STARS - Session 1-Science of Reading

Mount St.
Joseph University
Stronger Together Advancing Reading Science

STARS
Kilpatrick Book Study Group
Dr. Amy Murdoch and Dr. Elizabeth Corbo

Mount St. Joseph University
Objectives
 Understand the STARS Grant Objectives & Work
 Get to know each other
 Explore key components of the Science of Reading
 Discuss Emily Hanford’s At A Loss for Words and

analyze implications for our work in schools.
Agenda
• Introductions
• STARS Grant – Goals & Activities
• Plan for our 4 Meetings
• Teacher Preparation
• Pre-Assessment – Moats
• Science of Reading Overview—Key Tenets
• Reading Rope
• Discussion – Emily Hanford’s At A Loss for Words
• Next Meeting
Ultimate Goal
Positively impact the reading

achievement of Cincinnati’s children
STARS Grant Goals & Activities

Goal 1: Create a meaningful partnership between
MSJ Reading Faculty & CPS by working together to
deepen our knowledge & skills around
implementing the Science of Reading in urban
public schools that serve a diverse group of
students with a range of reading needs.
Activity:
1. Book Study – Kilpatrick Books
2. Learn about new reading program in CPS & how
it fits with Science of Reading
Extending Our Book Study Work

• Creating professional learning sessions in your
school.
• All materials will be available to you.
– Powerpoints
– Activities
– Discussion Questions
www.msj.edu/scienceofreading
Book Study Materials

Our Professional Learning Sessions

• 12/5: The Science of Reading
Hanford—At A Loss for Words and Kilpatrick Ch. 1-3 (overview)
• 2/6: Phonological Awareness

Kilpatrick Ch. 4, 6 & Part 1 of Equipped
• 3/5: Orthographic Mapping

Kilpatrick Ch. 5, 7, 8 & Part 2 of Equipped
• 4/23: Vocabulary & Comprehension

Kilpatrick Ch. 5, 9-13
STARS Grant Goals & Activities

Goal 2: Strengthen the reading core in MSJ’s
teacher preparation program.
Activity:
1. MSJ Reading Faculty will work collaboratively to
strengthen our reading core.
2. Find strong reading placement sites for reading
practicums and student teaching.
New Coursework for Undergraduates

and Initial Licensure Programs
RDG 215: Foundations of Literacy
RDG 330: Phonological Awareness, Phonics and Fluency
RDG 331: Vocabulary, Comprehension, & Writing
RDG 338: Assessment, Instruction and Intervention
RDG 391: Practicum (Structured Literacy--Orton
Gillingham)
MSJ Courses & Small Group

• Please form a small group. You will be in this
small group later too—same roles.
• Assign a facilitator, note taker, and reporter.
10 Minutes
Pre-Assessment
Created by Dr. Louisa Moats with a few additions.
Moats L.C. & Foorman, B.R. (2003). Measuring teachers’ content knowledge
of language and reading. Annals of Dyslexia, 53, 23-45.
• Purpose: To see what things we might want to

emphasize in our work together and where to
go more quickly!
• If you don’t know something, don’t sweat it,
skip it. We are looking for fluency. Don’t guess.
15-20 Minutes
Why Focus on the Science of Reading?

2019 results from National Assessment of Educational

Progress at 4th Grade
Overall, 34% of 4th graders performed below the Basic Level of
Proficiency
Percent below Basic

10 20 30 40 50 60 70 80 90 100
White 23
Black 52
Hispanic 45
Free lunch 47
https://www.nationsrep
Pay 19 ortcard.gov/
NAEP Progress Data

Study by Murdoch et al Initial PELI Composite Scores 223
(2019)
PELI Goal = 201
200
Mid-Year
150
132
112
PELI Goal = 101
100 Mid-Year
86
47
50 39
0
Implementation Low SES Control High SES Control Implementation Low SES Control High SES Control
3 Year Olds 4 Year Olds
However….
• Reading skills are alterable, observable, measurable,
and valid targets for change. We know how to
improve reading achievement!
“With the scientific discoveries that began over a half-

century ago, we now have the good fortune of
holding the keys to the locks that bar far too many
children from having full access to society. It is time
to put the keys in the locks and start turning them.”
- National Council on Teacher Quality, 2007, p. 17
Teachers are POWERFUL
“The Magic is in the Instruction”

- Anita Archer, 2017
“Every student deserves a great teacher, not by

chance, but by design.”
-Fisher, Frey, & Hattie, 2016, p. 2
Study by Murdoch et al
(2019)
Project Ready!
3 Year Olds
Implementation Low SES Control High SES Control

200
185
180
169
160
140
132 End of Year Goal = 128
120
100
80
60 62
47
40 39
20
Pre-Test Post-Test
Study by Murdoch et al Project Ready!
(2019) 4 Year Olds
280
260 Implementation Low SES Control High SES Control

240 244
220 223 End of Year Goal = 231

208
200
180
160
140 144
120
112
100
80
86
60
40
20
Pre-Test Post-Test
Preschool Data from

Project Ready!
www.msj.edu/projectready
“Various sources converge in suggesting that ill-

informed, ineffective reading instruction
practices are the norm in our classrooms, and
that these contrast sharply with the content and
principles of structured language and literacy
teaching”
- Moats, 2017
IDA Summer Perspectives
Educational “Beliefs,” Fads, and Pseudo-Science

• Learning Styles
• Multiple literacies
• Brain based reading exercises—Brain Gym
• 3 Cueing System
• Guided guessing (whole language approaches)
• Video game based reading instruction
• Reading is natural
The Science of Reading

Reading is HIGHLY researched by cognitive psychologists,
neuroscientists, as well as educational researchers. It is
one of the oldest topics in experimental psychology. We
know a great deal about how to teach reading!
SO, What’s the problem?

“There is a profound disconnection between the science
of reading and educational practice. Very little of what
we’ve learned about reading as scientists has had any
impact on what happens in schools because the cultures
of science and education are so different.”
- Seidenberg, 2017, p. 9
There is new awareness of the

need to change.
Teacher preparation is being examined and
pressured to change.
Curriculum Developers are bring pressured to
change.
HOPE
We Can Do Better
• We know what it takes to create readers
• We can predict who may struggle with early
screening
• We know the skills to teach, how to teach
them and how much of each is necessary
• We know how to prevent reading failure and
intervene with struggling readers
Our Goal
Eliminate the research to practice gap.
Prepare teachers to implement the science of
reading (and learning) so ALL children
learn to read.
What is The Science of Reading

Informs Powerful Instruction & Intervention
Key Tenets
• How Students Learn to Read: Research from cognitive science
on how children learn
• Essential Elements of Reading: the skills that support literacy
and how student needs change across development
• Essential Elements of Effective Instruction: instructional
approaches that are based in research and best practice
• Multi-Tiered Systems of Support: the application of data-
based decision making to the creation of systems of support
for all students.
How Students Learn to Read -
Cognitive Science
1st 2nd 3rd 4th & 5th

PreK - KG Grade Grade Grade
Grade
Pre-Reader Early Later Fluent Expert

Phonetic Phonetic
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

Key Tenets
for all students.
John Hattie’s Work Anita Archer’s Work

Retention
d = -.13 Taken from: https://visible-
learnining.org Website
Effective Intervention Design & Delivery

• Direct/Explicit Instruction (.59)
• Teacher Clarity (.75)
• Clear lesson goals & intention (.50)
• Feedback & Correction (.73)
• Mastery Learning— “over-learning” (.57)
• Practice, Practice, Practice – “Drill & Skill or even
Drill & Thrill”
– Retrieval Practice (.50)—creates deeper pathways
– Spaced practice (.60)—doubles retention
Slide Adapted from Anita
Archer’s 2017 presentation at
DIBELS Super Institute
Effective Intervention Design

The Teacher
• In intervention work we must remember the
feelings and self-concept of the student in
front of us.
• It is very hard to learn from someone you do
not trust/value.
• Teacher-Student Relationship Effect Size
d = .72

Key Tenets
for all students.
Effect Size, d = 1.07

Fisher, Frey, &
MTSS Hattie (2016)
Academic Systems Behavioral Systems

1-5% Intensive Individualized 1-5% Intensive Individualized
Interventions Interventions
5-10% Targeted Interventions 5-10% Targeted Interventions
80-90% School-Wide 80-90% School-Wide

Interventions Interventions
Adapted from OSEP Effective School-Wide Decisions about tiers of

Interventions
support are data-based
Number of words correct per minute
0
10
20
30
40
50
60
70
80
90
2-Sep
5-Sep
10-Sep
Tier 1
13-Sep
9/1/08
23-Sep
..
26-Sep
1-Oct
4-Oct
9-Oct
14-Oct
Tier 2
17-Oct
23-Oct
29-Oct
1-Nov
4-Nov
7-Nov
13-Nov
16-Nov
21-Nov
25-Nov
2-Dec
5-Dec
10-Dec
13-Dec
18-Dec
Dec. Break
7-Jan
13-Jan
16-Jan
20-Jan
Tier 3
Date
23-Jan
28-Jan
31-Jan
5-Feb
Goal = 50 by Dec.
10-Feb
13-Feb
19-Feb
24-Feb
27-Feb
4-Mar
7-Mar
12-Mar
17-Mar
"Rick" CBM Oral Reading Fluency Scores
20-Mar
25-Mar
28-Mar
3-Apr
8-Apr
11-Apr
spring break
22-Apr
25-Apr
30-Apr
5-May
8-May
13-May
16-May
21-May
Peers
"Rick"
27-May
OLD Ideas (All Disproven) Science of Reading

• Reading is Natural • Our brains are not wired to read. It is
• Surround Children with Books and through instruction that we wire our
They Will Learn to Read brains to read.
• If They Don’t Learn to Read in 1st • Instruction is POWERFUL!
Grade Just Give Them Time They Will • Early intervention is crucial.
Catch Up • Approximately 30% of humans will
• Something is “wrong” if a child needs not learn to read well without
explicit instruction in reading explicit, systematic instruction. All
• Reading problems like Dyslexia are humans benefit from it!
very uncommon. • Approximately 1 in 5 children have
some symptoms of Dyslexia.
The Science of Reading

Newer Great Books

If You Read One

Reading Development:
The Reading Rope
“The little dog barked at the big cat.”
National Center on Improving Literacy:

https://improvingliteracy.org/sites/improvingliteracy2.uoregon.edu/files/briefs/Learing-to-Read-The-
Simple-View-of-Reading.pdf
Let’s Build a Reading Rope!

LANGUAGE COMPREHENSION (RED):
Use red sparkly pipe cleaners for the
“superpowers” of Language Comprehension-
• Background Knowledge (facts, concepts, etc.)
• Vocabulary Development (breadth, depth,
precision, etc.)

LANGUAGE COMPREHENSION (RED):
Use red pipe cleaners for the other important
aspects of Language Comprehension-
• Language Structures (Syntax, semantics, etc.)
• Verbal Reasoning (inference, metaphor, etc.)
• Literacy Knowledge (print concepts, genres,
etc.)

WORD RECOGNITION (BLUE):
Use blue pipe cleaners for the first two essential
aspects of Word Recognition-
• Phonological Awareness (Syllables,
phonemes, etc.)
• Decoding & Spelling (alphabetic principle,
spelling-sound correspondences, etc.)

Use the sparkly blue pipe cleaner for the critical
aspect Word Recognition-
Sight Recognition (of familiar words)
yellow blue green

pink purple

This is NOT the same thing as
Sight Recognition (ofwords
irregular familiar
(red words)
words)
yellow blue green

pink purple
From Kilpatrick
Sight word = a word that is known. It is a word

that is instantly recognized by the
individual reading.
Goal of Word Recognition Instruction!


Sight Recognition (of familiar words)
yellow blue green

pink purple
The Path to
fluent reading for meaning
• The strands of LANGUAGE COMPREHENSION becomes
increasingly strategic.
• The strands of WORD RECOGNITION becomes increasingly
automatic.
Skilled reading is a fluent execution and
coordination of word recognition and text
comprehension.
Emily Hanford
Our Professional Learning Sessions

• 12/5: The Science of Reading
Hanford—At A Loss for Words and Kilpatrick Ch. 1-3
• 2/6: Phonological Awareness

Kilpatrick Ch. 4, 6 & Part 1 of Equipped
• 3/5: Orthographic Mapping

Kilpatrick Ch. 5, 7, 8 & Part 2 of Equipped
• 4/23: Vocabulary & Comprehension

Kilpatrick Ch. 5, 9-13
Questions

STARS - Session 1-Science of Reading

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Mount St.

Stronger Together Advancing Reading Science

Dr. Amy Murdoch and Dr. Elizabeth Corbo

 Get to know each other

 Explore key components of the Science of Reading

 Discuss Emily Hanford’s At A Loss for Words and

Positively impact the reading

STARS Grant Goals & Activities

Extending Our Book Study Work

Book Study Materials

Our Professional Learning Sessions

• 2/6: Phonological Awareness

• 3/5: Orthographic Mapping

• 4/23: Vocabulary & Comprehension

STARS Grant Goals & Activities

New Coursework for Undergraduates

MSJ Courses & Small Group

• Purpose: To see what things we might want to

Why Focus on the Science of Reading?

2019 results from National Assessment of Educational

Percent below Basic

NAEP Progress Data

“With the scientific discoveries that began over a half-

Teachers are POWERFUL

“The Magic is in the Instruction”

“Every student deserves a great teacher, not by

Implementation Low SES Control High SES Control

260 Implementation Low SES Control High SES Control

220 223 End of Year Goal = 231

Preschool Data from

“Various sources converge in suggesting that ill-

Educational “Beliefs,” Fads, and Pseudo-Science

The Science of Reading

SO, What’s the problem?

There is new awareness of the

What is The Science of Reading

1st 2nd 3rd 4th & 5th

Pre-Reader Early Later Fluent Expert

What is The Science of Reading

John Hattie’s Work Anita Archer’s Work

Effective Intervention Design & Delivery

Effective Intervention Design

What is The Science of Reading

Effect Size, d = 1.07

Academic Systems Behavioral Systems

5-10% Targeted Interventions 5-10% Targeted Interventions

80-90% School-Wide 80-90% School-Wide

Adapted from OSEP Effective School-Wide Decisions about tiers of

OLD Ideas (All Disproven) Science of Reading

The Science of Reading

Newer Great Books

If You Read One

“The little dog barked at the big cat.”

National Center on Improving Literacy:

Let’s Build a Reading Rope!

Let’s Build a Reading Rope!

Let’s Build a Reading Rope!

Let’s Build a Reading Rope!

yellow blue green

Let’s Build a Reading Rope!

yellow blue green

Sight word = a word that is known. It is a word

Goal of Word Recognition Instruction!