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 • Correspon

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

– IQ and academic ability are

pre-determined and are,

therefore, not malleable.

– Grit, perseverance, or effort do

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

• Students with a growth mindset

believe

– IQ and academic ability are dynamic and can be changed and developed through

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

– IQ and academic ability are

pre-determined and are,

therefore, not malleable.

– Grit, perseverance, or effort do

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

• Students with a growth mindset

believe

– IQ and academic ability can

be changed and developed through practice.

– Corrective feedback can contribute to growth

– 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

How Is Dialogic Reading Different than Typical Shared Reading?

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 1 or 2 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 2

Dialogic Reading: Use the Acronym of

PEER Acronym Helps Teachers Remember

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

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

– children-who-are-dual-language-learners-their

https://eclkc.ohs.acf.hhs.gov/culture-language/article/dialogic-reading-supports-• Link to another free article for teacher training at Reading Rockets

– young-children

http://www.readingrockets.org/article/dialogic-reading-effective-way-read-aloud-• Link to review of research on dialogic reading practices by the What Works Clearinghouse

– https://files.eric.ed.gov/fulltext/ED509373.pdf

• https://vimeo.com/user16310535/review/97464284/660a11b00a

• This 7 minute video models how to teach dialogic questions

• I placed post-it notes in the book with leveled questions

Stephanie Al Otaiba:

Modeling Dialogic Reading

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

• 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 do not represent views of the Institute, the Office of Special Education

Projects, or the U.S Department of Education