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Which WordsWhich Wordsto Teach:to Teach:FoundationsFoundationsof Fluency &of Fluency &VocabularyVocabulary
Elfrieda Elfrieda H. H. HiebertHiebertUniversity of California,University of California,BerkeleyBerkeley
While both fluency and a rich vocabularyWhile both fluency and a rich vocabularyinvolve attention to and knowledge of words,involve attention to and knowledge of words,the words on which initial fluency is basedthe words on which initial fluency is basedand the words of a rich vocabulary differ.and the words of a rich vocabulary differ.
1. The fluency curriculum •With what words are proficient readers fluent? •How do texts support fluency especially for beginning
and struggling readers?
2. The vocabulary curriculum •What is common across words? What is unique? •How does instruction of what’s common among words
support vocabulary learning?
NAEP (Gr.4)
Proficient & Above Basic Below Basic
Fluency and ComprehensionFluency and Comprehension
<80-104
130+
105-129
HUNGRY SPIDERAND THE TURTLE
Spider was a hungry one,he always wanted to eat.Everybody in Ashantiknew about his appetite.He was greedy, too, andalways wanted more thanhis share of things. Sopeople steered clear ofSpider. But one day astranger came to Spider'shabitation out in the backcountry.
Fluency & AccuracyFluency & Accuracy
90
92
94
96
98
Accuracy
1 (low) 2 3 4 (High)
More Evidence on FluencyMore Evidence on Fluencyand Comprehensionand Comprehension
•Buck & Torgesen (2004; www.fcrr.org)
Oral Reading Fluency (ORF) & FCAT:r = .70
• Good, Simmons, & Kame’enui(Scientific Studies of Reading, 2001)ORF & Oregon Statewide Assessment:r = .67
Fluency:Fluency: The WHAT of Fluency The WHAT of Fluency[Based on the Gray Oral Reading Test][Based on the Gray Oral Reading Test]
0%10%20%30%40%50%60%70%80%90%
100%
Grades 1& 2
Grades 3& 4
Grades 5& 6
Grades 7& 8
Grades 9-12
Zone 6Zone 5Zones 3-4Zones 0-2
Hiebert & Fisher, 2005
020406080
100120140160180200
Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8
Natl. Norms:25P Natl Norms: 50P Natl Norms 75P
Hasbrouck & Tindal, 2005
xx
Typical Oral Typical Oral FluencyFluency Growth Growth
Jan Hasbrouck’s guideline: +/- 10 words
Silent Reading Silent Reading Fluency*Fluency*
050
100150200250300350400450500
Gr 2 Gr 4 Gr 6 Gr 8 Gr 10 Gr 12
Typical: SilentAdequate: Silent50thP: Oral
•With 70+% comprehensionTypical/Adequate Silent Reading Norms: Taylor, Frackenpohl, & Pettee, 1960
A (re)definition of A (re)definition of fluencyfluency
• “Fluency is the ability to read (the vastmajority of the words in) a text quickly,accurately, and with proper expression (sothat meaning is retained). Ultimatelyautomatic and accurate silent readingis what matters.”
(National Reading Panel, 2000 with bolded phrasesinserted)
Fluency Fluency & Texts& Texts
“the evidence is that such training [i.e.,isolated word recognition practice] isinsufficient as it may fail to transfer whenthe practiced words are presented in ameaningful context”
(National Reading Panel, p.3-11)
1962cGo, go,go.Go,Dick,go.Help,help!
1983cCan You Find It?Can the girl find thedog? Can the girl findthe cat? Is the dog inthe doghouse? Thedog is not in thedoghouse. Is the dogin the barrel? Look atthe barrel. Is the dogin it? Can the girl findthe dog? Can the girland the dog find thecat? The cat is not inthe hay. The cat is inthe tractor. The girlcan find it. Can thegirl find the cow? Canthe dog and cat findthe cow? Can you?
2000cThe NapI am on my mat.I will have a nap.Away I go. Lookat that! Wag,wag, wag. I likemy cap. Can Ihave the bat?Will it go up? Willit come down?No, not on thedad! No, not onthe cat! Look atthat! What a nap!
1993cSo Can II can brush myteeth.So can I! I canwrite my name.So can I! I canread a book.So can I! I cancarry thegroceries.So can I! I canbrush my teethand write myname and read abook and carrythe groceries. Socan I!
Instructional Texts for BeginningInstructional Texts for BeginningReaders: Singletons & RepetitionReaders: Singletons & Repetition
0
10
20
30
40
50
Gr1Begin Gr1End Gr2End
62 83 93 0
From “State Reform Policies & the Task for 1st Grade Readers” (Hiebert, Elementary School Journal, 2005)
Features of Unique Words per 100:Features of Unique Words per 100:First 10, 1stFirst 10, 1st Gr Gr. Texts Over 4 Decades. Texts Over 4 Decades
0
10
20
30
1962 1983 1993 2000
Zones 0-2 Zone 3 Zone 4 Zones 5-6 Hiebert, Elementary School Journal, 2005
The kinds of texts that accounted forThe kinds of texts that accounted forsignificant differences in the NRP samplesignificant differences in the NRP sample
Texts with controlled vocabulary were used in 74%of the studies used in the meta-analysis. Of thefour studies that used literature, only one reporteda fluency outcome and, in that study, treatmentand comparison groups did not differ significantly.That is: the effect size for fluency came fromstudies that used texts with controlled vocabulary.
(Hiebert & Fisher, Elementary School Journal, May 2005)
.
Exemplars of Prominent Texts in NRPExemplars of Prominent Texts in NRPFluency StudiesFluency Studies
Tim’s Woods
It had snowed in the night.Tim Baker could tell thatit had without looking outof his bedroom window.
There was always abright whiteness aboutthe daylight when theworld was deep in snow.Tim lay in bed andthought about what hewould do.
The Wicked MonkeyLast Saturday, JanetLord's father drove herand Sally Ann, hercousin, to the zoo. Thefirst place they wentwas to the monkeyhouse. The girls hadheard about andespecially wanted tosee the old monkey,Slick Nick, who playedtricks on people.
Texts for Texts for FluencyFluency
5,000 most frequent wordsLevel F
2,500 most frequent wordsLevel E
1000 most frequent words; twosyllable words
Level D
1000 most frequent words; allmonosyllabic words
Level C
500 most frequent words;short, long and r controlledvowels
Level B
300 most frequent words;short and long vowels
Level A
Level B Texts (i.e., Level B Texts (i.e., GrGr. 2 curriculum). 2 curriculum)
How Animals Communicate
Animals don't talk, but they do communicate. Whenyou communicate, you give information to others. Animalshave ways of communicating that are different from theways that people use. When your friend talks to you, yourfriend uses language to communicate information. In alanguage, each word means something.
Animals do not use words. They use sounds andsignals. Birds sing and move their wings. Some animalsmove their tails. Other animals communicate by moving theirbodies in other ways. Different sounds and signals helpanimals communicate with each other.
This slide (and next 4) are from: E. Hiebert (2003). QuickReads (Level B). Parsippany, NY: PearsonLearning Group. Used with permission of publisher.
Text 2 of a Topic (Level B/Text 2 of a Topic (Level B/GrGr. 2). 2)
The Honeybee Dance
One way honeybees communicate with each other isby dancing. Honeybees do a special dance after they findnectar in flowers. Honeybees need nectar to live. Whenhoneybees find nectar, they fly home to tell the other beeswhere to find the nectar.
A bee that finds nectar moves its wings very fast whenit dances. The bee moves in a shape that looks like thenumber 8. The bee does the dance many times. After thedance, the other bees know where to find the flowers withnectar.
Program of ResearchProgram of Researchon Texts & Fluencyon Texts & Fluency
0
1
2
3
4
WCPM Gain per weekStudy 1 Study 2 Study 3
ContentText
Litera-ture
Statusquo
ContentText
Misc.Texts
Statusquo
Litera-ture
ContentText
Study 4: 24-Week Intervention:Study 4: 24-Week Intervention:Number of Words ReadNumber of Words Read
0
10
20
30
40
50
60
70
Begin End
ScienceNarrative
Hiebert, submitted August 1, 2005
Why is a Why is a ““deepdeep”” and and ““broadbroad””vocabulary important?vocabulary important?
--Vocabulary correlates tocomprehension .66 to .75 (Just &Carpenter, 1975)
--Comprehension comprises two“skills”: Word knowledge or vocabularyand reasoning (Davis, 1942, NationalReading Panel, 2000).
CA: Of 3 reading standards:CA: Of 3 reading standards:1.0 Word Analysis, Fluency, and Systematic Vocabulary
Development
Word Recognition
1.2 Apply knowledge of word origins, derivations, synonyms,antonyms, and idioms to determine the meaning of wordsand phrases.
Vocabulary and Concept Development
1.3 Use knowledge of root words to determine the meaning ofunknown words within a passage.
1.4 Know common roots and affixes derived from Greek andLatin and use this knowledge to analyze the meaning ofcomplex words (e.g., international).
1.5 Use a thesaurus to determine related words and concepts.
1.6 Distinguish and interpret words with multiple meanings.
TX: Of 9 reading standardsTX: Of 9 reading standards• (6) Reading/word identification.
The student uses a variety ofword recognition strategies. Thestudent is expected to:
(A) apply knowledge of letter-sound correspondences,language structure, and contextto recognize words (4-8);
(B) use structural analysis toidentify root words with prefixessuch as dis-, non-, in-; andsuffixes such as -ness, -tion, -able (4-6); and
(C) locate the meanings,pronunciations, and derivationsof unfamiliar words usingdictionaries, glossaries, andother sources (4-8).
(9) Reading/vocabulary development. Thestudent acquires an extensivevocabulary through reading andsystematic word study. The student isexpected to:
(A) develop vocabulary by listening toselections read aloud (4-8);
(B) draw on experiences to bring meaningsto words in context such as interpretingfigurative language and multiple-meaning words (4-5);
(C) use multiple reference aids, including athesaurus, a synonym finder, adictionary, and software, to clarifymeanings and usage (4-8);
(D) determine meanings of derivatives byapplying knowledge of the meanings ofroot words such as like, pay, or happyand affixes such as dis-, pre-, un- (4-8);and
(E) study word meanings systematicallysuch as across curricular content areasand through current events (4-8).
attentiondiscovered
acceptaccidentadvantageargumentaudiencecoloniescommandselectricalenormousexpressionguardednearbyofficersafetystaredtending
dimexpertsherdhorizonimaginationlogobeysstifftropicaltunnelsweaver
antennaeapplaudedbannercarpentercocoonsfasteningfunguslarvaemunchingpenaltypitypuddlequarrelsawduststalksaphidsjeeredparasolswivelteamworknews team
The The VOCABULARY VOCABULARY Curriculum:Curriculum:Words Words ““TaughtTaught”” in HM Gr2/Unit 4 in HM Gr2/Unit 4
The vocabulary curriculum: WhatThe vocabulary curriculum: What’’sscommon? Whatcommon? What’’s unique?s unique?
1. Sufficient frequency to be useful--butsufficiently “unknown” to merit instruction
2. Morphological families--Spanish cognates3. Complex meanings4. Multiple meanings5. Semantic connections• 7,230 “elementary school words” fit into 61
instructional clusters (Marzano & Marzano, 1988)
6. Thematic connections
discover (2ndgrade)
discover
discovererdiscoverable (adjective)discovery
dicovered, discovers,
discoveringcover,
recover
Morphological
discover (2ndgrade)
discover
discovererdiscoverable (adjective)discovery
dicovered, discovers,
discoveringcover,
recover
find (for the first time)find out
learn
realize detect
analyze
trick confuse
knowunderstand
Morphological PlusSemantic Connections
(from Calfee & Drum, 1981)
Greek(and others)
Specialized wordsused mostly in
science
RomanceTechnical, sophisticated wordsused primarily in more formalsettings such as literature and
textbooks
Anglo-SaxonCommon, everyday, down-to-earth words andfrequently in ordinary trade books and found
in school primers.
Spanish cognates
10 Common English Words & Their Latin and Spanish EquivalentsEnglish common word Examples of English
literary/academic wordsLatin root Spanish common word
brave valiant, valorous, valor valere (to be strong) valiente
bug insect, insecticide,insectivore
insectum insecto
dig cavern(ous), cave,cavity, excavate
cavus (hollow) excavar
empty vacant, vacate, vacancy vacare (to be empty) vacía
enough sufficient, suffice,sufficiency
sufficiere (to provide) suficiente
first prime, primate, primal,primacy, primary,primer, primitive
primus (first) primero
mean significance, significant significans (meaning) significarmoon lunar, lunacy, lunatic,
lunationluna (moon) luna
sell vendor, vend, venal venus (sale) venderwash lather, lavatory lavare (to wash) lavarAdapted from Kamil & Hiebert (2005).
Shoreline
beach erosion
ocean habitat
organism composition
survive
decomposition,
decomposing
survivalerode
compose
Thematic VocabularyThematic Vocabulary
© Seeds of Science/Roots of Reading
Picture Vocabulary ResultsPicture Vocabulary Results
Significant differences in favor of the S&R interventionfor both, but marginal on Terrarium items
NMeanPre
MeanPost
EffectSizePost
GainEffectSizeGain
Shoreline Seeds-Roots 342 4.71 5.60 .40 .88 .18
GEMS 148 4.53 5.07 .56
Terrarium Seeds-Roots 342 3.12 3.53 .22 .40 .15
GEMS 148 3.10 3.33 .23
from Pearson, Cervetti, Hiebert, Arya, & Bravo, May 2005
Vocabulary (Semantic Associations):Vocabulary (Semantic Associations):ResultsResults
Significant effects on both taught (shoreline) andnot taught (terrarium) vocabulary, but the effectsize is nearly double for the taught vocabulary.
NMeanPre
MeanPost
EffectSizePost
GainEffectSizeGain
Shoreline Seeds-Roots 342 8.62 12.98 .57 4.35 .77
GEMS 147 8.64 10.49 1.88
Terrarium Seeds-Roots 342 2.80 3.81 .30 1.00 .39
GEMS 147 2.88 3.35 .48
from Pearson, Cervetti, Hiebert, Arya, & Bravo, May 2005
attention*discovered*formedgroupsnoticedreplied
accept*advantage*allowedargument*commands*departmentexpression*guarded*officer/official*tending*
creatureexperts*horizon*
Words THAT SHOULD BE Taught DEEPLYWords THAT SHOULD BE Taught DEEPLYin HM Gr2/Unit 4in HM Gr2/Unit 4
accept* accepted acceptable acceptanceadvantage* advantagesallowed allow allows allowingargument* arguments argued argueattention* attend attendedcommands* commander commandcreature creaturesdepartment departmentsdiscovered* discover discovery discoveriesexperts* expertexpression* expressed expressions expressformed form forms forming formationgroups group groupedguarded* guard guardshorizon* horizontalnoticed noticeofficer/official* officers offices officials office
replied replytending* tends tended tendency tend
Morphological Connections: HM Gr 2/Unit 4
While both fluency and a rich vocabularyWhile both fluency and a rich vocabularyinvolve attention to and knowledge of words,involve attention to and knowledge of words,the words on which initial fluency is basedthe words on which initial fluency is basedand the words of a rich vocabulary differ.and the words of a rich vocabulary differ.
1. The fluency curriculum •With what words are proficient readers fluent? •How do texts support fluency especially for beginning and
struggling readers?
2. The vocabulary curriculum •What is common across words? What is unique? •How does instruction of what’s common among words support
vocabulary learning?