of their cognitive process. 458 00:24:33,800 --> 00:24:35,800 Now, here's a true story. 459 00:24:35,800 --> 00:24:37,800 I was working with Sally. 460 00:24:37,800 --> 00:24:40,800 She was a third grade girl who was struggling with her reading. 461 00:24:40,800 --> 00:24:43,800 She had been over-faneticized. 462 00:24:43,800 --> 00:24:48,800 She would come to a word she did not recognize and stop. 463 00:24:48,800 --> 00:24:51,800 Then she began the process of sounding out 464 00:24:51,800 --> 00:24:54,800 all the letters in order, front to back. 465 00:24:54,800 --> 00:24:57,800 Then she would put the letters together 466 00:24:57,800 --> 00:25:00,800 and make a guess as to what the word might be 467 00:25:00,800 --> 00:25:04,800 and pause to see if the word made sense in the sentence. 468 00:25:04,800 --> 00:25:07,800 This would take her about 10 seconds. 469 00:25:07,800 --> 00:25:10,800 I taught her another strategy. 470 00:25:10,800 --> 00:25:15,800 I said, say blank and let your eyes bounce on both sides of the words. 471 00:25:15,800 --> 00:25:17,800 Look for clues and move on. 472 00:25:17,800 --> 00:25:23,800 When she did this, she usually would identify the word within two seconds. 473 00:25:23,800 --> 00:25:26,800 10 seconds versus two seconds. 474 00:25:26,800 --> 00:25:31,800 I taught this strategy along with decoding 475 00:25:31,800 --> 00:25:36,800 to enable her to process text information more effectively. 476 00:25:36,800 --> 00:25:40,800 And again, this is one strategy to teach. 477 00:25:41,800 --> 00:25:45,800 The fifth element, daily reading practice. 478 00:25:45,800 --> 00:25:49,800 All students at all levels need to practice reading books 479 00:25:49,800 --> 00:25:52,800 that they have selected. 480 00:25:52,800 --> 00:25:57,800 Like any skill, one needs to practice in order to get better. 481 00:25:57,800 --> 00:26:02,800 Would you expect to learn the piano if you'd ever practice? 482 00:26:02,800 --> 00:26:07,800 Could you learn the piano if you didn't have good music to play? 483 00:26:07,800 --> 00:26:13,800 Could you learn to play the piano if all the music given to you was too hard? 484 00:26:13,800 --> 00:26:15,800 So it is with reading. 485 00:26:15,800 --> 00:26:19,800 And by the way, the National Reading Panel report recommends independent reading 486 00:26:19,800 --> 00:26:23,800 of authentic texts as a way to practice skills learned. 487 00:26:23,800 --> 00:26:26,800 So this isn't just Andy. 488 00:26:26,800 --> 00:26:35,800 Andy using scientific research to support his declarative statements. 489 00:26:35,800 --> 00:26:42,800 Reading widely is one of the best methods to use to enhance students' comprehension. 490 00:26:42,800 --> 00:26:49,800 Word identification and fluency as well as vocabulary and conceptual knowledge. 491 00:26:49,800 --> 00:26:52,800 Both Allenton and Crescent has found that. 492 00:26:52,800 --> 00:26:57,800 Also, reading practice enables students to practice newly learned skills 493 00:26:57,800 --> 00:27:01,800 in authentic reading contexts. 494 00:27:01,800 --> 00:27:07,800 Nancy Atwell recommended that 70 to 80% of reading class be used for reading practice, 495 00:27:07,800 --> 00:27:09,800 self-selected reading. 496 00:27:09,800 --> 00:27:14,800 And 20 to 30% be used for skills work. 497 00:27:14,800 --> 00:27:20,800 And in most classrooms, these percentages are just the opposite. 498 00:27:20,800 --> 00:27:27,800 Students are asked to find a book to read only when they finish their quote work. 499 00:27:27,800 --> 00:27:35,800 Instead, finding a good book to read should be the main work occurring during reading class. 500 00:27:35,800 --> 00:27:41,800 And I posit that we call it reading practice versus reading class. 501 00:27:41,800 --> 00:27:48,800 The sixth element of a comprehensive literacy program is social interaction 502 00:27:48,800 --> 00:27:50,800 and conversation around good books. 503 00:27:50,800 --> 00:27:54,800 Literacy is a social process. 504 00:27:54,800 --> 00:28:01,800 In reading, you're interacting with authors through their words and ideas. 505 00:28:01,800 --> 00:28:06,800 In writing, you're using your words to interact with others. 506 00:28:06,800 --> 00:28:10,800 Social interaction around books and writing enhances high-level thinking, 507 00:28:10,800 --> 00:28:19,800 enhances literacy learning, and enables students to learn content to process things at a deeper level. 508 00:28:19,800 --> 00:28:20,800 And it's fun. 509 00:28:20,800 --> 00:28:25,800 It's motivating to talk with others about books and about their writing. 510 00:28:25,800 --> 00:28:32,800 Social interaction could involve a variety of activities in a comprehensive literacy program. 511 00:28:32,800 --> 00:28:37,800 Book talks, literature circles, book clubs, book evaluations, and critiques. 512 00:28:37,800 --> 00:28:42,800 Top 10 list journal entries and responses, planned discussion. 513 00:28:42,800 --> 00:28:49,800 And these experiences need not be long, but they should be planned and purposeful. 514 00:28:49,800 --> 00:28:57,800 The seventh element in comprehensive literacy instruction is authentic writing experiences. 515 00:28:57,800 --> 00:29:02,800 An authentic writing experience is one in which students are asked to use writing 516 00:29:02,800 --> 00:29:07,800 to describe, express, and share their ideas and experiences. 517 00:29:07,800 --> 00:29:13,800 Now, the reading-writing connection has been firmly established. 518 00:29:13,800 --> 00:29:19,800 And like social interaction, these writing activities do not need to be long. 519 00:29:19,800 --> 00:29:22,800 They can be as short as three to ten minutes. 520 00:29:22,800 --> 00:29:27,800 But writing could also be used as a pre- and post-reading activity 521 00:29:27,800 --> 00:29:31,800 or designed to reinforce target letter patterns. 522 00:29:31,800 --> 00:29:36,800 If you're teaching the short A sound, you might have students write about a time when they were 523 00:29:36,800 --> 00:29:43,800 ma-ad, ma-ad, that reinforces a letter sound or a skill that you're trying to teach. 524 00:29:43,800 --> 00:29:45,800 It's not either or it's all of these. 525 00:29:45,800 --> 00:29:50,800 The eighth element is comprehension instruction. 526 00:29:50,800 --> 00:29:53,800 There are two parts to comprehension instruction. 527 00:29:53,800 --> 00:29:58,800 The first one is related to Scarborough's rope and verbal reasoning. 528 00:29:58,800 --> 00:30:05,800 Here, you're developing the cognitive processes expert readers use to create meaning with texts. 529 00:30:05,800 --> 00:30:14,800 These cognitive processes or operations include things like predicting, inferring, cause-effect, summarizing. 530 00:30:14,800 --> 00:30:24,800 Comprehension instruction also refers to the study skills students use to create meaning with text books or expository text. 531 00:30:24,800 --> 00:30:30,800 We must teach students how to read expository text. 532 00:30:30,800 --> 00:30:36,800 And this is one of the most under-instructed elements in most reading programs. 533 00:30:36,800 --> 00:30:47,800 Direct instruction is needed to teach these skills along with the cognitive operations students use with narrative texts. 534 00:30:47,800 --> 00:30:59,800 The ninth element of comprehensive literacy instruction is our activities to develop word knowledge or vocabulary. 535 00:30:59,800 --> 00:31:01,800 Word knowledge and vocabulary. 536 00:31:01,800 --> 00:31:11,800 Of course, wide reading is the most efficient and effective way to develop students vocabulary as well as immersing them in good conversation where you insert words. 537 00:31:11,800 --> 00:31:21,800 But there are a variety of pedagogical strategies that Canon should be used to add depth and dimension to students' word knowledge. 538 00:31:21,800 --> 00:31:32,800 The last of the 10 essential elements of a comprehensive literacy program is the effective with an A element, affect. 539 00:31:32,800 --> 00:31:37,800 That deals with emotion and motivation. 540 00:31:37,800 --> 00:31:41,800 Motivation, getting students to fall in love with books. 541 00:31:41,800 --> 00:31:49,800 That's a teacher's number one job because after that much of reading instruction takes care of itself. 542 00:31:49,800 --> 00:31:51,800 But what happens? 543 00:31:51,800 --> 00:31:56,800 We seem to pound all the joy of reading out of students by second grade. 544 00:31:56,800 --> 00:32:05,800 Reading volume, the amount has been attributed to gains on word identification, comprehension, fluency and conceptual knowledge. 545 00:32:05,800 --> 00:32:11,800 So we must have good books available to children that they want to read. 546 00:32:11,800 --> 00:32:16,800 And these texts should be available at students' independent level and below. 547 00:32:16,800 --> 00:32:19,800 There's nothing wrong with reading easy books. 548 00:32:19,800 --> 00:32:21,800 We do it all the time. 549 00:32:21,800 --> 00:32:25,800 It's the amount of words that get poured over their head. 550 00:32:25,800 --> 00:32:29,800 And the other effective element is emotion. 551 00:32:29,800 --> 00:32:34,800 Here we realize that we cannot frustrate or humiliate our students. 552 00:32:34,800 --> 00:32:39,800 We stay within the zone of proximal development when introducing new skills. 553 00:32:39,800 --> 00:32:44,800 And we don't use a boring one size fits all curriculum. 554 00:32:44,800 --> 00:32:51,800 Rather, we differentiate to meet the individual needs of students and we expect and encourage students. 555 00:32:51,800 --> 00:32:53,800 We expect them to be at different levels. 556 00:32:53,800 --> 00:32:55,800 That's called being a human being. 557 00:32:55,800 --> 00:32:59,800 And we establish different goals for each student. 558 00:32:59,800 --> 00:33:04,800 So the National Reading Panel identified five pillars. 559 00:33:04,800 --> 00:33:12,800 Phonemic awareness, phonics, comprehension and vocabulary. 560 00:33:12,800 --> 00:33:15,800 They were five pillars short. 561 00:33:15,800 --> 00:33:21,800 The ten pillars should be phonemic awareness, phonics instruction and word work, 562 00:33:21,800 --> 00:33:26,800 activities to develop all three queuing systems for word recognition, 563 00:33:26,800 --> 00:33:31,800 four activities and instruction for word identification strategies, 564 00:33:31,800 --> 00:33:36,800 five daily reading practice, six social interaction and conversation around good books, 565 00:33:36,800 --> 00:33:44,800 seven authentic writing experiences, eight comprehension instruction for study skill strategies and cognitive processes, 566 00:33:44,800 --> 00:33:48,800 nine activities to develop word knowledge or vocabulary, 567 00:33:48,800 --> 00:33:52,800 and ten the effective element. 568 00:33:52,800 --> 00:33:58,800 That, my friends, is a comprehensive literacy program. 569 00:33:58,800 --> 00:34:01,800 This has been the Reading Instruction Show. 570 00:34:01,800 --> 00:34:06,800 I'm your host, as always, Dr. Andy Johnson.