Improving+language,+literacy+and+growth+mindset-6-24+Al+Otaiba,+Conner

Improving Language, Literacy and Growth Mindset: Using Intensive Shared Book Dialogic Reading Strategies •Stephanie Al Otaiba •Carlin Conner •Southern Methodist University •Corresponding author: salotaiba@smu.edu •Presented at the 2019 Annual L3 Conference, Singapore Objectives for this Session • Provide a brief theoretical framework for the intervention – Overview of processes involved in skilled reading – Importance of growth mindset • Introduce Dialogic Reading and Highlight Some Research – Strategy for further engaging children in talking about a book – Selecting texts – Link to video examples – Articles to share with teachers summarizing the research – Tip sheet for resources for teacher and parents – Link to e-books What is a growth mindset? (e.g., Dweck, 1999; Dweck & Leggett, 1988) • Students with a fixed mindset believe • Students with a growth mindset believe – IQ and academic ability are pre-determined and are, therefore, not malleable – IQ and academic ability are dynamic and can be changed and developed through practice – Grit, perseverance, or effort not impact academic learning, so they give up or avoid difficult tasks – If one does not learn something easily, it is because one is not intelligent – Corrective feedback can contribute to growth – Success is the result of grit, perseverance, or sustained effort and practice, and failure is an integral part of developing one’s abilities and growth What is a growth mindset? (e.g., Dweck, 1999; Dweck & Leggett, 1988) • Students with a fixed mindset believe • Students with a growth mindset believe – IQ and academic ability are pre-determined and are, therefore, not malleable – IQ and academic ability can be changed and developed through practice – Grit, perseverance, or effort not impact academic learning, so they give up or avoid difficult tasks – Corrective feedback can contribute to growth – If one does not learn something easily, it is because one is not intelligent – Success is the result of grit, perseverance, or sustained effort and practice – Mistakes or failures are important in developing one’s abilities and growth Why could mindset matter? Can mindset be changed? • Research indicates students who endorse the growth mindset believe that their intelligence and academic ability can be developed through effortful and challenging work (e.g., Hong, Chiu, Dweck, Lin & Wan, 1999; Yeager & Dweck, 2012; Yeager & Walton, 2011); – A growth mindset may be particularly important for minority students (e.g., Yeager & Walton, 2011) – Our research in the reading domain found fourth graders’ growth mindset contributed to their end of year reading comprehension, controlling for their initial basic reading skills (Petscher, Al Otaiba, Wanzek, Rivas, & Jones, 2017) – Having a growth mindset was more strongly associated with reading for students with weaker reading skills How Is Dialogic Reading Different than Typical Shared Reading? Dialogic Reading – Child centered Typical Reading – Story centered – Interactive – Follows child’s interest – Adult reads – Child is an active participant – Child listens – Adult asks questions Dialogic Reading is an evidence-based practice to support early language and literacy outcomes within inclusive settings • While reading the storybook, the adult-child interaction develops into a conversation, a ‘dialog’, about the book • Focus of conversation: – Teach new vocabulary – Improve verbal fluency – Introduce the principle components of story grammar (main characters, action, outcome) – Develop narrative skills Dialogic Reading Levels Increase • Level I: – Ask “wh_” type questions to increase vocabulary – Questions focused on the pictures; need specific response • Level II: – Expand child’s answer with or more words – Ask open-ended questions • Level III: – Questions about story plot & personal experiences – Questions not focused as much on the pictures – Build on growth mindset Dialogic Reading: Evidence-Based Read Aloud • Purpose: develop oral language and listening comprehension • Implementers: teachers, volunteers, paraprofessionals, family members • Students: range of disabilities, preschooler-grade CROWD-HS cont • Distancing prompts – If you were the little bear, how would you feel when someone visited your house without asking? • Home prompt – How you take care of other people’s things at home? • School prompt – If a friend at school finishes his snack, but is still hungry, what can you to help them? PEER Acronym Helps Teachers Remember to Support Language • Prompt • Evaluate • Expand • Respond Ways to encourage prompt longer descriptions • Model a good answer Make comments about the picture using sentences at about the same level of complexity as language comprehension, then pause • Say part of a sentence and have them fill in the last word • Say something incorrect about the picture then pause to see if they will correct you General Criteria for Selecting Books • Books are selected that reinforce having grit and a growth mindset • Books should have colorful, clear pictures • Books include characters who are male and female and who are from different ethnic backgrounds • The pictures should have a large variety of objects and actions reinforcing the relevant constructs and support the introduction, review, and reinforcement of the taught vocabulary and phrases E-book Resource Friends on the Block Is a new curriculum that includes phonemic awareness and word study instruction and also provides teachers with Dialogic Reading questions at various levels Friends on the Block https://www.friendsonthe block.com/ Links for training and research • Link to reading tip sheets for parents in multiple languages – http://www.readingrockets.org/article/reading-tips-parents-multiple-languages • Link to website for Early Childhood Dialogic Reading Training for students who are bilingual – https://eclkc.ohs.acf.hhs.gov/culture-language/article/dialogic-reading-supportschildren-who-are-dual-language-learners-their • Link to another free article for teacher training at Reading Rockets – http://www.readingrockets.org/article/dialogic-reading-effective-way-read-aloudyoung-children • Link to review of research on dialogic reading practices by the What Works Clearinghouse – https://files.eric.ed.gov/fulltext/ED509373.pdf Stephanie Al Otaiba: Modeling Dialogic Reading • https://vimeo.com/user16310535/r eview/97464284/660a11b00a • This minute video models how to teach dialogic questions • I placed post-it notes in the book with leveled questions Dialogic reading in Arabic • https://www.youtube.com/watch?v=UPyySpEvdpk&index =8&list=PLE5F107421F7F531A Flynn, K (2011) Teaching Exceptional Children Chow, B W.-Y., McBride-Chang, C., & Cheung, H (2008) Dialogic reading and morphology training in Chinese children: Effects on language and literacy Developmental Psychology, 44, 233-244 Additional articles Vally et al; Chow et al TED Talk by Dweck • https://www.youtube.com/watch?v=hiiEeMN7vbQ Acknowledgements • The research reported here was supported by the Institute of Education Sciences, U.S Department of Education, through Grant R324A160132 and by a doctoral training Grant #H325H140001, from the Office of Special Education Projects, U.S Department of Education to Southern Methodist University The opinions expressed are those of the authors and not represent views of the Institute, the Office of Special Education Projects, or the U.S Department of Education