A decodable book is a book for a beginning or struggling reader which contains words she or he can sound out.
In practice this means it contains sound-letter relationships and word types its reader has been taught. It doesn’t include patterns not yet taught.
Decodability thus describes how well a book/text matches its reader’s decoding skills. It gives us a proper, objective way of identifying a just-right book, by ensuring lesson-to-text match. Continue reading →
Last day of the school holidays. Time to summarise David Kilpatrick’s third excellent seminar, “The Nature of Reading Development and Reading Difficulties”, presented at the 2017 Reading in the Rockies conference.
Here it is on Youtube, if you just want to cut to the chase:
Numbers in brackets refer to the time on the video clock, to help you find sections of particular interest.
(2:14) Tens of millions of dollars are spent on reading research, and the findings go into journals, never to be heard of again, unless you’re a reading researcher.
Working as both a school psychologist and a university lecturer gave Dr Kilpatrick access to these journals, and made him think about their practical application to kids sitting across the table from him in schools. Continue reading →
This is a summary of the second half of an online video seminar entitled “Assessment and Highly Effective Intervention in Light of Advances in Understanding Word-Level Reading” (the first half I recently summarised here), which I hope encourages you to watch the whole thing.
It’s by Dr David Kilpatrick, was recorded at the 2017 Reading in the Rockies conference, and is on the Colorado Dept of Education website. Thanks so much to all those involved in putting this great information in the public domain.
The talk’s summary and conclusions are a good place to start:
We have not been working from a scientifically-established understanding about how words are learned.
Our intervention approaches have been around for decades, but are not informed by word-learning research.
The “culprit” in poor word-level reading is phonology.
Skilled readers have letter-sound proficiency and phonemic proficiency, weak readers do not.
Interventions that address these skill deficits have the best results, by far.
There’s some free online learning that I’d recommend to anyone who works with beginning or struggling readers/spellers. You’ll find it on the Colorado Dept of Education website and was recorded at the 2017 Reading in the Rockies conference (thanks to the organisers!).
However, it’s three videos, each more than an hour long. Teachers are time-poor. They understandably aren’t keen to watch long work-related videos unless they know what they’re about, and believe they and their students will benefit.
So I’ve decided to write a blog about each video, summarising what I think are the key points, and recording the time on the video clock each is made, to assist those skimming to find topics of interest. I hope people will then be motivated to go back and watch the whole thing. Continue reading →
The 2016 Progress in International Reading Literacy Study (PIRLS) results came out yesterday. They show that Australian Year 4 kids are better at reading than they were in 2011. Excellent.
However, only 81% reached the “proficient” benchmark, and about 7% of kids are still reading very poorly*, a number unchanged since 2011. Far too many of them are indigenous.
What did PIRLS 2016 involve?
One Year 4 class plus all indigenous Year 4 students in 286 schools (6341 kids in total) across the country took part. The school sample was selected to represent all states and territories as well as Australia’s geographic, school sector and socioeconomic diversity. Continue reading →