ERIC ED452490: Chances. Classroom Connections.

9 Pages·2000·0.24 MB·English

by  ERIC

DOCUMENT RESUME
CS 014 298
ED 452 490
Noble, Jo Anne
AUTHOR
Chances. Classroom Connections.
TITLE
Reading Recovery Council of North America, Columbus, OH.
INSTITUTION
2000-00-00
PUB DATE
NOTE
7p.
Reading Recovery Council of North America, Inc., Suite 100,
AVAILABLE FROM
1929 Kenny Road, Columbus, OH 43210-1069. Tel: [phone];
Web site: http://www.readingrecovery.org.
Descriptive (141)
Reports
Journal Articles (080)
PUB TYPE
Council Connections; v5 n2 p20-24 Win 2000
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
*Beginning Reading; Case Studies; *Literacy; Primary
DESCRIPTORS
Education; *Reading Difficulties; *Reading Processes;
*Teacher Role
Clay (Marie).; Directionality; Print Awareness; *Reading
IDENTIFIERS
Behavior; *Reading Recovery Projects
ABSTRACT
To adult readers directional movement seems natural, because
adults have mastered this aspect of the reading process, and it is quite
automatic. For some children, directional behavior can be very complex. Such
was the case for one bright little boy ("Chance") the author/educator served
in Reading Recovery. This article tells the story of how noticing Chance's
difficulties, and doing something about his confusions with directional
movement in reading increased his "chances" to learn to read. Quoting Marie
Clay's statement that learning about words and letters is "nonsense if you do
not happen to be looking at the print in the appropriate direction" (Clay,
1993) and using it as a guide, the paper relates that the educator identified
her job as that of helping Chance to organize his behavior in reading and
attend to print in an orderly manner (following seven directional rules). It
follows Chance's steady progress until his reading reaches the 50th
percentile, and his report said: "No ability-achievement discrepancy scores
were significant." The article includes a section on implications for
classroom teachers. Contains an epilogue about Chance.
(NKA)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Chances.
Classroom Connections
Jo Anne Noble
Council Connections
v5 n2 Winter 2000
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
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This document has been reproduced as
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J. F. Bussell
originating it.
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2
Winter 2000
Connections
20
ns
r
This column is designed to serve
Reading Recovery partners: the class-
Chances
room teachers who work together with
Reading Recovery teachers to teach
Jo Anne Noble, Reading Recovery Teacher Leader,
children to read and write.
Charleston County School District, Charleston, SC
gence. Chance scored at the sixty-ninth
implementation of Reading Recovery in
A Simple Yet Complex
percentile on the Slossen Full-Range
this school, it was not possible for me to
Task
Intelligence Test. On the Woodcock
teach Chance in the first group of
Johnson, Chance scored at the fiftieth
Reading Recovery children. When a stu-
r. Marie Clay has brought atten-
percentile in math, and at the twenty-
dent successfully completed the program
tion to an important area of
fourth percentile in reading. Further test-
in January, Chance was still struggling
beginning reading instruction
ing by a school psychologist would fol-
in his classroom, so he entered Reading
the directional rules of printthat was
low. I asked myself, "Why would a boy
Recovery. While I re-administered the
often neglected in beginning reading
of above average intelligence have such
six tests of the Observation Survey
programs. Before Clay developed aware-
low reading ability? Did he have a learn-
(Clay, 1993a), Chance approached the
ness in teachers about viewing these pre-
ing disability that kept him from learn-
tasks eagerly. Despite his eagerness,
requisites to reading as a priority, many
ing to read?" The biggest question on
when he did not know something he
teachers, myself included, began work-
my mind was, "Will I be able to help?"
thought he should know, he looked to
ing with young readers focusing only on
me with his big, brown eyes with a plea
skills needed to read words correctly.
Practiced Peculiar
Often, we ignored the need to teach chil- for help. When he saw the word yes, he
Directional Habits
dren how to "look at print." turned to me, and with a confused look,
Clay (1991) cautions us to remember
said, "It looks like you." After substitut-
As I reviewed my test observations, I
that a preschool child's everyday experi-
ing see for find several times in text
noticed Chance demonstrated letter and
ence has taught him that a dog or a
reading, he again looked at me and said,
words reversals in all six sub-tests of the
favorite toy can be recognized from any
"I looked at that word (find); I still don't
Observation Survey. On the letter identi-
angle, upside-down, or back to front.
know it."
fication task, he read the first two letters
This same principle does not apply to
Chance could write a few words and
out of order, F-A instead of A-F. He
print recognition. Many letters change if
knew most of the letter sounds; his
named the lower case letter q incorrectly
they are inverted or flipped over (e.g., p
instructional reading level was pre-
as p. He read words on a high frequency
becomes q, d becomes p, b becomes d,
primer two. In his six and a half years,
word list out of order.
and n becomes u. Even e may look like
Chance had many positive opportunities
On the Concepts of Print sub-test
for learning literacy skills. Not only was
g when written backward). Words are
(Clay, 1993a), the child is shown a full
he bright, but also he lived in an upper
just as tricky. (Reverse the word on, and
page of text from the book Stones (Clay,
middle class home that was served by a
it becomes no; saw becomes was; dog
1979) that contains the words was and
school district that had the highest
becomes god.)
saw. The child taking the test is asked to
achievement test scores in the county.
To adult readers directional move-
point to the word was. When I asked
He had opportunities to travel and to
ment seems natural, because we have
Chance to locate the word was in the
participate in enriching activities. He
mastered this aspect of the reading
text, he said, "Was," sounded the /s/ then
had books at home and his parents read
process, and it is quite automatic. For
/w/. He said, "It sounds like saw," and
with him. A caring, dedicated first grade
some children, directional behavior can
pointed to saw. When asked to write
teacher complemented all of these bene-
be very complex. Such was the case for
words he knew, he wrote go, it, no, and
fits. Even with all these advantages,
Chance, a bright little boy I served in
dog from right to left. "Off' was written
something was not coming together for
Reading Recovery. This story tells how
"Foo," in right to left order. He wrote
Chance, and Reading Recovery became
noticing Chance's difficulties, and doing
"like" with the letters in this sequence
his last opportunity to learn to read
something about his confusions with
"kiel."
before being retained in first grade.
directional movement in reading
When asked to record letter sounds in
My first lesson with Chance was on
increased his "chances" to learn to read.
a dictated sentence, he recorded the v in
January 12. On the same day, Chance
At the beginning of the year,
"have" first. Then, he moved left, and
was tested and qualified for resource ser-
Chance's scores on The Observation
recorded the letter a. He reversed the
vices in special education. His reading
Survey of Early Literacy Achievement
upper case D in dog, the lowercase a in
level was significantly lower than math
(Clay, 1993a) were among the very low-
am, and the lower case II in going. On
and not commensurate with his intelli-
est in the first grade. Because of the low
continued on next page
3
Connections
Winter 2000
21
lase
3 Chances
CU
Continued ----
text reading, he read, "Can you.
his behavior in reading and attend to
." for
check the words, requiring him to moni-
.
"I can..."
print in an orderly manner following
tor his own reading and to decide if he
On Chance's first day of instruction in
these directional rules:
was matching the words he knew cor-
the Reading Recovery program, Chance
Begin reading at the top/left hand
rectly. If he pointed to a word and called
1
wrote about his family's weekend plans.
corner of the page.
it see, but it was not spelled S-E-E, he
He did not leave spaces between words:
Move left to right across pages in
2
began discovering that he made an error.
the book.
If Chance was going to correct errors, he
50/h991
Realize that print contains the mes-
first needed to recognize errors. It is
3
.10-)fr
sage in reading.
important that a reader knows when he is
Identify the difference between let-
4
correct and when he is not (Clay, 1991)
I questioned whether Chance per-
ters and words.
because this is the first step toward inde-
ceived the boundaries of words in his
Recognize that words have a begin-
pendent processing.
5
reading. When I asked him to listen for
ning and an ending part.
To assist Chance as he mastered
letter sounds in words, he could identify
Attend to letters sequentially in a
directional rules, I used a green dot as a
6
a letter for a sound in the word, but he
left to right direction.
starting signal as suggested by Clay
could not distinguish if the sound came
Move left to right across words.
(1993, p. 20). I also placed a red dot for
7
at the beginning or the end of the word.
an ending signal at a distance on my
During our sixteenth lesson, Chance
I needed to do this by enabling him to
table so he could put books he was read-
wrote lood for pool; the letters were
be successful at a difficult task. This
ing or his writing notebook between the
upside down and in reverse order.
would allow Chance to build confidence
two dots. Chance knew the rules for
I noticed that Chance's eyes were not
in himself, and would allow him to look
"going" on green and "stopping" on red.
tracking print from left to right as he
at print in a way that he could process it
We associated his background know-
read, and he often looked to the right
to gain information. I realized that he
ledge about the meaning of these colors
page first when he turned the pages of a
might need to make gross observations
and how the colors could help him
book. Sometimes he completely missed
of directional movement (left page
remember where to start looking and
the left page. These observations cau-
before right) before he could make finer
where to stop looking at a letter, a word,
tioned me that directional problems and
observations of directional movement
pages in a book, etc.
spacing should be my first teaching pri-
(left to right across letters in words).
Using the dots to help, I asked him to
ority with Chance.
think about the formation of b and d in
Building Confidence and
Clay (1993) warns that children who
this way. He placed a magnetic letter for
Independence
practice peculiar directional habits for a
b between the two dots and noticed that
long time need sensitive teaching.
the circle was on the red side. After
My first step was to help Chance
Chance had practiced his haphazard
doing the same with the letter d, we
locate and perceive individual words.
approach to direction through kinder-
agreed that the circle was on the green
Spaces between words make sequential
garten and half of first grade--eighteen
side. When writing confusable words
eye movements easier. They also make it
months. It should not be a surprise that
such as dog or no, I would have him stop
easier to perceive letters at the front and
he was experiencing difficulty in learn-
and say the word while sliding his finger
back of individual words (Clay, p. 270).
ing to read. Ehri (1994) describes these
between the dots. Hearing the first sound
I asked Chance to use a chip to space
children as being in a logographic phase
while his finger was pointing to the
between words in writing for a short
in which they "select and remember non-
green dot made it obvious to him that
time. Within a few lessons, I asked him
phonemic visual characteristics rather
dog begins with d. Soon, he had worked
to begin to judge spaces with his eyes
than letter-sound correspondences to
out the confusions with b and d, dog, no
alone. He was able to monitor spacing,
read words"(p. 395). Once these children
and on, was and saw and was consistent-
but continued to use capital letters inap-
learn to perceive and recognize individ-
ly writing from left to right.
propriately, as in the following story:
ual letters and words, they can begin to
Chance often relied on known words,
till()
use letter-sound associations to read
his memory for the story pattern, and
Fq1.- oh
words.
picture cues when reading books. He had
Learning about words and letters is
not learned how to check on his attempts
5.4
"nonsense if you do not happen to be
at reading unknown words. In an early
looking at the print in the appropriate
lesson, he predicted tiger from looking at
To locate individual words while
direction" (Clay, 1993 b, p. 3). Using
the picture on the page and asked, "Is
reading., I asked Chance to point to each
this statement as a guide, I identified my
that right?" I said the word slowly, slid-
word as he read. I occasionally asked
job as that of helping Chance to organize
ing my finger from left to right between
"Are you right ?" This required Chance to
continued on next page
4
nnection
Winter 2000
cUons
Criassro
fl
Chances Continued
----
unknown words.
the green and red dots on the table. Then By session 9, he read house for home
As his program continued, directional
I asked him to tell me what letter he and self-corrected. I asked, "How do you
problems occasionally resurfaced, but
know?" Confidently, as if he had been
heard at the beginning of the word. He
Chance quickly worked them out. He
doing it all along, he replied, "because of
was able to hear the t.
seemed to enjoy using an exclamation
Congratulating him on his discovery, the in." He began to spontaneously tell
mark at the end of all his sentences. One
me about his thinking strategies. While
I explained that good readers check not
day, he wrote i for !, recognized his mis-
reading Mrs. Wishy-Washy, he got his
only the picture, but with letters and
take, and said "That's i." He corrected
mouth ready saying the sound for b in
sounds in the word. We practiced how
his mistake without even looking at me.
duck. Immediately, he self-corrected and
this would be done on the word tiger. By
Nor do I think he was discussing his
turned to me saying, "It looks like a
using the initial letter on unknown words
error for my benefit. He was merely talk-
goose, but it's a duck." He seemed
and the meaning of the story, Chance
ing to himself about his thinking
unaware that he had simultaneously
learned to make good predictions and
fixed the b for d, and I didn't say any-
process.
check himself. In this lesson and the
Despite the excellent progress that
thing. He did not need my praise. He had
ones that followed, opportunities for
Chance was making, he continued to
the greater reinforcement of knowing he
Chance to practice this strategy were
resist each new book. He would see the
had worked out his own problem and
seized. He was encouraged to talk about
new book and moan, "It's hard." He
that he was right. Clay (1993b) tells us
how he saw me use the strategy and/or
knew there would be words he did not
that asking a child to discuss a strategy
how he used it with my assistance
know and reading work to do in new
used in problem-solving initially has
through prompting. Together we carried
books. In mid March, Chance made a
generative value. But she also cautions,
out the advice of Lyons, Pinnell and
hypothesis about the numbers he had
"It is a tactic that could be overworked
Deford (1993) that suggests, "The child
seen on the upper right hand corner of
and could interfere with the automatic
depends on what he or she is told and
my books. He asked if books with 11
responding that goes with fluency" (p.
sees. Having a person to talk with while
were harder than books with 10. He had,
exploring the complex task of reading
43).
on his own, discovered the system
In early March, Chance was decoding
provides a support system, a temporary
Reading Recovery teachers use to identi-
context, that assists in making the transi-
simple consonant-vowel-consonant
fy the difficulty level of books. After
words (i.e. bad, let, top) quickly, and
tion to literacy (p. 90)."
that, he considered it a challenge to
without prompting. Then one day, he
In the third session after the teaching
move to the next level.
came to the word Grandma, looked at
with the word tiger, Chance indepen-
One day, he picked up his new book,
me and said prophetically, "This is too
dently corrected throw for pitch. When a
level 13 and asked proudly, "Is this 31?"
hard to sound out." I agreed, wrote the
child displays critical new learning, it is
Even though he had reversed the num-
word on a sentence strip, and cut the
important for teachers to ask readers to
word apart Grandma. He read the
bers, I knew he had overcome his reluc-
verbalize the new thinking (Hindley,
tance to read "hard books." Soon he
1996). Therefore, I asked why he word easily. Another milestone, Chance
began to tell me what kind of books he
changed the word from throw to pitch.
discovered that letter-by-letter sounding
He was able to explain that pitch starts wanted to read. He asked for books
through words was not necessary. He
with a p, but when he said throw, he about dirt bikes, Dr. Suess books, and
could go "letter by chunk." We found
books about space. He would find level
didn't hear a p sound. I praised his think-
other chunks for reading words, ch like
15 books on the shelf, and ask if he
ing and problem solving. It was a signifi- in Chance, out in outside and shouted,
could take them home. He had become a
cant step in becoming a learner who
some in sometimes. We used the same
monitors his thinking.
reader.
strategy with more difficult words such
On March 17, Saint Patrick's Day,
Enjoyable, meaningful stories provid-
as afternoon.
Chance pulled the green tape off the
ed rich opportunities to teach skills in a Notice the progress Chance had made
desk, put it on his green hat and said he
at this point. As he learned "how to look
context that allowed Chance to use his
did not need it anymore. On that
at print," he could begin to process the
language cues to make the learning of
momentous day, the psychologist com-
letter-sound associations in words. Ehri
how to use print in reading easier. As
pleted the resource testing.
(1994) would say Chance moved from
Chance became more comfortable with
Chance's reading was now at the fifti-
the logographic phase through the alpha-
differentiating beginning and ending
eth percentile. The report said, "No abili-
betic phase. Thus, during the next stage
parts of words, 1 drew his attention to
ty-achievement discrepancy scores were
in his development (i.e. the orthographic
endings by adding inflectional endings to
phase), he could begin to master the skill
his known words (i.e. you're, door's, and
significant."
of making word analogies. As he looked
looking). This created an opportunity for
Chance to learn another way of
from left to right through words he could
checking words.
use known words to decode parts of
continued on next page
5
Connections
23
Winier 2000
necti ns
Ciassr
Chance
S Continued ----
and learning. Portsmouth, NH:
modify instruction in ways that are par-
Implications for
Heinemann
ticularly important in formative stages
Classroom Teachers
Ehri, L.C. (1994). Development of the
of reading (Clay, 1993a). They are able
ability to read words: Update. In:
to be more responsive to students and to
Classroom teachers are aware of
Ruddell, R. B., et. al. Theoretical
provide more appropriate feedback.
problems that occur when children do
models and processes of reading.
Although this article dealt with one
math computation in the wrong
Newark, DE: International Reading
aspect of the reading processconcepts
value are obvi-
sequence. Errors in place
Association, p. 325.
quickly.
about print and specifically directional
ous and teachers intervene
movementI hope that classroom
Hindley, J. (1996). In the company of
Errors in looking at print are less obvi-
children. York, Maine: Stenhouse
problematic.
teachers will see the value of coaching
ous but are just as
Publishers.
children in mastering any skill that is
Clay (1993a, p. 49-52) has developed
of
Lyons, C., G. Pinnell, D. DeFord.
part of the reading process. Clay
a sub-test of her Observation Survey
(1993). Partners in learning:
(1993a) makes an analogy between
Early Literacy Achievement to measure
Teachers and children in Reading
teachers' observation and the coaching
students mastery of Concepts About
Recovery. New York, NY: Teacher's
Print (CAP). This instrument tests the
of a football team. She says the coach
College Press.
does not make the team better by look-
following print concepts:
ing at the final score; he watches closely
Children's Books
Directional concepts
as the team is playing and helps them to
1.
Referenced:
change their moves or strategies. These
Hierarchical concepts
2.
Book handling concepts
changes affect the final score.
Clay, M. M. (1979). Stones. Portsmouth,
3.
Specific concepts
Current classroom "best" practice
NH: Heinemann.
4.
Visual scanning
suggests that teachers provide focused
Cowley, J. (1980). Mrs. Wishy-Washy.
5.
skill mini-lessons during guided reading
Bothell, WA: The Wright Group.
Upon entry to school, some children
or interactive writing sessions for small
Epilogue:
have control over directional movement
groups of children. This format allows
What Happened to Chance?
in print and others learn it easily, but a
classroom teachers to explicitly teach
Joe Yukish, Editor: Classroom
few have considerable difficulty with
and closely observe individual chil-
Connections Column
this aspect of the reading process. To
dren's responses to their teaching. The
As I sat in my office editing this arti-
prevent directional problems in reading,
children who are struggling in beginning
cle in order to send it on to Janet
teachers must watch closely for progress
reading need a coach to show them the
Bufalino, Editor of RRCNA's Council
or problems in mastering these concepts
right moves and strategies that will
Connections, I asked Ruby Brown,
of print. "Without appropriate direction-
allow them to improve their "chances to
Reading Recovery Teacher Leader
al behavior children's efforts to read
score" as proficient readers.
Specialist at the Clemson University
become a scrambled heap of cues which
References
Reading Recovery Training Center, if
are impossible to untangle" (Clay, 1991,
she wanted to hear a wonderful Reading
Clay, M. M. (1991). Becoming literate:
p. 119).
Recovery success story. As I told her
The construction of inner control.
To prevent the practicing of inappro-
about Joanne and Chance, she said,
priate directional movement, teachers Portsmouth: Heinemann.
"Oh, that child. His mother was going to
Clay, M. M. (1993a). An Observation
must "learn to understand someone
speak at our Reading Recovery Banquet
Survey of Early Literacy
else's understanding" (Duckworth in
in October, but a conflict prevented her
Clay, 1998, p.87 and Cazden, 1988).
Achievement. Portsmouth:
from attending." Ruby shared the fol-
This requires the teacher to move
Heinemann.
lowing letter his parents sent to be read
among children as they work on literacy Clay, M. M. (1993b). Reading
at the banquet. It will answer the ques-
Recovery: A guidebook for teachers
tasks and to observe and to talk with
tion in the mind of any reader who is
in training. Portsmouth: Heinemann.
children about their approach to those
asking, "Did Chance make it?" His
Clay, M. M. (1998). By different paths
tasks. Slow rates of learning can occur
father who is an attorney writes:
to common outcomes. York, ME:
when children do not get the kind of
Stenhouse Publishers, p. 87.
help needed. By observing children as
Cazden, C. (1988). Classroom dis-
they work and trying to understand what
course: The language of teaching
is happening and why, teachers can
continued on next page
Winter 2000
Connections
24
n eaons Chances
Continued ----
Dear Dr. Brown,
Thank you for contacting us about preserving the Reading Recovery Program. This is a letter
of support for the Reading Recovery Program and is to be used by you in seeking its preser-
vation and expansion.
Our son, Chance, is now a second grade student here in Charleston County. Last year, in first
grade, he experienced significant difficulty with reading. Chance had this problem despite
the fact that his mother and I spent a good bit of time reading to him, working with him, and
had involved him in kindergarten programs in an effort to prepare him for first grade.
Though my wife and I were very concerned about Chance's inability to keep up with his
class, we were doubly concerned about the evident frustration Chance experienced because
he realized he was way behind his classmates. We believe that Chance was just about to
"shut down" when, through my wife's persistence, we were able to get Chance in the
Reading Recovery Program.
Chance was able to work with Mrs. Noble at Belle Hall Elementary School in Mt. Pleasant
and the impact was very rewarding. Mrs. Noble evaluated Chance's condition, developed
procedures to overcome those weaknesses, and I am happy to report that Chance is now a
the
competent and improving second grade reader. As parents, we are especially pleased with
effect this has had on our son, as he is now a proud and eager reader rather than a frustrated
one.
At the time Chance received the Reading Recovery intervention, he was very much in danger
of having to repeat his first grade year. Apparently, we were lucky to get Chance into
Reading Recovery at all because there weren't enough funds to handle the students who
needed the assistance. I am grateful to my wife for her persistence, but I am concerned about
the other students who could not take advantage of this program because funds were not
available or their parents were unaware of it.
We are truly grateful for the Reading Recovery Program and are pleased to see our tax dol-
lars at work in this manner. It made a very significant and positive change in our little stu-
dent. While we realize there is a cost to the Reading Recovery Program, we believe it is off-
contributor to the progress of his class. In addition,
set by the fact that Chance is now a good
the State of South Carolina does not have to undertake the cost of having our son resubmit to
the first grade. We've seen Reading Recovery work and it is worthwhile.
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
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