Just Read More


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Just Read More

  1. 1. <ul><li>Analysis of Intervention to Support Struggling Readers </li></ul><ul><li>Christina Nakazaki </li></ul><ul><li>Walden University </li></ul><ul><li>Thomas Wolsey </li></ul><ul><li>READ-6584D-1 Supporting Struggling Readers, Grades 6-12 </li></ul><ul><li>June 20, 2010 </li></ul>
  2. 2. <ul><li>“ The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” </li></ul><ul><li>~ Dr Seuss </li></ul>
  3. 3. <ul><li>For most Literature teachers, it is a goal to create life long readers and learners. We want our students to value, appreciate, and most of all enjoy reading. </li></ul>
  4. 4. The Problem We Face… <ul><li>Currently, students have a 90 minute Literature/Language Arts block that is filled with content area instruction. </li></ul><ul><li>With the amount of content that must be covered, students have little to no time at all for independent reading. </li></ul>
  5. 5. It’s time to help our students… <ul><li>Research has proven that the more time students spend reading, the more successful they will be. </li></ul><ul><li>In order to help our students we need to increase the amount of independent reading time for our students. </li></ul>
  6. 6. <ul><li>“ In his review of research on reading and intervention programs for struggling readers, Allington (2001) identified an elegantly simple solution: Just read more” (Unrau, 2004, pg.326). </li></ul>
  7. 7. The “Just Read More” Program <ul><li>The goal is to increase students’ volume of in-school reading to a minimum of 90 minutes per day. </li></ul><ul><li>According to Unrau (2004), “A middle school student who reads 40 minutes a day will read about 2,400,000 words a year and is likely to score in the 90 th percentile” (pg.326). </li></ul><ul><li>Clearly, the more time we provide for students to read, the more successful they will be. </li></ul><ul><li>During a time of high-stakes testing, this program will hopefully lead to an increase in test scores. </li></ul>
  8. 8. <ul><li>According to Unrau (2004), “The more minutes per day that students read, the higher they score on tests of reading achievement. No extensive teacher training. No one-on-one tutoring. No fancy computer programs. No cooperative learning enterprises in literacy. Just more reading” (pg. 326). </li></ul>
  9. 9. <ul><li>Benefits of Independent Reading </li></ul><ul><li>By incorporating more opportunities for students to read throughout the school day, individual reading, as noted by Chapman and King (2009), provides the following benefits: </li></ul><ul><ul><li>Develop interest </li></ul></ul><ul><ul><li>Work on reading level </li></ul></ul><ul><ul><li>Invoke curiosity </li></ul></ul><ul><ul><li>Develop self-regulated readers </li></ul></ul><ul><ul><li>Increase knowledge base </li></ul></ul><ul><ul><li>Provide for specific needs </li></ul></ul><ul><ul><li>Give reading practice </li></ul></ul><ul><ul><li>Develop pleasure reading (pg.143). </li></ul></ul>
  10. 10. <ul><li>Chapman and King (2009) go on to note that, “Independent reading develops researchers, investigators, and comprehending readers” (pg.143). </li></ul>
  11. 11. Why Do We Need to “Just Read More” in School? <ul><li>Although our district is facing cuts in funding, the “Just Read More” program would be cost neutral to the district. </li></ul><ul><li>Students will be able to apply the reading skills and strategies that they learn in class to their own independent reading. This additional practice provides for better readers and more opportunities for students to meet state standards. </li></ul><ul><li>“ By encouraging students to read on their own, we influence the amount of time they spend practicing their literary skills” (Champan & King, 2007, pg.196). </li></ul>
  12. 12. Why Do We Need to “Just Read More” in School? <ul><li>According to Chapman and King (2007) providing time for students to read gives them an, “opportunity to practice lifetime reading skills, to read for their own purposes and pleasure” (pg.373). </li></ul><ul><li>Independent reading is a critical component of language development for ELL students and opportunities to read without academic pressure can help ELLs: </li></ul><ul><ul><li>Make a transition from easier to more difficult materials </li></ul></ul><ul><ul><li>Be exposed to a wider range of topics, concepts, syntactic patters, and vocabulary than they are likely to encounter in their oral language interactions” (Chapman and King, 2007, pg.373). </li></ul></ul>
  13. 13. Why Do We Need to “Just Read More” Outside of School? … <ul><li>By promoting independent reading in school, we will be sending our students, parents and the community a message that we value reading. </li></ul><ul><li>Students who have little time to read or access to materials at home will have the opportunity, resources and assistance to read at school. </li></ul><ul><li>By having access at school to, “novels, plays, and collections of stories or essays along with several books to accompany the study of history, students could expand their volume of reading many fold” (Unrau, 2004, pg.326). </li></ul>
  14. 14. Adoption & Implementation <ul><li>“ Allington (2001) writes that schools should look closely at their daily schedules to discover how they can reduce wasted time that can be allocated to reading. Many schools, he believes, could find 30 to 50 more minutes fro reading and still have plenty of time for all the other subjects” (Unrau, 2004, pg.326). </li></ul>
  15. 15. Adoption & Implementation <ul><li>With very little impact to our daily schedule, we can easily reallocate a minimum of 30 minutes each day to reading by making removing: </li></ul><ul><ul><li>1 minute from “morning duty” where students wait before being released to homeroom </li></ul></ul><ul><ul><li>5 minutes from homeroom </li></ul></ul><ul><ul><li>1 minute from each passing period (9 minutes total) </li></ul></ul><ul><ul><li>15 minutes from study hall </li></ul></ul>
  16. 16. Adoption & Implementation <ul><li>A Whole Faculty Study Group (WFSG) could conduct the data collection, research analysis, philosophy clarification, program review, material review, and field testing over the course of a school year. </li></ul><ul><li>This WFSG would consist of an entire team to accommodate successful scheduling and implementation. </li></ul>
  17. 17. Adoption & Implementation <ul><li>Based on the WFSG results, the “Just Read More” program can be implemented the following school year. </li></ul><ul><li>That means that the daily schedule would be rearranged for all grade levels to have a common block of time set aside for reading. </li></ul>
  18. 18. Challenges Associated with “Just Read More” <ul><li>Time must be reallocated and the master schedule must be adjusted to accommodate this program. </li></ul><ul><li>Students would have less time for study hall and those students who take band or choir instead of study hall might lose instructional time. Hopefully the “new” schedule can accommodate these students. </li></ul><ul><li>Despite the challenges associated with rearranging the master schedule, it is being done to benefit the students. </li></ul>
  19. 19. Challenges Associated with “Just Read More” <ul><li>Teachers must enforce the reallocated time for reading. If teachers would also model and participate, the program would be even more successful. </li></ul><ul><li>Teachers and classrooms need access to books and reading materials. </li></ul><ul><li>Although this program would require access to more reading materials, it also presents a wonderful opportunity to partner with families, the community and local business. </li></ul>
  20. 20. “ Just Read More” Partnering with Families & the Community <ul><li>By partnering with the school and local libraries, the PTO and book stores within the district, we can arrange to have reading materials in every teacher’s classroom. In fact, according to Moore and Hinchman (2003), “reaching beyond the classroom walls helps link adolescents with literacy” and they go on to notes that, “Efforts to connect family members and adolescents with reading and writing should focus not only on sending information home, but on bolstering home, school, and learner collaboration (pg.130-131). </li></ul><ul><li>Success derived from this program could be celebrated at after school events that include parents, families, the library and local businesses and even paired with what Moore and Hinchman (2003) describe as Family Resource Centers that, “offer family members a place where they can join school personnel and others to promote education among their children and themselves” (pg.135). </li></ul>
  21. 21. What “Just Read More” Means for WMS/MMS <ul><li>While reading intervention programs are common place among the elementary schools, middle school students still need help improving their comprehension, fluency, and vocabulary. In fact, according to Rothman (2004), “It is important to have students read early, but you can’t stop there. Kids fall off the bandwagon when they’re not given skills” (pg.2). Through their classes, students receive direct instruction and reading strategies, yet there is little time for them to practice these skills through their own independent reading. In order to continue to meet the needs of all students and especially struggling readers, WMS/MMS needs to adopt and implement “Just Read More” as a reading intervention program. Middle school students need time provided during the school day to “Just Read More.” </li></ul>
  22. 22. References Alvermann, D. E., Phelps, S. F., & Ridgeway, V. G. (2007). Content area reading and literacy: Succeeding in today’s diverse classrooms (5th ed.). Boston: Allyn & Bacon. Chapman, C., & King, R. (2009). Differentiated instructional strategies for reading in the content areas. (2nd ed.) Thousand Oaks, CA: Corwin. Moore, D. W., & Hinchman, K. A. (2003). Connections beyond the classroom. In  Starting out: A guide to teaching adolescents who struggle with reading  (pp. 129–141) . Boston: Allyn & Bacon. Rothman, R. (2004, September/October). Adolescent literacy: Are we overlooking the struggling teenage reader? [Electronic version].  Harvard Education Letter, 20 (5), 1–3. Seuss. (1978). I Can Read with My Eyes Shut!  New York, Ny: Random House Books for Young Readers. Unrau, N. (2004).  Content area reading and writing: Fostering literacies in middle and high school cultures  (pp. 313–327) .  Upper Saddle River, NJ: Prentice Hall.