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.”

Looking For Handouts? http://tinyurl.com/nagc-semr-hs

aliteracy noun : the quality or state of being able to read but uninterested in doing so

No Time! No Interest! No WAY! The 3 Voices of Aliteracy (Beers, 1996)

"The man who does not read good books has no advantage over the man who cannot read them.” -- Mark Twain

What is currently happening in reading classes in High School?

Less than 1/3 Percent of 13-year olds who are daily readers:

Among 17-year-olds, Percentage of Non-Readers: 19%

If you don’t read much, you really don’t know much. YOU ARE DANGEROUS! DANGER --Jim Trelease

Percentage of Time Spent Reading in School Study by John Goodlad in A Place Called School Elementary 6% Middle 3% High 2%

Study by John Goodlad in A Place Called School

Are kids reading outside of class?

On average, Americans ages 15 to 24 spend almost 2 hours Per day watching TV

7 Minutes

" I didn't actually read the book, but I did play the video game loosely based on it."

Three-Legged Stool Renzulli (1977) Enrichment Triad Model Vygotsky (1962) Zone of Proximal Development National Reading Panel (2000) Need for further research

Renzulli (1977)

Enrichment Triad Model

Vygotsky (1962)

Zone of Proximal Development

National Reading Panel (2000)

Need for further research

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%)

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%)

Three Goals of the Schoolwide Enrichment Model Reading (SEM-R) To increase enjoyment in reading To encourage students to pursue challenging independent reading To improve reading fluency, reading, and comprehension and increase self regulation in reading--leading to higher reading achievement scores

To increase enjoyment in reading

To encourage students to pursue challenging independent reading

To improve reading fluency, reading, and comprehension and increase self regulation in reading--leading to higher reading achievement scores

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 High-interest books to read aloud Higher-order thinking probing questions Bookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literature Training and discussions on Supported Independent Reading Supported Independent Reading One-on-one teacher conferences on reading strategies and instruction Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics. Introducing creative thinking Exploring the Internet Genre studies Literary exploration Responding to books Investigation centers Focus on biographies Buddy reading Books on tape Literature circles Creative or expository writing Type III investigations Type I Activities Type II Activities Type II & Type III Investigations

High-interest books to read aloud

Higher-order thinking probing questions

Bookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literature

Training and discussions on Supported Independent Reading

Supported Independent Reading

One-on-one teacher conferences on reading strategies and instruction

Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics.

Introducing creative thinking

Exploring the Internet

Genre studies

Literary exploration

Responding to books

Investigation centers

Focus on biographies

Buddy reading

Books on tape

Literature circles

Creative or expository writing

Type III investigations

High interest read alouds and higher order questions Phase 1

Phase 1 Components Read Aloud Book Selection: Genres Themes Fiction/Nonfiction Book Talks Moving from 15 to 5 Minutes

Read Aloud

Book Selection:

Genres

Themes

Fiction/Nonfiction

Book Talks

Moving from 15 to 5 Minutes

Book Hooks provide enjoyable reading invitations that create positive associations with reading. encouragement for students to do independent reading. Invitations to broad selections of books easily accessible to students. opportunities for a pleasant environment in which to read. invitations to pursue a wide range of interests and knowledge.

enjoyable reading invitations that create positive associations with reading.

encouragement for students to do independent reading.

Invitations to broad selections of books easily accessible to students.

opportunities for a pleasant environment in which to read.

invitations to pursue a wide range of interests and knowledge.

Supported Independent Reading using individual conferences and differentiated reading instruction Phase 2

Individualizing and Differentiating Conferences 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. For that reason, be sure that strategy instruction is integrated throughout conferences and differentiated to meet the needs of individual students.

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.

For that reason, be sure that strategy instruction is integrated throughout conferences and differentiated to meet the needs of individual students.

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

Making Inferences Making Inferences Making Connections (T-W) Knowledge Synthesis Making Connections (T-S)

Conferences provide: Support for each student and differentiated instruction Enthusiasm about books Reading skill development and strategies Interest-based reading opportunities Self-regulation/monitoring Literary skill development Opportunity to assess reading level and book match and find optimal challenge level Opportunities to use higher order thinking skill questions Differentiation for all students in skills, questions, and book selection

Support for each student and differentiated instruction

Enthusiasm about books

Reading skill development and strategies

Interest-based reading opportunities

Self-regulation/monitoring

Literary skill development

Opportunity to assess reading level and book match and find optimal challenge level

Opportunities to use higher order thinking skill questions

Differentiation for all students in skills, questions, and book selection

Purpose of a Conference Evaluate student’s book selection Comprehension Sophistication of ideas Content Suggest Possibilities Make connections with student interests Provide individualized instruction

Evaluate student’s book selection

Comprehension

Sophistication of ideas

Content

Suggest Possibilities

Make connections with student interests

Provide individualized instruction

Self-selected interest and choice components Phase 3

C hoices E xplorations nterests I

Top Strategies For Phase 3 Books on CD Group Projects Buddy Reading SEM-Xplorations Renzulli Learning Literature Circles Creativity Activities Investigation Centers Independent Projects

Books on CD

Group Projects

Buddy Reading

SEM-Xplorations

Renzulli Learning

Literature Circles

Creativity Activities

Investigation Centers

Independent Projects

I ndependent Projects Enable: students and teachers to identify problems or topics of student interest plan methods to investigate various types of student products problem solve and demonstrate student’s ability to apply methodological skills and knowledge find opportunities for joyful learning and self-regulation

students and teachers to identify problems or topics of student interest

plan methods to investigate various types of student products

problem solve and demonstrate student’s ability to apply methodological skills and knowledge

find opportunities for joyful learning and self-regulation

I ndependent Projects Build on student interest Encourage independence Allow work with complex and abstract ideas Enable long-term and in-depth work on topics of interest Develop task commitment and self-regulation Teach planning and research skills at advanced levels

Build on student interest

Encourage independence

Allow work with complex and abstract ideas

Enable long-term and in-depth work on topics of interest

Develop task commitment and self-regulation

Teach planning and research skills at advanced levels

Tales From The Classroom: Experiences with SEM-R

Study Design

Participants and Setting The research site is a high school in rural Cannon Falls, Minnesota. 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. The participating students are consenting juniors and seniors in a basic reading course.

The research site is a high school in rural Cannon Falls, Minnesota.

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.

The participating students are consenting juniors and seniors in a basic reading course.

Adolescent Motivation to Read Profile : 20 item survey adapted for online use that uses a 4 point scale to measure self concept as a reader and value of reading STAR Reading Test : Online test affiliated with Accelerated Reader that provides a norm-referenced reading assessment of students’ reading achievement and ability to comprehend Instant Messenger Chats: 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 Teacher Log: weekly reflections written by the participating teacher to document progress and goals throughout the basic reading course

Adolescent Motivation to Read Profile :

20 item survey adapted for online use that uses a 4 point scale to measure self concept as a reader and value of reading

STAR Reading Test :

Online test affiliated with Accelerated Reader that provides a norm-referenced reading assessment of students’ reading achievement and ability to comprehend

Instant Messenger Chats:

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

Teacher Log:

weekly reflections written by the participating teacher to document progress and goals throughout the basic reading course

Data Collection and Analysis Results from the STAR Test and the AMRP is entered into an SPSS document for analysis Logs of the IM interviews are entered into NVivo for use in qualitative data coding Data analysis allows researchers to identify changes in students’ motivation to read, perceptions of themselves as readers, and overall reading achievement Beginning of Research STAR Reading Test AMRP IM Chats Throughout SEM-R End of Research STAR Reading Test AMRP IM Chats

Results from the STAR Test and the AMRP is entered into an SPSS document for analysis

Logs of the IM interviews are entered into NVivo for use in qualitative data coding

Data analysis allows researchers to identify changes in students’ motivation to read, perceptions of themselves as readers, and overall reading achievement

STAR Test Data A paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the STAR Test. 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.

A paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the STAR Test.

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.

AMRP Data A paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the AMRP.

A paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the AMRP.

AMRP – Self Concept There was no significant change in the AMRP Self Concept scores from Time 1 (M=27.85, SD=6.167) to Time 2 (M=29.20, SD=5.68); t(19)= -1.398, p=0.178

There was no significant change in the AMRP Self Concept scores from

Time 1 (M=27.85, SD=6.167) to

Time 2 (M=29.20, SD=5.68);

t(19)= -1.398, p=0.178

AMRP – Value of Reading There was a significant change in the AMRP Value of Reading scores from Time 1 (M=19.90, SD=5.66) to Time 2 (M=22.10, SD=5.09); t(19)= -2.624, p=0.017

There was a significant change in the AMRP Value of Reading scores from

Time 1 (M=19.90, SD=5.66) to

Time 2 (M=22.10, SD=5.09);

t(19)= -2.624, p=0.017

AMRP – Total There was a significant change in the AMRP Total scores from Time 1 (M=47.75, SD=10.533) to Time 2 (M=51.30, SD=8.951); t(19)= -2.856, p=0.01

There was a significant change in the AMRP Total scores from

Time 1 (M=47.75, SD=10.533) to

Time 2 (M=51.30, SD=8.951);

t(19)= -2.856, p=0.01

Questions?

Resolve to edge in a little reading every day, if it is but a single sentence. If you gain fifteen minutes a day, it will make itself felt at the end of the year. — Horace Mann

Resolve to edge in a little reading every day, if it is but a single sentence.

If you gain fifteen minutes a day, it will make itself felt at the end of the year.

“ We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.” — R. M. Hutchins

We read to know we’re not alone. — C. S. Lewis