literacy across the lifespan: what works timothy shanahan university of illinois at chicago
TRANSCRIPT
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Literacy Across the Lifespan: What Works
Timothy ShanahanUniversity of Illinois at
Chicago
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Theory of literacy instruction
• Learner’s experience is what matters• That experience includes amount of
instruction, what is taught, quality of instruction, and how the student responds to instruction
• Other variables only matter to the extent that they affect those three variables
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Theory of literacy instruction
1. Amount of teaching2. Content of teaching3. Quality of teaching4. Student motivation5. Alignment and support
The 5 keys to literacy success across the lifespan:
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1 Amount of instruction
• Biggest determinant of learning is the amount of teaching
• Allotting time is important• Using time is important too
(engaged time on task is the key)
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1 Amount of instruction
• Parent programs • Preschool • Full-day kindergarten • Literacy across the grades• Better use of school day • Response to Instruction models• After school and summer programs • Post high school programs
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2 Curriculum content
• Second biggest determinant is what we teach
• Literacy curriculum is different than other curricula
• Major reports (NRP, NELP) are largely about what to teach
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2 Curriculum content
Decoding:• Alphabet• Concept of print • Phonological awareness• Phonics • Sight vocabulary
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2 Curriculum content
Oral reading fluency:• Accuracy• Speed • Expression
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2 Curriculum content
Vocabulary:• Word meanings• Meaningful parts of words• Oral and written
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2 Curriculum content
Reading comprehension:• Listening comprehension• How text is structured• What to remember• Strategies for thinking
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2 Curriculum content
Writing:• Purposes• Processes• Products• Audiences
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3 Quality of instruction
• Variations in the student’s educational experience that determine learning beyond amount of allotted time and content taught.
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3 Quality of instruction
Student engagement• Discipline issues• Instructional management• Round robin reading vs. paired
reading
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3 Quality of instruction
Appropriateness of content to learner• Phonological awareness vs.
phonemic awareness• Vocabulary instruction in primary grades• Early interventions
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3 Quality of instruction
Level of instructional demand • Vocabulary: rich meanings vs. memory• Phonemic awareness: simple best
• Comprehension: assignment vs.
instruction
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3 Quality of instruction
Appropriateness of text difficulty • Independent level• Instructional level • Frustration level
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4 Student motivation• Easier to be effective with students who
are trying to learn than with those who are resisting
• Internal versus external motivation
• Our job is to encourage and support
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4 Student motivation
• Curiosity: Engaging interest • Competence: The desire to be
effective• Challenge: The urge to accomplish• Collaboration: Social connections
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5 Alignment and support
• Other variables matter to the extent that they influence the first four variables
• These variables can be positive or negative, but they don’t have a direct impact on student learning
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5 Alignment and support
Teacher quality• Professional development matters• Teacher knowledge in areas like curriculum, instruction,
assessment, management, motivation
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5 Alignment and support
Assessments• Screening• Monitoring• Observing• Accountability • Knowing what to do with data
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5 Alignment and support
Other candidates:• Instructional materials• Supervision• Homework• Connections…
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Literacy success depends upon…
1. Amount of teaching2. Content of teaching3. Quality of teaching4. Student motivation5. Alignment and support
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Literacy Across the Lifespan: What Works
Timothy ShanahanUniversity of Illinois at
Chicago