Survey Dr. J. Richard Gentry Richard@jrichardgentry.com Author, Researcher, Educational Consultant Mobile, AL My Website: http://jrichardgentry.com My Blog: Raising Readers, Writers, and Spellers Psychology Today My Facebook Fan Page: JRichardGentry.com Facebook Follow me on Twitter: Richard Gentry (RaiseReaders) on Twitter 2. What type of word study is most important for fluent reading? A. Word study for Decoding/Encoding using Spelling B. Word study for Sight Word Recognition C. Word study for Phonics D. Word study for Vocabulary Four Powerful 2017 Evidence-based Ways to Scaffold: Scaffold by making the Reading Writing Connection. Scaffold with a secure Developmental Track. Scaffold by Monitoring Developmental Progress and Targeting Instruction. Scaffold with Explicit Spelling Instruction. Scaffold with Motivation. Survey 3. What brain function sparks the reading circuitry in the fluent reading brain? A. Sight Word Recognition (lexical pathway) B. Spelling Knowledge (phonological pathway) C. Comprehension D. Decoding Survey 1. At minimum the basic brain circuitry for independent proficient reading should be in place at the end of what grade level? A. Grade 1 B. Grade 2 C. Grade 3 Survey 4. What has just been proven this year to be a direct pathway to improving reading scores at the end of first grade? A. Phonological Awareness B. Invented Spelling C. Alphabet Knowledge D. Phonics 1
Scaffold with the Reading Writing Connection In 1982 Marie Clay issued a call to find the writing connection to reading instruction: Could we capitalize on the potential for beginning writing to complement learning to read? Reading (decoding), spelling (encoding), and writing aren t just subjects in school, they are brain functions. How spelling drives the beginning reader s brain? Scaffold with the Reading Writing Connection In 1982 Marie Clay issued a call to find the writing connection to reading instruction: Could we capitalize on the potential for beginning writing to complement learning to read? KID WRITING! Functional Anatomy of Single Word Reading Functional Anatomy of Single Word Reading Inferior Frontal Gyrus Temporo-Parietal Region -Phonological mapping -Rule-based grapheme-to-phoneme analysis -Semantic processing -Semantic processing Occipito-Temporal Region Word identification Visual Word Form System Adapted from: Pugh et al. (2000) Five Developmental Phases! In 1998 Marie Clay recommended leading children back to a more secure developmental track, that is, to the recovery of a more normal trajectory. PHASE OBSERVATION! 0 1 2 3 4 What does early spelling development look like? 5 Developmental Phases of Spelling (encoding) and Word Reading (decoding). Different lines of independent research discovered the same 5 phases for word reading (decoding) and for invented spelling (encoding). Invented spelling is often easier for monitoring children s progress because it s a footprint of how the brain is processing print. 2
Five Phases of Writing, Spelling and Reading Phase 0 : No Letter Use Expected in Preschool Wavy writing and loopy writing-scribbling Child cannot write his or her name Example: Phase 3 Phase 3: Full Alphabetic Writing (a letter for each sound) Expected in first half of First Grade CAM for Came NIT for Night Child writes a letter for each of the sounds Example: Phase 1 Phase 1: Nonalphabetic Letter Use Expected in first half of Kindergarten Random letters on the page Use of letters but no match to sounds Example: Phase 4 Phase 4: Writing in Chunks of Spelling Patterns Expected by the end of First Grade EVREWHAIR for Everywhere Child writes EV then RE in a chunk Child analogizes with AIR and writes WHAIR Child consolidates the sounds into chunks of spelling patterns Phase 2 Phase 2: Partial Alphabetic Writing (using beginning, ending or a few letters for sounds) Expected in second half of kindergarten HMT for Humpty DPD for Dumpty The Power of Chunking Note: A child develops a dictionary in the brain of words and chunks of spelling patterns. What happens in your brain when you see this word? Example: 3
SEIKOOCDNAMAERCECI Floreda ICECREAMANDCOOKIES Reading and Writing Connections through the Phases The next 5 slides show: How Word Reading develops in each phase How Phonemic Awareness develops in each phase The range of Guided Reading Levels expected in each phase Minimal level when each phase is expected in kindergarten or first grade Florida 4
Breaking News! Landmark Study Finds Better Path to Reading Success Ouelette, G. & Sénéchal, M. (2017). Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy https://www.psychologytoday.com/blog/raising-readers-writers-andspellers/201703/landmark-study-finds-better-path-reading-success Ouelette, G. & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in grade 1: A new Pathway to literacy, or just the same road, less known? Developmental Psychology. 53 (1) 77 88. http://dx.doi.org/10.1037/dev0000179 Scaffold by Stretching Though a Word with a Moving Target Sometimes saying Watch my mouth, Speaking the target sound louder Elongating or dragging the target sound. HERE S HOW TO HELP KID WRITER: spell LTNG FOR LIGHTNING. Teacher emphasizes Child writes lightning l lightning lt (child adds t) lightning ltn (child add n) lightning ltng (child adds g) From Kid Writing in the 21 st Century by Eileen Fledgus, Isabell Cardonick, and Richard Gentry, (Hameray Education Group, 2017) 5
Stretching Through a Moving Target Scaffold with Kid Crowns King of ing / Wis of is / Star of are / Fuzz of was Meet our latest renditions of Kid Crowns equally exciting, but more user-friendly! King of ing Wiz of is Star of are and Fuzz of was Some teachers prefer using coffee cans with words attached to removable paint stirrers or written on tongue depressors. Scaffold with Magic Lines. Scaffold with Rhyming Houses Scaffold with Adult Underwriting connecting to reading. Write or Tape Underwriting Under the Child s Piece Tooth Fairy One night I was in my bed and the Tooth Fairy came. Scaffold by starting early, teacher modeling, and meeting them where they are. First Week of Kindergarten Building Confidence Inviting everyone to write Meeting them where they are Have the child read the conventional piece over and over. 6
Scaffold by helping kid writers move to the next phase. Phase 0 Phase 1 Scaffold with Mini-Lessons/Author s Chair Compliment his story/information. Short vowel chunk ill. (He used kel for kill.) -ill rhyming house are (He used aur for are.) Phase 2 Tap-Slap-Stomp-Clap Capitalize the beginning of each sentence. Compliment his use of periods. (.) Scaffold with Close Look Assessments Mariah entered kindergarten as a Phase 1 writer. It was a sunny day. Teacher Publishing for Reading and Rereading : It was a sunny day. Phase 3 (a letter for each sound) Phase 4 (chunks) Rth (earth) = Phase 3 qhaks (quakes) = Phase 3 log (long) = Phase 3 tim (time)= Phase 3 mac (make) = Phase 3 kel (kill) = Phase 3 pepl (people) = Phase 3 Sanfrinsiskou (San Francisco) = Phase 4 hapin (hapin) = Phase 4 End of her kindergarten year a strong, independent, Phase 3 writer. Teacher Publishing for Reading and Rereading: Tuesday, my tooth was wiggling. When it was in my mouth, it bled. When it fell out, it stopped bleeding. My mom gently pulled it out with a paper towel and I was happy that it fell out. 7
Does handwriting matter? Image from What s Lost as Handwriting Fades NYTs By MARIA KONNIKOVA JUNE 2, 2014 Scaffold with Handwriting Instruction Handwriting instruction for kindergarten and first-grade students: Adult modeling of letter formation Use of consistent visual and verbal cues Repeated practice with immediate adult feedback Peer modeling and support Self-evaluation We have spell checks! We don t need to teach spelling! Sum won tolled me eye wood knot knead too learn two spell. Computers dew it four us! Scaffold with simplified letterformation language. Follow the Zaner-Bloser format, to the tune of If You re Happy and You Know It, Clap Your Hands : Always start your letters at the top Always start your letters at the top When you write a letter, you ll get better, better, better If you always start your letters at the top. Scaffold with simplified letterformation language. Beware of auto-correct! There s no substitute for human brains doing the thinking! b c d Tall down, circle around Half-circle around Circle around, tall down 8
What does the research say? When we write, a unique neural circuit is automatically activated. There is a core recognition of the gesture in the written word, a sort of recognition by mental simulation in your brain. And it seems that this circuit is contributing in unique ways (to reading circuitry) that we didn t realize. Learning (to read) is made easier. Stanislas Dehaene, renown psychologist at the Collège de France in Paris Dr. Virginia Berninger Brain scanning research professor of educational psychology at the University of Washington What we re advocating is teaching children to be hybrid writers, said Dr. Virginia Berninger, manuscript first for reading it transfers to better word recognition then cursive for spelling and for composing. Then, starting in late elementary school, touch-typing. What about older students? Is handwriting still essential in the Keyboard Age? Keyboarding versus Handwriting for Note Taking? What About Spelling? Today, we know Spelling to read is a scientifically based way to improve reading instruction. ( If you can spell it you can read it. J. Richard Gentry) Teaching spelling increases reading scores from kindergarten through college level. Teaching spelling improves the detail of the word representation in memory (in the dictionary in the brain). What about older students? Functional Anatomy of Single Word Reading Functional Anatomy of Single Word Reading Is handwriting still essential in the Keyboard Age? YES! Inferior Frontal Gyrus -Phonological mapping -Semantic processing Temporo-Parietal Region -Rule-based grapheme-to-phoneme analysis -Semantic processing Keyboarding versus Handwriting for Note Taking? Handwriting! Occipito-Temporal Region Word identification Visual Word Form System Adapted from: Pugh et al. (2000) 9
Scaffold with Systematic Grade by Grade Spelling Instruction. Q & A 10
Thank You! J. Richard Gentry, Ph.D. Mobile, Alabama Email: Richard@JRichardGentry.com Website: JRichardGentry.com Connect with me on Facebook http://www.facebook.com/j.richard.gentry Follow me on Twitter http://twitter.com/raisereaders Read my blog on PsychologyToday.com http://www.psychologytoday.com/blog/raising-readers-writers-and-spellers 11