Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle andhigh school literacy: A report to Carnegie Corporation of New York (2nd ed.).Washington, DC: Alliancefor Excellent Education. -Page 3-
North Central Regional Educational Laboratory. (2005). Using Student Engagement to Improve Adolescent Literacy. Napierville, IL: Learning Point Associates.
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Transcript of "Speaking their language day 1"
Speaking Their Language: <br />Challenging the Adolescent Talented Reader<br />Presentation for Austin Hormel Foundation Gifted and Talented Symposium<br />Dr. Elizabeth Fogarty<br />East Carolina University<br />firstname.lastname@example.org<br />John Fogarty<br />Cannon Falls Schools<br />Fogarty.email@example.com<br />
The National Research Center on the Gifted and Talented<br />www.gifted.uconn.edu<br />
aliteracynoun: the quality or state of being able to read but uninterested in doing so <br />
The 3 Voices of Aliteracy<br />(Beers, 1996)<br />No Time! <br />No Interest! <br />No WAY!<br />
"The man who does not read good books has no advantage over the man who cannot read them.”-- Mark Twain<br />
What is currently happening in reading classes in High School?<br />
Percent of <br />13-year olds <br />who are daily readers:<br />1/3<br />Less than<br />
Among <br />17-year-olds,<br />Percentage of <br />Non-Readers:<br />19%<br />
DANGER<br />If you don’t read much,you really don’t know much.<br />YOU ARE DANGEROUS!<br />--Jim Trelease<br />
The Current Crisis<br />“Approximately eight million young people between fourth and twelfth grade struggle to read at grade level. Some 70 percent of older readers require some form of remediation. Very few of these older struggling readers need help to read the words on a page; their most common problem is that they are not able to comprehend what they read.” <br />Reading Next: A Vision for Action and Research in Middle and High School Literacy (Biancarosa & Snow, 2006)<br />
Classroom Observations in 12 Classrooms (Grades 3 & 7)<br />Prepared comparative case studies with 7-10 days of visitation over the course of the year<br />Targeted academically talented readers also identified as academically gifted<br />Compared the instructional and reading experiences of talented readers with those of other students<br />Teachers knew what to do……<br />They just could not find the time, the help, or the materials to do it well.<br />(Reis et al., 2004)<br />
Reading Instruction for Talented Readers<br />Reis et al., 2004<br />
Reading Instruction for Talented Readers<br />Reis et al., 2004<br />
Time Spent Reading in School<br />Study by John Goodlad in A Place Called School <br />
Key Elements of Student Engagement in Middle School Literacy Instruction<br />NCREL Quick Key Action Guide: Using Student Engagement to Improve Adolescent Literacy<br />
Reading is…<br />“a complex and purposeful socio-cultural, cognitive, and linguistic process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning with text.”<br />(National Council of Teachers of English, 2004)<br />
What is Needed to Teach Reading?<br />“Teachers must have a strong knowledge of multiple methods for teaching reading and a strong knowledge of the children in their care so they can create the appropriate balance of methods needed for the children they teach.” <br />(International Reading Association, 1999, p.1)<br />
Three Goals of SEM-R<br />To increase enjoyment in reading<br />To improve reading fluency, comprehension, and increase reading achievement<br />To encourage students to pursue challenging independent reading<br />
Focus of SEM-R<br />Joyful reading<br />Reading above level<br />Acknowledging and celebrating students’ interests and strengths<br />Challenging conversations about reading<br />Increased self-regulation<br />
The Enrichment Triad Model<br />(Renzulli, 1977)<br />Type II<br />Group Training Activities<br />Type I<br />General Exploratory Activities<br />Type III<br />Individual & Small Group Investigations of Real Problems<br />Regular Classroom<br />Environment in General<br />
Key Concepts for Types I, II, & III Enrichment<br />Exposure to new books and genres<br />Self-selection and choice<br />Training in self-regulation and reading strategies and skills <br />
Zone of Proximal Development<br />If the environment presents no such [challenging] tasks to the adolescent, makes no new demands on him, and does not stimulate his intellect by providing a sequence of new goals, his thinking fails to reach the highest stages, or reaches them with great delay. <br /> ~ Vygotsky<br />
… the only books that influence us are those for which we are ready, and which have gone a little further down our particular path than we have gone ourselves. <br />~ E. M. Forster, English novelist<br />
Three-Legged Stool<br />Renzulli (1977) <br /> Enrichment Triad Model<br />National Reading Panel (2000) <br />Need for further research <br />Vygotsky (1962)<br />Zone of Proximal Development<br />
Reading Is Declining Faster Than Before<br />The findings in the report show a steady drop in the percentage of Americans who read books of any sort!<br />Only 56.6 % of respondents reportedreading any type book in 2002, a decline of 7% from the previous decade. <br />Reading at Risk: A Survey of Literary Reading in America<br />National Endowment for the Arts<br />
The steepest decline -- and the one that the report notes with most alarm -- has occurred among young adults. <br />The change has been particularly striking among those aged 18 to 24. The report says that, over the past two decades, the share of the adult population engaged in literary reading declined by 14 points, from 56.9 percent in 1982 to 43 percent in 2002. But for the age 18-to-24 cohort, the drop has been faster, sinking from 59.8 percent to 32.8 percent, a decline of 27 percent.<br />Reading at Risk: A Survey of Literary Reading in America<br />National Endowment for the Arts<br />
Components of the SEM-R Framework<br />Increasing degree of student selection<br />
Phase 1<br />Exposure - Book Hooks:<br />High interest read alouds and higher order questions<br />
Phase 3<br />Interest and Choice<br />Increasing degree of student selection<br />
Interest and Depth lead to Creative Productivity<br /> We need students to get more deeply interested in things, more involved in them, more engaged in wanting to know, to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.<br />(Howard Gardner in an interview with R. Brandt, Educational Leadership, 1993)<br />
Phase 3 Projects<br />Build on student interest<br />Encourage independence<br />Allow work with complex and abstract ideas<br />Enable long-term and in-depth work on topics of interest<br />Develop task commitment and self-regulation<br />Teach planning and research skills at advanced levels<br />
In the beginning, I did not realize how much middle of the road reading instruction I did and how few of my kids I really challenged.<br />~ Treatment Teacher<br />