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Hiding In Plain Sight: Complex Decoding Challenges Block Comprehension for Older Readers

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HBGCC - 214C

Innovator Talk

Blended Content

Recorded Session

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Session description

The widespread belief that basic decoding skills provide a sufficient foundation for older students’ reading growth is undermining efforts to increase older students’ literacy, and Kockler believes addressing complex decoding challenges is the key to unlocking comprehension for readers beyond the third grade.

Outline

I. Introduction to the decoding threshold and the breakthroughs in understanding that have taken place over the last decade (5 minutes)

II. Creative illustration of the transition from grades K-2 to grades 3-5 to exemplify the struggles faced by children moving from learning to read to reading to learn (10 minutes)

III. Introduction to multisyllabic decoding, morphology, and what we know about how kids learn to read more complicated words (10 minutes)

IV. Outline the work being done in the field to understand the ways in which linguistic and dialectical variations can compound difficulty for students, disproportionately affect student from communities that have been historically marginalized in America (10 minutes)

V. Illuminate how technology and AI can help to develop decoding skills for students in older grades, and why this particular skill is a good fit for technology, as opposed to, say, technology used for increased comprehension (15 minutes)

VI. Close with an illustration of the partnership between edtech tools and teachers for older students (5 minutes)

VII. Questions (5 minutes)

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Supporting research

Paige, D. D., Smith, G. S., Rasinski, T. V., Rupley, W. H., Magpuri-Lavell, T., & Nichols, W. D. (2019). A path analytic model linking foundational skills to grade 3 state reading achievement. The Journal of Educational Research, 112(1), 110-120. (https://www.tandfonline.com/doi/full/10.1080/00220671.2018.1445609?scroll=top&needAccess=true&role=tab)

Sabatini, J., Wang, Z., & O’Reilly, T. (2019). Relating reading comprehension to oral reading performance in the NAEP fourth‐grade special study of oral reading. Reading Research Quarterly, 54(2), 253-271. (https://drive.google.com/file/d/1p2NtZQ5nAgAb-hpB3eH9dC3jWnYlQVdg/view?usp=sharing)

Wang, Z., Sabatini, J., O'reilly, T., & Weeks, J. (2019). Decoding and reading comprehension: A test of the decoding threshold hypothesis. Journal of Educational Psychology, 111(3), 387. (https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000302)

White, T. G., Sabatini, J. P., & White, S. (2021). What Does “Below Basic” Mean on NAEP Reading?. Educational Researcher, 50(8), 570-573. (https://journals.sagepub.com/stoken/default+domain/SQADPQVZJ7NIYHYVK2WT/full)

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Presenters

Rebecca Kockler

CEO

Magpie Literacy

Session specifications

Topic:

Instructional Design and Strategies

TLP:

Yes

Grade level:

3-5

Audience:

Curriculum Designer/Director, District Level Leadership, School Level Leadership

Attendee devices:

Devices not needed

Subject area:

Language Arts

ISTE Standards:

For Educators:
Facilitator

Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

Analyst

Use assessment data to guide progress, personalize learning, and communicate feedback to education stakeholders in support of students reaching their learning goals.

TLPs:

Develop Expertise, Ignite Agency