This document describes a study that evaluated the impact of implementing the Strategic and Explicit Method of Reading (SEM-R) in a high school basic reading course. Data was collected from students using reading assessments, surveys, and interviews before and after the implementation. The results showed that while students' reading achievement scores did not significantly change, their motivation and value of reading did increase significantly following the SEM-R approach, which focuses on teacher read-alouds of high-interest books along with higher-order questioning strategies.

2. Tales From The Classroom:Experiences with SEM-R

3. Tales From The Classroom:Experiences with SEM-R

4. 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.

5. 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 through the Accelerated Reader Company 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

6. Data Collection and Analysis Results from the STAR Test and the AMRP are 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

7. 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.

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

9. 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

10. 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

11. 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

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

13. Phase 1 Exposure - Book Hooks: High interest read alouds and higher order questions

14. At first, I just wanted them to finish a book. Then I became more confident and would say, Come on now, that is just too easy for you. They would smile, because they knew I was right. ~ Treatment Teacher

16. What made it special to you?

18. The students have broadened their reading choices due to the fact that they have been introduced to all the genres, and many nonfiction and fiction books, that they may have never picked up.

19. A Primary Focus Before you read aloud -- Take Three! Exposure: Share why or how you chose the book. Critical Thinking: Choose a question, theme, or strategy to guide your discussion about the literature. Connections: Consider links to other books, websites, art, experiences, activities, or projects.

20. Teacher Read AloudGuidelines in Phase One Use a book you enjoy. Match the book to your audience. Illustrate reading strategies Change intonation, speed, and volume. Leave them wanting to hear more. Scaffold higher level thinking skills. Choose multiple books by the same author. Change genres and styles often. Utilize great books on tape. Invite special guest readers.

23. Developing a Question Help your students see themselves as investigators collecting evidence: Ask open-ended questions. Tie answers back to the text. Modeling is a Must! Consider creative, offbeat ideas a bonus.

25. Author information

26. Back cover

27. illustration

28. Publication information

33. Table Talk Every time I introduce a new book during Phase 1, five students seem to want to read it right away! What should I do? What about the students in my subsequent class periods?

34. Given to the most distinguished children’s informational book published in the preceding year. Text Level ‘After sitting atop a virtual bomb and traveling nearly half a million miles; after battling 1202 alarms, low fuel, and frozen fuel slugs; after walking on an airless rock; . . .’

35. Text Level ‘That year at Perkins had also given Helen a glimpse of her own future. She had learned about another deaf-blind boy named Tommy Stringer. Five-year-old Tommy had lived in a poor house and …’

36. Resources for Finding Books

37. Weekly Book Hook Theme Ideas www.CarolHurst.com/subjects/subjects.html Author Historical Event (WW2, Hiroshima, Gold Rush, Pioneering, Colonialism) Struggle Race Gender Issues Big Questions (Why hate? Why love?)

38. Weekly Theme: Prejudice Day 1 Dr. King uses some very interesting wording in his speeches. [Give one example] How would you have said the same thing? For what purposes should someone use these books? (MC text to self) (MC text to text)

39. Day 2 Why do you think that Dr. King’s sister would decide to write a book about her brother? How does Ms. Anderson’s personality contribute to her success or failure? How do these two books add to the information that we discussed yesterday? (Making Inferences) (Making Inferences) (MC text to text)

40. Day 3 How do the events in the passages from these two books relate to what was going on in the world during the stories’ time periods? What questions do you have about the time period in which these books took place? What kind of text could you use to find answers to your questions? (MC text to world) (Questioning) (MC text to text)

41. Day 4 As I read from this book, I want you to make a picture in your head of the characters and the setting. Be ready to tell me what you see. (Visualization)

42. DAY 5 Today’s books are different from the books we’ve book talked the other days this week, but they have a similar theme. How are they different? What seems to be the theme for this week’s books? (MC text to text) (Synthesis)

43. Online Resources http://www.gifted.uconn.edu/semr Beth Newingham’s website Amazon Trailer of The Graveyard Book The Book Hive

44. http://nancykeane.com/rl/

45. Your Turn Briefly examine a book on your table and look for a passage you might read aloud. Decide which bookmark question and/or reading strategy you might use to guide a book hook from this book. What other resources might you connect to this text?

46. END PHASE 1