The
ever-increasing power of reading and libraries
The
world-wide threat of the common core state standards (CC$$)
The ever-increasing power of reading and libraries
The
latest in library studies:
Predictors of NAEP grade
4, 1992, 42 states
beta
|
t
|
P
|
|
Poverty
|
-0.45
|
-5.07
|
0
|
Print Access
|
1.12
|
4.3
|
0
|
r2 = .72 From: McQuillan, 1998
Replication: Predictors
of NAEP grade 4, 2007, 51 states
B
|
beta
|
t
|
p
|
|
Poverty
|
-0.919
|
0.72
|
7.42
|
0
|
Access
|
0.658
|
0.53
|
1.62
|
0.055
|
r2
= .6468
|
r2 = .65 adjusted r2 = .63 Fluent English proficient students only
Krashen, Lee & McQuillan, 2012
PIRLS: 40th graders in 40 countries,
in their own language
Krashen, Lee and McQuillan (2012):
the simple analysis
Multiple
Regression Analysis: predictors of achievement PIRLS 2006 reading test
predictor
|
Beta
|
P
|
SES
|
0.41
|
0.005
|
independent reading
|
0.16
|
0.143
|
library: 500 books
|
0.35
|
0.005
|
instruction
|
-0.19
|
0.085
|
r2
= .61
Table
2: Replication: PIRLS 2011
Predictor
|
Beta
|
P
|
SES
|
0.518
|
0.01
|
library: 5000 books
|
0.197
|
0.08
|
class libr
|
0.08
|
0.28
|
parent read
|
0.065
|
0.31
|
early lit
|
-0.261
|
0.04
|
Instruction
|
-0.016
|
0.5
|
r2
= .62
EARLY
LIT: Parents' judgment of child's ability to do these tasks:
1.Recognize most of the letters of the alphabet.
2. Read some words.
3. Read sentences.
4. Write letters of the alphabet.
5. Write some words.
Summary: SES and Library the consistent winners.
Instruction: negative or nothing
Parental reading, class library
correlated with PIRLS but relationship disappears; a spurious correlation, the result of SES.
The big surprise:
EARLY Lit negatively correlates with reading score five years later!
-
consistent
with intensive systematic approach to phonics: helps only on tests in which
children pronouce words presented to them in a list.
Sample countries: Average (mean) scores on the PIRLS 2011 for
Hong Kong and Taiwan.
mean
|
sd
|
Hong Kong
|
Taiwan
|
|
score
|
507.6
|
55.4
|
571
|
553
|
HDI
|
0.8237
|
0.0867
|
0.898
|
0.882
|
library 5000 books
|
30.34
|
26.7
|
82
|
90
|
class libr
|
25.2
|
20.3
|
75 |
73
|
parent read
|
31.11
|
11.15
|
14
|
17
|
earlylit
|
26.3
|
11.7
|
41
|
30
|
instruction
|
143.34
|
42.05
|
102
|
65
|
The INDIA Study
Pratheeba &
Krashen, 2013, Perceptual and Motor Skills, 117,
2, 1-7
Engineering
students in India, demanding vocabulary test, survey of reading habits
Variable
|
M
|
SD
|
Correlation
|
p (one-tail)
|
Vocabulary
|
30.04
|
7.39
|
||
Reading Questionnaire (total)
|
62.8
|
7.31
|
.78
|
<.001
|
Book Reading (4 items)
|
13.00
|
3.34
|
.36
|
.04
|
Computer Reading (4 items)
|
15.84
|
2.25
|
.20
|
.22
|
Book reading: historical novels,
political novels, science fiction, biographies and autobiographies
Ccomputer reading: used the internet to
read about current affairs, for academic purposes, pleasure, online journals
Only one item of the four computer reading
items, pleasure reading on the internet, correlated significantly with
vocabulary test results.
Correlation between book reading and computer reading: r =
.19
The UK Study: Sullivan and Brown
Predictors of scores
on vocabulary test given at age 16
Variable
|
beta
|
p-value
|
SES: higher job status
|
-0.012
|
0.613
|
Parent has degree
|
0.255
|
0
|
Higher income family
|
0.02
|
0.542
|
Read to everyday at age 5
|
0.115
|
0.01
|
Reads books often at age 10
|
0.313
|
0
|
Visits library often at age 10
|
0.009
|
0.791
|
Reads newspapers more than
once/week at age 16
|
0.183
|
0
|
Reads books more than once/week at age 16
|
0.353
|
0
|
Reading proficiency at age five
|
0.039
|
0
|
Reading proficiency at age 10
|
0.117
|
0
|
Case Histories: The Beniko Mason series
Gains on TOEIC
Mr.
Tanaka
|
Mr.
Nakano
|
Mrs.
Fujita
|
|
Age
|
42
|
75
|
66
|
Duration
|
12 months
|
5 months
|
9 weeks
|
Pages read
|
5456
|
2624
|
1739
|
Gain
|
475-655 = 180
|
495-580 = 85
|
680-740 = 60
|
Points/hr
|
.56
|
.78
|
.35
|
Points/page
|
0.03
|
0.03
|
0.03
|
Hours CI
|
247
|
109
|
72.5
|
Hours study
|
70 (vocabulary)
|
"a few" (TOEIC prep)
|
94.5 (TOEIC prep)
|
Mason,
B. (2011). Impressive
gains on the TOEIC after one year of comprehensible input, with no output or grammar study. The International
Journal of Foreign Language Teaching, 7(1).
http://www.tprstories.com/images/ijflt/IJFLTNovember2011.pdf
Mason,
B. (2013). Substantial
gains in listening and reading ability in English as a second language from
voluntary listening and reading in a 75 year old student. The International Journal of Foreign Language Teaching, 8(1),
25-27.
Mason,
B. (in press). The
case of Mr. Kashihara: Another case of substantial gains in reading and
listening without output or grammar study,
Shitennoji University (IBU) Journal.
FVR
= the bridge between conversational and "academic" language – the
missing link: In all cases, reading material is comprehensible, compelling,
reading is narrow and self-selected.
The role of sheltered subject matter teaching - As a means of encouraging the middle stage, the
route to self-selected academic reading
Constrained self-selected reading = students select reading within limits as
prescribed by the teacher.
Inspired by The Book Whisperer: Donalyn Miller –
originally for middle school
literature; in her classes students are required to read the following types of
books.
40 Book Requirement
(Miller, 2009)
Realistic
Fiction 5
Historical
Fiction 4
Fantasy
3
Science
Fiction 2
Biography/
Autobiography/ Memoir 2
Nonfiction
5
Poetry
4
Traditional
Literature 3
Graphic
Novels 1
Free
Choice 11
For
ESL students: possible categories: comic book/graphic novel, magazines (gossip,
general interest, trade/hobby), newspaper (serious, gossip), girl oriented
fiction, boy oriented fiction, all discussed as literature as it reflects on
the culture.
History, the Trojan War. students are free to choose one (or two or three,
depending on the depth involved) among the following: One or more historial
novels (eg Helen of Troy), a graphic novel covering the history of the war, one
or more of movies made about the Trojan war (the most current is Troy).
The world-wide threat of the common core state standards (CC$$)
The US Common Core State Standards (CC$$)
The tests
1.
Huge
increase in number of tests
2.
Delivered
online = boondoggle (new computers, expanded infrastructure, constant updating
The Standardss
1.
Promote
skill-building approach: detailed discrete skills as learning targets: phonemic
awareness, phonics, vocabulary with interim testing: anything not included in
the standards should not be taught
2.
Self-selected
reading: only in combination with explicit instruction, at or above current
"reading level" only
WORLD-WIDE testing: Learning Metrics
Task Force: http://www.brookings.edu/about/centers/universal-education/learning-metrics-task-force
"to improve learning we
must be able to measure and monitor its outcomes" (p. 30).
Seven areas to be tested:
physical well-being (eg nutrition, exercise), social & emotional (eg
conflict resolution, civic values, mental health), culture and the arts (eg
awareness and respect for diversity, creative arts), learning approaches and
cognition (reasoning and problem-solving, critical thinking), numeracy and
mathematics, science and technology, and: literacy and communication
1 Combined test to be given
at the end of primary school; reading also at end of grade three (the grade
three fallacy)
2 "Ready to learn"
testing on entry to primary school:"five of the seven
domains: physical well-being, social and emotional, literacy and communication,
learning approaches and cognition, and numeracy and mathematics."
3 p.26: Citizen of the
World: Measuring among youth the
demonstration of values and skills necessary for success in their communities,
countries and the world. Beyond reading and numeracy …
Literacy and communication
testing
• Early childhood level: Receptive language,
Expressive language, Vocabulary, Print
• Awareness
• Primary:
Oral fluency, oral comprehension, reading fluency, reading comprehension,
receptive vocabulary, written expression/composition
• Post-primary:
Speaking and listening, writing and reading
Source:
Access to
books and time to read versus the common core state standards and tests (English
Journal 103.2 (2013) pp. 21-29.)
Stephen Krashen Posted at http://sdkrashen.com/articles.php?cat=4 |
