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Using Science Texts and Content in Interventions that Bring Struggling Readers to Proficient Reading: 

Elfrieda H. Hiebert University of California, Berkeley Using Science Texts and Content in Interventions that Bring Struggling Readers to Proficient Reading

1. The Fluency Problem and its Roots: 

1. The Fluency Problem and its Roots <80-104 130 + wcpm 105-129

Fluency Problem and Roots: 

HUNGRY SPIDER AND THE TURTLE Spider was a hungry one, he always wanted to eat. Everybody in Ashanti knew about his appetite. He was greedy, too, and always wanted more than his share of things. So people steered clear of Spider. But one day a stranger came to Spider's habitation out in the back country. Fluency Problem and Roots NAEP Special Study (Pinnell et al., 1995)

The Words that Make up School Texts: 

The Words that Make up School Texts 3 4 5 Zeno et al 1995 0-2

Nation’s Leading Reading Textbook:Mid-Point of Grade 2: 

Nation’s Leading Reading Textbook: Mid-Point of Grade 2 Officer Buckle thought the drawings showed a lot of imagination. His favorite letter was written on a star-shaped piece of paper. It said: You and Gloria make a good team. Your friend, Claire. P.S. I always wear a crash helmet. (Safety tip #7) Officer Buckle was thumbtacking Claire's letter to the bulletin board when the phones started ringing. (from Officer Buckle and Gloria)

Nation’s Leading Reading Textbook:Mid-Point of Grade 2: 

Nation’s Leading Reading Textbook: Mid-Point of Grade 2 Leafcutter ants live in Central and South America. Some people call them parasol ants. Do you know why? The ants chew off pieces of leaves and carry them back to their tunnels. They march with the leaves held over their heads like little sunshades, or parasols. (from Ants)

Nation’s Leading Reading Textbook:Mid-Point of Grade 2: 

Nation’s Leading Reading Textbook: Mid-Point of Grade 2 Two poles were set up as the goalposts at each end of the field. Then the game began. Each team played hard. On the Animals' side Fox and Deer were swift runners, and Bear cleared the way for them as they played. Crane and Hawk, though, were even swifter, (from The Great Ball Game)

2. Two Interventions with Science Texts/Content: 

2. Two Interventions with Science Texts/Content Text Elements by Task (TExT) Model •Cognitive Load: # of Unique Words per 100 that are hard (especially hard words that appear a single time) •Linguistic Curriculum: The high-frequency words and the vowel patterns within monosyllabic and multisyllabic words

Intervention 1: 

Intervention 1 •11 classes (n = 175 students) •98% of students: English Language Learners •24 weeks of second-grade •Teachers were asked to conduct 15 to 20-minute intervention daily

TExT Model in Intervention 1: 

TExT Model in Intervention 1

Level B Texts (500 Most Frequent Words; Short, Long, & r-controlled Vowels in Monosyllabic Words): 

Level B Texts (500 Most Frequent Words; Short, Long, & r-controlled Vowels in Monosyllabic Words) How Animals Communicate Animals don't talk, but they do communicate. When you communicate, you give information to others. Animals have ways of communicating that are different from the ways that people use. When your friend talks to you, your friend uses language to communicate information. In a language, each word means something. Animals do not use words. They use sounds and signals. Birds sing and move their wings. Some animals move their tails. Other animals communicate by moving their bodies in other ways. Different sounds and signals help animals communicate with each other.

Text 2 of a Topic: 

Text 2 of a Topic The Honeybee Dance One way honeybees communicate with each other is by dancing. Honeybees do a special dance after they find nectar in flowers. Honeybees need nectar to live. When honeybees find nectar, they fly home to tell the other bees where to find the nectar. A bee that finds nectar moves its wings very fast when it dances. The bee moves in a shape that looks like the number 8. The bee does the dance many times. After the dance, the other bees know where to find the flowers with nectar.

Slide13: 

Text 3 of a Topic

Slide14: 

Text 4 of a Topic

Slide15: 

Text 5 of a Topic

Slide16: 

•Consistent Instructional Routine

Time Allocation: Typical Fluency Growth: 

Hasbrouck & Tindal, 1992 x Time Allocation: Typical Fluency Growth

Slide18: 

15 to 20 minutes daily over 20-week intervention = .5+ words per week beyond typical gains

24-Week Intervention: Number of Words Read: 

24-Week Intervention: Number of Words Read

24-Week Intervention: Percentage of Correct Comprehension: 

24-Week Intervention: Percentage of Correct Comprehension

2. Intervention 2: Seeds/Roots: 

2. Intervention 2: Seeds/Roots TExT Model: •Cognitive Load: 2-3 hard words per 100 running words of text (and these words are repeated 2+ times, whenever possible) •Linguistic Curriculum: The goal in the high 2nd to early 3rd grade level is to be fluent with the 1,000 most-frequent words and any vowel pattern in a monosyllabic word

OIL SPILL (Berger, 1994): 

OIL SPILL (Berger, 1994) Shoreline Disaster Coast — The beaches of Spain are black with oil. The oil was not stopped before it reached shore. There is oil in the seaweed and oil in the sand. Rocks are covered with it. Animals are covered with it. Everywhere you look, waves are carrying more oil to the beach. The sticky oil soon covered 11,000 square miles of ocean water. That is an area as big as the state of Maryland. It damaged about 1, 250 miles of Alaska’s coastline. That is longer than the entire Atlantic coast of the United States. The oil stuck to the feathers of many ducks, geese, and other seabirds. BLACK TIDE (Seeds/Roots)

Consistent Instructional Routine & Time Allocation (2 45-minute sessions per book): 

Consistent Instructional Routine & Time Allocation (2 45-minute sessions per book) Day 1 Wonder (14 min.) Read1 Summarize Read2 Write Day 2 Review ideas Read3 Write Read4 Revisiting the Big Ideas

Finding Texts: Start with Science Texts : 

Finding Texts: Start with Science Texts Trapping germs Look at the picture of the girl playing baseball. She is kicking up dust as she slides. What are the other children doing? They are also putting dust into the air. Think about how it feels to breathe when dust is in the air. Grade 2 ScienceText: February: 1

Same Program’s Grade 2 Science Text: February: 2: 

Same Program’s Grade 2 Science Text: February: 2 Protect yourself Think about how germs might be spread in each picture. The first boy has cut his knee. Germs can get inside his body through the cut. The girls are drinking from the same straw. They are sharing germs. The last boy is about to pick up an apple core.

Same Program’s Grade 2 Science Text: February: 3: 

Same Program’s Grade 2 Science Text: February: 3 Preventing injury Look at the picture story. What happened? One of the boys hit his head on the sidewalk. He has a head injury. Why does one boy have a head injury but the other boy does not? The boy that hurt his head was not wearing a safety helmet.

Nation’s Leading Reading Textbook &Its Science Textbook : 

Nation’s Leading Reading Textbook & Its Science Textbook 0-2 3 4 5 Zeno et al., 1995

Slide29: 

1. The Fluency Problem and its Roots 2. Two Interventions with Science Texts/Content 3. Sources for Science Texts

Following up: 

Following up For more on TExT research program: www.textproject.org For copies of “Focus series” (Fluency, Vocabulary): www.prel.org