This document summarizes a case study examining the impact of a reading intervention program called Academic Literacy 9 at Eastview High School. The study compared reading growth between students in the intervention program, a control group not in the program, and typical 9th grade students. Results showed students in the intervention program grew in reading three times faster than peers on standardized tests. Engagement and self-efficacy were also moderately correlated with reading growth for students in the program. The study provides evidence that targeted intervention can significantly improve reading for struggling high school students.

1. EASTVIEW HIGH SCHOOL’S ACADEMIC LITERACY 9 COURSE: A QUASI-EXPERIMENTAL CASE STUDY FOR THE IMPLEMENTATION OF A READING INTERVENTION PROGRAM AT A MINNEAPOLIS/ST. PAUL SUBURBAN HIGH SCHOOL Jennifer McCarty Plucker, Ed. D. Research Poster Presentation International Reading Association April 28 th , 2010 [email_address] http://jmplucker.blogspot.com Dr. Jennifer McCarty Plucker

2. Executive Summary Research over the last 20 years has shown a clear connection between students’ literacy levels and academic achievement. As a result, this quasi-experimental case study of ninth graders at Eastview High School, in suburban Minneapolis- St. Paul sought to explore intervention necessary to narrow the gap between struggling readers and their peers. This study examined and compared the reading growth of students in a treatment program, a year-long Academic Literacy 9 Course taught in addition to their language arts classes, a control group of striving readers not enrolled in the treatment, and a sample from the school’s general ninth grade population. Additionally, an examination of the correlation between engagement and perceived self-efficacy and students’ reading growth was conducted. Compelling evidence indicates that striving adolescent readers who receive strategic, systematic, and individualized intervention accelerated their reading growth in one year at three times the mean growth rate of their peers. Furthermore, a moderate correlation existed between the perceived self-efficacy of students engaged in the program, and their reading growth. Replication of this study, customized to meet the needs of varied populations of striving readers, is recommended in order to add to the research field of adolescent literacy and contribute to the reading achievement of adolescents’ in all types of settings. Dr. Jennifer McCarty Plucker

3. Problem Statement While Eastview High School HAS made adequate yearly progress in reading through NCLB regulations, Biancarosa & Snow (2004) point out “high-achieving schools have struggling readers and writers [and] in such environments struggling students may be more likely to be overlooked” (p.8). “ By sixth or ninth grade, three- and four-year lags in reading achievement are far too common. There are few intervention studies that last for four years in middle or high school, so there is far less research evidence on just what to do with older struggling readers” (Allington, 2009, p. 8) Dr. Jennifer McCarty Plucker

4. Purpose of the Study To illuminate the process, effectiveness, and student engagement in Eastview High School’s implementation of Academic Literacy 9, an intense year-long literacy intervention course for students reading in the 30 th percentile or lower. Dr. Jennifer McCarty Plucker

5. Research Questions 1. To what extent have students in Academic Literacy 9 improved their reading scores as measured by the MAP test in comparison to the control group and a sample of the ninth grade general population? 2. To what extent have students in Academic Literacy 9 improved their reading scores as measured by the DRA2 test? Dr. Jennifer McCarty Plucker

6. Definitions Struggling (Striving) Reader: A secondary striving reader in ISD196 is a student who scores at or below the 40 th percentile nationally in reading on at least two, preferably three, standardized test(s) (ISD 196, 2006). ISD 196 chose striving over struggling for connotative purposes. This study will use them interchangeably. Dr. Jennifer McCarty Plucker

7. Participants All are Eastview High School 9 th graders Treatment Group ( n=28): Academic Literacy 9 students 4 sections with approximately 7 students in each. (necessary to exclude students who started program mid year, or moved out of program mid year) Control Group ( n=21): students identified as striving readers—not enrolled in treatment program. Sample from General Population of 9 th grade ( n=257): Students in regular 9 th grade classes, excluding treatment and control group students and honors students. Dr. Jennifer McCarty Plucker

8. Methodology, Data Collection, and Findings Organized by research questions 1.) Quasi-experiment with three groups 2.) Growth for Treatment Group Dr. Jennifer McCarty Plucker

9. Academic Literacy 9: Treatment Program Based on A Model Secondary (6-12) Plan for Reading Intervention and Development (MN Dept. of Ed, 2006). Belief Statements and Curriculum Frameworks Developed by ISD 196 team of Reading Specialists. Vision of Reading Teachers at EVHS Dr. Jennifer McCarty Plucker

10. Systematic Strategic Reading Intervention: The Treatment (Academic Literacy 9) Theoretical Framework: Comprehension Strategy Theory “ Zone of Proximal Development” Gradual Release of Responsibility Formative Assessment Engagement/Self-efficacy Theories Multi-Literacy and Digital Literacy Research Dr. Jennifer McCarty Plucker

11. Systematic Strategic Reading Intervention: The Treatment (Academic Literacy 9) Principles of Curriculum Design: Comfortable Reading Spaces with Teen Appeal Book Flood Time to Read and Write Students Engaged with Technology Self-Reflection and Goal Setting Dr. Jennifer McCarty Plucker

12. Instrumentation Measures of Academic Progress test from Northwest Evaluation Association (NWEA, 2003) Pretest—Spring of 2008; Posttest—Spring of 2009 Computerized Adaptive Reading Assessment Untimed, approximately 50 minute test Customized based on pre-test MAP score Gives RIT score (typically ranging between 180—250 for 9 th grader) Dr. Jennifer McCarty Plucker

13. Research Question #1 To what extent have students in Academic Literacy 9 improved their reading scores as measured by the MAP test in comparison to the control group and a sample of the ninth grade general population? Dr. Jennifer McCarty Plucker

14. Quasi-Experimental Design MAP RIT Score, National Percentile Rank, and Growth (Posttest minus the Pretest score) Variance of Analysis (ANOVA) to determine if statistically significant difference in means (averages) exist between groups. Post hoc analysis (Scheffe) to determine which means are significantly different from which other means AL9 (n=28)— treatment group Con (n=21)— control group Gen9 (n=257)— sample from general population Dr. Jennifer McCarty Plucker

15. Mean Comparisons: MAP RIT ANOVA: Statistically significant mean difference detected at the .01 level Scheffe: Mean difference is significant at the .01 level for the following pairs: AL9 and Gen9 Con and Gen 9 No statistical significance for: AL9 and Con Dr. Jennifer McCarty Plucker

16. Mean Comparisons: National Percentile Ranks ANOVA: Statistically significant mean difference detected at the .01 level Scheffe: Mean difference is significant at the .01 level for the following pairs: AL9 and Gen9 Con and Gen 9 No statistical significance for: AL9 and Con Dr. Jennifer McCarty Plucker

17. Mean Comparisons: One Year’s Growth ANOVA: Statistically significant mean difference detected at the .01 level Scheffe: Mean difference is significant at the .01 level for the following pairs: AL9 and Gen9 AL9 and Control No statistical significance for: Gen9 and Control Dr. Jennifer McCarty Plucker

18. Research Question #2 To what extent have students in Academic Literacy 9 improved their reading scores as measured by the DRA2 test? Dr. Jennifer McCarty Plucker

19. Instrumentation Developmental Reading Assessment (DRA2) (Beaver & Carter, 2006). One-on-One Reading Assessment Engagement (series of questions about reading experiences, reading goals, and plans for obtaining goals Fluency (oral reading assessment) Comprehension (during, and post reading activities). Scored with a standardized rubric Pearson Trains Reading Specialists to Use the Assessment. Pretest—September, 2008 Posttest—April, 2009 Dr. Jennifer McCarty Plucker

20. DRA2 Comparison of Means t tests reveal statistically significant mean gains for all areas at the .01 level Dr. Jennifer McCarty Plucker

21. Research Q1 and Q2 Conclusions Adolescent Striving Readers need a Double Dose of Literacy Instruction One Year of Strategic Intervention is not Enough for Most Striving Readers Dr. Jennifer McCarty Plucker

22. Opportunities for Further Research Isolate Variables to Closely Examine Factors Leading to Accelerated Growth in Reading. What role does the teacher play? Gender? SES? Ethnicity? Is policy necessary to keep intervention programming in place? What (or how strong of a) role do students’ barriers play in hindering reading growth? Dr. Jennifer McCarty Plucker

23. Opportunities for Further Research Consider Multi-Literacies’ Role in Adolescent Engagement Determine if and how SpEd and ELL Programs can Partner with General Education Reading Intervention Programming Consider furthering the field of Mindset Research and Appreciative Inquiry Research? Consider the Voices of the Students’ Themselves Dr. Jennifer McCarty Plucker

24. “ A capacity and taste for reading gives access to whatever has already been discovered by others.” ~Abraham Lincoln Dr. Jennifer McCarty Plucker

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U.S. Department of Education (2002). The No Child Left Behind (NCLB) Act of 200: PL 107-110. Retrieved January 29, 2009 from http://www.ed.gov/policy/elsec/leg/esea02/index.html Vacca, R. (2006, February). They can because they think they can: Instruction that lifts struggling readers’ sense of self-efficacy prepares them to face even difficult texts. Educational Leadership. ASCD. Von Glaserfeld, E. (1984). An introduction to radical constructivism. In Watzlawick, P. (Ed.), The intended reality. 17-40. New York: Norton Vygotsky, L. (1978). Mind in society: The development of higher psychological processes ( Cole, M. John-Steiner, V., Scribner, S., Souberman, E. Eds.) Cambridge, MA: Harvard University Press. Wilhelm, J. (1997). You gotta BE the book: Teaching engaged and reflective reading with adolescents . New York: Teachers College Press. Wilhelm, J. & Smith, M.W. (2006). Going with the flow: Engaging boys (and girls) in their literacy learning. Portsmouth, NH: Heinemann Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100. Dr. Jennifer McCarty Plucker

34. References cont. Readence, J., Bean, T., & Baldwin R. S. (2004). Content area literacy: An integrated approach. Dubuque, IA: Kendall/Hunt Publishing Corporation. Rosenblatt, L. (1975). Literature as exploration. New York: Appleton Century. (Original work published in 1938) Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois Press. Rothenberg, S. S., & Watts, S. M. (1997). Students with learning difficulties meet Shakespeare: Using a scaffolded reading experience. Journal of Adolescent and Adult Literacy, 40 , 532-539. Salinger, T. (2007). Setting the agenda for adolescent literacy. In Lewis, J. and Moorman, G. (Eds.) Adolescent literacy instruction: Policies and promising practices (pp. 3-19). Newark, DE: International Reading Association. Shernoff, D.J., Csikszentmihalyi, M., Schneider, B, & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-176. Retrieved from EbscoHost database. Singleton, G. E. & Linton, C. (2005). Courageous conversations about race. Thousand Oaks, CA: Sage Publications. Slavin, R.E., Cheung, A., Groff, C., & Lake, C. (2008, July/August/September). Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis. Reading Research Quarterly, 43 (3), 290–322. doi: 10.1598/RRQ.43.3.4 Snow, C. & Biancarosa, G. (2003). Adolescent literacy and the achievement gap: What do we know and where do we go from here? Carnegie Corporation of New York Adolesecent Literacy Funders meeting report. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly , 21, 360-407. Stanovich, K. E. (1994). Constructivism in reading education. Journal of special education, 28, 259-274. Stiggens, R.J., Arter, J.A., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student learning. Princeton, NJ: Educational Testing Services. Dr. Jennifer McCarty Plucker

35. References cont. Taylor, R. & Collins, V.D. (2003). Literacy leadership for grades 5-12. TIES (2009). I-Cue Administration. Ties Educational Collaborative. St. Paul, MN. Retrieved through password protected site: https://adminn00406a.ties.k12.mn.us/toas/apps/tsis_login_secure_admin .asp? Tough, P. (2006, November 26). What it takes to make a student. The New York Times. Retrieved 28 November 2006 from http://www.nytimes.com/2006/11/26/magazine/26tough.html Townsend, J. (1998). Caught or taught: Infection or subjections? Struggling readers in secondary schools still need that little bit extra. Support for Learning. 13 (3), 129-133. Trueman, T. (2000). Stuck in Neutral. New York: HarperCollins. U.S. Department of Education (2002). The No Child Left Behind (NCLB) Act of 2000: PL 107-110. Retrieved January 29, 2009 from http://www.ed.gov/policy/elsec/leg/esea02/index.html Vacca, R. (2006, February). They can because they think they can: Instruction that lifts struggling readers’ sense of self-efficacy prepares them to face even difficult texts. Educational Leadership. ASCD. Von Glaserfeld, E. (1984). An introduction to radical constructivism. In Watzlawick, P. (Ed.), The intended reality. 17-40. New York: Norton Vygotsky, L. (1978). Mind in society: The development of higher psychological processes ( Cole, M. John-Steiner, V., Scribner, S., Souberman, E. Eds.) Cambridge, MA: Harvard University Press. Wilhelm, J. (1997). You gotta BE the book: Teaching engaged and reflective reading with adolescents . New York: Teachers College Press. Wilhelm, J. & Smith, M.W. (2006). Going with the flow: Engaging boys (and girls) in their literacy learning. Portsmouth, NH: Heinemann Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100. Dr. Jennifer McCarty Plucker