Teaching Teachers Strategies for Reading Success: Reading First Teacher Education Network

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Teaching Teachers Strategies for Reading
Success Reading First Teacher Education Network

• A Pilot Study
• at
• California State University, Northridge
• Dr. Marilyn Joshua
• IRA May 2006

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Questions

• 1. How are Faculty reflecting on practice?
• 2. Do Multiple Subject Credential (MSC)
  candidates observe the five elements of an
  effective reading program in their required
  fieldwork?
• 3. To what extent are MSC candidates able to
  articulate in writing their understanding of the
  five elements as they experienced them in their
  university classroom and in the elementary
  classroom?
• 4. To what degree do MSC impact student learning?

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Design of StudyPart I

• Three reading methods classes taught by CSUN
  RFTEN Lead Faculty Representative
• 2 undergraduate classes (N 35)
• 1 post-baccalaureate class (N 10)
• Candidates fulfill 20 hour-observation and
  participation requirement in elementary
  classrooms
• In a one- to two-page summary, discuss the five
  essential components as they relate to what you
  have learned in the 20 hour O/P fieldwork
• Include a sample of student work related to one
  of these components (fluency instruction) and/or
  attach a sample lesson plan

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Examining Data

• RFTEN representatives used a rubric to score each
  of the five essential elements
• Rubric
• 3 clear understanding
• 2 limited understanding
• 1 no understanding
• All 5 RFTEN representatives independently read
  and score two papers (anchor papers)
• Criteria
• Definition provided
• Related terms used
• Example cited
• Each RFTEN representative independently reads and
  scores 18 papers

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Candidate Knowledge

• Aggregate rubric scores this allowed us to
  examine the instructional impact on children
• Analyze data to identify the candidates
  knowledge of and depth of experience with the
  five elements
• Use findings to modify instruction in reading
  methods classes, if necessary

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Understanding the 5 Elements

• To what extent were the MSC candidates able to
  articulate in writing their understanding of the
  five elements as they experienced them in their
  university classroom and in the elementary
  classroom?
• 
  Mean Rubric Score
• Fluency (N 27) 2.26
• Comprehension (N 27) 2.24
• Phonics (N 21) 2.19
• Vocabulary (N 27) 2.11
• Phonemic Awareness (N 21) 2.05

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Comparison

• Comprehension 27
• Fluency 27
• Vocabulary 27
• Phonics 21
• Phonemic Awareness 21

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Concern Confusion 1

• Phonics and
• Phonemic Awareness
• Students think they are synonymous
• Both begin with PHON

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Recommendation

• Avoid teaching these concepts on the same day.
• When I initially teach Phonemic Awareness,
  students can not use written letters and words.
• Students can draw and use pictures.
• They can sing, clap, rhyme etc.
• Students present mini lessons in methods class
  demonstrating their understanding of PA.

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Recommendation contd.

• When teaching Phonics
• Students initially teach a skill in the form of a
  mini lesson
• Examples are
• Two sounds of c /k/ and /s/
• Two sounds of g /g/ and /j/
• Cvc pattern bat, cup, land
• Cvce pattern home, safe, cute
• Cv pattern go be
• Rimes
• Students must apply the skill to a reading
  selection.
• Adapted from Tompkins, 2006

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Confusion 2

• Blending Phonics
• Oral Blending Phonemic Awareness

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Explicit Teaching

• Phonics vs Phonemic Awareness
• Blending vs Oral Blending
• Explicit teaching is necessary to assist students
  identify the differences

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Instructional Impact on Children

• To what degree did the students experience
  success as a result of the fluency instructional
  strategy applied by the MSC candidates?

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Fluency GainsN 26
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Conclusion

• Explicit teaching! Identify Terms Teacher
  Candidates Confuse
• Hands-on Activities
• Teach Phonics and Phonemic Awareness on different
  days
• Review the terms on multiple occasions in methods
  class
• Review theory in fieldwork, if possible, to help
  connect theory and practice
• Faculty Self-Study Discuss Theoretical Concepts
  and SBRR
• Faculty Examine Practice Through RFTEN Pilot
  Study

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Notes