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Teaching Reading Really Is Rocket Science. Itisan Enormously-Complex Act
Teaching Reading Really Is Rocket Science. Itisan Enormously-Complex Act
REALLY IS
ROCKET SCIENCE.
IT IS AN
ENORMOUSLYCOMPLEX ACT.
Donald N. Langenberg, Chair
National Reading Panel
Chancellor, University of Maryland
Superintendent, North
Carolina
High Home
Support
Low Home
Support
100%
100%
100%
25%
60%
0%
R=DxC
(Phil Gough)
Fluency
Phonemic Awareness
Phonics
Th
Fa e
Vocabulary development
Fi b
ve
Reading fluency
!
Reading comprehension
Classroom organization
Phonological
Awareness
Alphabetic
Principle
Letter Sounds
& Combinations
Multisyllables
Automaticity
and Fluency
with the Code
Vocabulary
Comprehensio
n
Listening
Reading
Listening
Reading
15
14
13
12
11
10
9
8
7
6
5
10 11
12 13 14 15
Chronological Age
16
(Hirsch, 1996)
Percentage of youngsters in
the school who can read
grade level material
Target
PreK
Importance of Independent
Reading
100%
Percentile Rank
80%
60%
40%
20%
0%
0.0
1.0
4.3
9.2
Minutes Per Day
16.9
33.4
76.3
Importance of Independent
Reading
Percentile
Rank
Minutes/Day
(Books, Magazines,
Newspapers)
Words/Year
98th
67.3
4,733,000
90th
33.4
2,357,000
70th
16.9
1,168,000
50th
9.2
601,000
30th
4.3
251,000
10th
1.0
51,000
2nd
0.0
--
H&T
Norms
Aimsweb
Norms
1st
45 wpm
43 wpm
45 wpm
2nd
91 wpm
79 wpm
85 wpm
3rd
110 wpm
96 wpm
102 wpm
Grades 3 5
Comprehensive Vocabulary
Development
1.
Wide reading
Magic Number =
1,000,000 words
read per year
Tier One:
The most basic words
Rarely require instruction in
school
Examples: happy, bed, school
Tier Two:
High-frequency words for
mature language users
Instruction adds productivity
to an individuals language
ability
Examples: coincidence, absurd,
industrious
Tier Three:
Words whose frequency of
use is quite low, often limited
to specific domains
Best learned when needed in
a content area
Examples: isotope, lathe,
peninsula
Prior Knowledge . . .
Better than I.Q. for predicting
success on inferential
comprehension.
Topic knowledge
Todays Cricket
The batsmen were merciless against
the bowlers. The bowlers placed
their men in slips and covers, but to
no avail. The batsmen hit one foul
after another with an occasional six.
Not once did a ball look like it would
hit their stumps or be caught.
Reading a lot
2.
Strategic reading
3.
Two Approaches
1.
2. Text structure
strategies
Self-Question
Expository (Informational)
Structure
The effectiveness of
instruction in comprehension
strategies depends critically on
how they are taught,
supported, and practiced.
1.
Engaged Readers