Nagc 2009 SEM-R Hs


Published on

NAGC 2009
Presented by Elizabeth Fogarty and Brian Housand

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Dormant, uncommitted, and unmotivated to read.
  • Liz Starts
  • In fact, practitioners and researchers agree on a number of reading strategies that is usually between 5 and 7. It is good to see how much these three align.
  • Here is an example showing how, along with literary device instruction, reading comprehension strategy instruction is embedded into the bookmarks. Not all bookmark questions correspond to just one reading strategy. Also, the question may
  • Skype with John
  • The change in the data is not statistically significant, so the STAR Test data indicates that the SEM-R neither increases nor decreases students’ reading assessment scores. The next step that researchers will take involves analyzing the qualitative data to look for possible trends in changes in self concept as a reader and motivation to read and compare to individual STAR Test scores
  • Nagc 2009 SEM-R Hs

    1. 1. Reading Class Would Be Boring If I Didn’t Read… NAGC 2009 St. Louis, Missouri November 8, 2009 Dr. Elizabeth Fogarty Dr. Brian Housand East Carolina University John Fogarty Cannon Falls High School Tales From a High School Reading Workshop: “ Reading class would be boring if I didn’t read.”
    2. 2. Looking For Handouts?
    3. 3. aliteracy noun : the quality or state of being able to read but uninterested in doing so
    4. 4. No Time! No Interest! No WAY! The 3 Voices of Aliteracy (Beers, 1996)
    5. 5. "The man who does not read good books has no advantage over the man who cannot read them.” -- Mark Twain
    6. 6. What is currently happening in reading classes in High School?
    7. 7. Less than 1/3 Percent of 13-year olds who are daily readers:
    8. 8. Among 17-year-olds, Percentage of Non-Readers: 19%
    9. 9. If you don’t read much, you really don’t know much. YOU ARE DANGEROUS! DANGER --Jim Trelease
    10. 10. Percentage of Time Spent Reading in School <ul><li>Study by John Goodlad in A Place Called School </li></ul>Elementary 6% Middle 3% High 2%
    11. 11. Are kids reading outside of class?
    12. 12. On average, Americans ages 15 to 24 spend almost 2 hours Per day watching TV
    13. 13. 7 Minutes
    14. 14. &quot; I didn't actually read the book, but I did play the video game loosely based on it.&quot;
    15. 17. Three-Legged Stool <ul><li>Renzulli (1977) </li></ul><ul><ul><li>Enrichment Triad Model </li></ul></ul><ul><li>Vygotsky (1962) </li></ul><ul><ul><li>Zone of Proximal Development </li></ul></ul><ul><li>National Reading Panel (2000) </li></ul><ul><ul><li>Need for further research </li></ul></ul>
    16. 18. Reading Instruction for Talented Readers (Reis et al., 2004) Methods of Instructional Differentiation Number and Percentage of Teachers Using the Strategy Use of classroom libraries with advanced, challenging books 3 (25%) Integrated enrichment opportunities 3 (25%) Use of talented readers as role models or group discussion leaders 2 (17%)
    17. 19. Reading Instruction for Talented Readers (Reis et al., 2004) Methods of Instructional Differentiation Number and Percentage of Teachers Using the Strategy Use of technology during reading class 1 (8%) Replacement of Success for All/direct instruction with standard literature program 2 (17%)
    18. 20. Three Goals of the Schoolwide Enrichment Model Reading (SEM-R) <ul><li>To increase enjoyment in reading </li></ul><ul><li>To encourage students to pursue challenging independent reading </li></ul><ul><li>To improve reading fluency, reading, and comprehension and increase self regulation in reading--leading to higher reading achievement scores </li></ul>
    19. 21. Components of the SEM-R Framework Increasing degree of student selection Phase 1 - Exposure Phase 2 - Training & Self-Selected Reading Phase 3 - Interest & Choice Components <ul><li>High-interest books to read aloud </li></ul><ul><li>Higher-order thinking probing questions </li></ul><ul><li>Bookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literature </li></ul><ul><li>Training and discussions on Supported Independent Reading </li></ul><ul><li>Supported Independent Reading </li></ul><ul><li>One-on-one teacher conferences on reading strategies and instruction </li></ul><ul><li>Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics. </li></ul><ul><li>Introducing creative thinking </li></ul><ul><li>Exploring the Internet </li></ul><ul><li>Genre studies </li></ul><ul><li>Literary exploration </li></ul><ul><li>Responding to books </li></ul><ul><li>Investigation centers </li></ul><ul><li>Focus on biographies </li></ul><ul><li>Buddy reading </li></ul><ul><li>Books on tape </li></ul><ul><li>Literature circles </li></ul><ul><li>Creative or expository writing </li></ul><ul><li>Type III investigations </li></ul>Type I Activities Type II Activities Type II & Type III Investigations
    20. 22. High interest read alouds and higher order questions Phase 1
    21. 23. Phase 1 Components <ul><li>Read Aloud </li></ul><ul><li>Book Selection: </li></ul><ul><ul><li>Genres </li></ul></ul><ul><ul><li>Themes </li></ul></ul><ul><ul><li>Fiction/Nonfiction </li></ul></ul><ul><li>Book Talks </li></ul><ul><li>Moving from 15 to 5 Minutes </li></ul>
    22. 25. Book Hooks provide <ul><li>enjoyable reading invitations that create positive associations with reading. </li></ul><ul><li>encouragement for students to do independent reading. </li></ul><ul><li>Invitations to broad selections of books easily accessible to students. </li></ul><ul><li>opportunities for a pleasant environment in which to read. </li></ul><ul><li>invitations to pursue a wide range of interests and knowledge. </li></ul>
    23. 26. Supported Independent Reading using individual conferences and differentiated reading instruction Phase 2
    24. 27. Individualizing and Differentiating Conferences <ul><li>It is important to remember that not all students will need the same strategy instruction at the very same time, but that all students need some instruction if they are reading a book that is adequately challenging. </li></ul><ul><li>For that reason, be sure that strategy instruction is integrated throughout conferences and differentiated to meet the needs of individual students. </li></ul>
    25. 28. Reading Strategies Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000 Making Connections Making Connections Making Connections Determining Importance Determining Importance Determining Importance Questioning Questioning Questioning Visualizing Visualizing/ Sensory Images Visualizing & Inferring Making Inferences Making Inferences Summarizing Synthesizing Synthesizing Metacognition
    26. 29. Making Inferences Making Inferences Making Connections (T-W) Knowledge Synthesis Making Connections (T-S)
    27. 30. Conferences provide: <ul><li>Support for each student and differentiated instruction </li></ul><ul><ul><li>Enthusiasm about books </li></ul></ul><ul><ul><li>Reading skill development and strategies </li></ul></ul><ul><ul><li>Interest-based reading opportunities </li></ul></ul><ul><ul><li>Self-regulation/monitoring </li></ul></ul><ul><ul><li>Literary skill development </li></ul></ul><ul><li>Opportunity to assess reading level and book match and find optimal challenge level </li></ul><ul><li>Opportunities to use higher order thinking skill questions </li></ul><ul><li>Differentiation for all students in skills, questions, and book selection </li></ul>
    28. 31. Purpose of a Conference <ul><li>Evaluate student’s book selection </li></ul><ul><ul><li>Comprehension </li></ul></ul><ul><ul><li>Sophistication of ideas </li></ul></ul><ul><ul><li>Content </li></ul></ul><ul><li>Suggest Possibilities </li></ul><ul><li>Make connections with student interests </li></ul><ul><li>Provide individualized instruction </li></ul>
    29. 32. Self-selected interest and choice components Phase 3
    30. 33. C hoices E xplorations nterests I
    31. 34. Top Strategies For Phase 3 <ul><li>Books on CD </li></ul><ul><li>Group Projects </li></ul><ul><li>Buddy Reading </li></ul><ul><li>SEM-Xplorations </li></ul><ul><li>Renzulli Learning </li></ul><ul><li>Literature Circles </li></ul><ul><li>Creativity Activities </li></ul><ul><li>Investigation Centers </li></ul><ul><li>Independent Projects </li></ul>
    32. 35. I ndependent Projects Enable: <ul><li>students and teachers to identify problems or topics of student interest </li></ul><ul><li>plan methods to investigate various types of student products </li></ul><ul><li>problem solve and demonstrate student’s ability to apply methodological skills and knowledge </li></ul><ul><li>find opportunities for joyful learning and self-regulation </li></ul>
    33. 36. I ndependent Projects <ul><li>Build on student interest </li></ul><ul><li>Encourage independence </li></ul><ul><li>Allow work with complex and abstract ideas </li></ul><ul><li>Enable long-term and in-depth work on topics of interest </li></ul><ul><li>Develop task commitment and self-regulation </li></ul><ul><li>Teach planning and research skills at advanced levels </li></ul>
    34. 37. Tales From The Classroom: Experiences with SEM-R
    35. 38. Study Design
    36. 39. Participants and Setting <ul><li>The research site is a high school in rural Cannon Falls, Minnesota. </li></ul><ul><li>The participating teacher is a 40-year veteran teacher licensed in high school speech, theater, and English, and he was trained to use the SEM-R at a summer institute during the summer of 2008. </li></ul><ul><li>The participating students are consenting juniors and seniors in a basic reading course. </li></ul>
    37. 40. <ul><li>Adolescent Motivation to Read Profile : </li></ul><ul><ul><li>20 item survey adapted for online use that uses a 4 point scale to measure self concept as a reader and value of reading </li></ul></ul><ul><li>STAR Reading Test : </li></ul><ul><ul><li>Online test affiliated with Accelerated Reader that provides a norm-referenced reading assessment of students’ reading achievement and ability to comprehend </li></ul></ul><ul><li>Instant Messenger Chats: </li></ul><ul><ul><li>Semi-structured interviews conducted by the researchers using IM accounts created specifically for this project to protect the students’ anonymity with questions that focus on students’ motivation to read, reading habits, and perceptions of reading </li></ul></ul><ul><li>Teacher Log: </li></ul><ul><ul><li>weekly reflections written by the participating teacher to document progress and goals throughout the basic reading course </li></ul></ul>
    38. 41. Data Collection and Analysis <ul><li>Results from the STAR Test and the AMRP is entered into an SPSS document for analysis </li></ul><ul><li>Logs of the IM interviews are entered into NVivo for use in qualitative data coding </li></ul><ul><li>Data analysis allows researchers to identify changes in students’ motivation to read, perceptions of themselves as readers, and overall reading achievement </li></ul>Beginning of Research STAR Reading Test AMRP IM Chats Throughout SEM-R End of Research STAR Reading Test AMRP IM Chats
    39. 42. STAR Test Data <ul><li>A paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the STAR Test. </li></ul><ul><li>There was no significant change in STAR Test scores from Time 1 ( M =964.48, SD =328.70) to Time 2 ( M =933.52, SD =321.16) t (22)=.84, p =.41. </li></ul>
    40. 43. AMRP Data <ul><li>A paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the AMRP. </li></ul>
    41. 44. AMRP – Self Concept <ul><li>There was no significant change in the AMRP Self Concept scores from </li></ul><ul><li>Time 1 (M=27.85, SD=6.167) to </li></ul><ul><li>Time 2 (M=29.20, SD=5.68); </li></ul><ul><ul><li>t(19)= -1.398, p=0.178 </li></ul></ul>
    42. 45. AMRP – Value of Reading <ul><li>There was a significant change in the AMRP Value of Reading scores from </li></ul><ul><li>Time 1 (M=19.90, SD=5.66) to </li></ul><ul><li>Time 2 (M=22.10, SD=5.09); </li></ul><ul><ul><li>t(19)= -2.624, p=0.017 </li></ul></ul>
    43. 46. AMRP – Total <ul><li>There was a significant change in the AMRP Total scores from </li></ul><ul><li>Time 1 (M=47.75, SD=10.533) to </li></ul><ul><li>Time 2 (M=51.30, SD=8.951); </li></ul><ul><ul><li>t(19)= -2.856, p=0.01 </li></ul></ul>
    44. 47. Questions?
    45. 48. <ul><li>Resolve to edge in a little reading every day, if it is but a single sentence. </li></ul><ul><li>If you gain fifteen minutes a day, it will make itself felt at the end of the year. </li></ul>— Horace Mann
    46. 49. “ We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.” — R. M. Hutchins
    47. 50. We read to know we’re not alone. — C. S. Lewis