IMPROVING READING: EVIDENCED BASED
STRATEGIES THAT WORK FOR MIDDLE
SCHOOLERS
CARI HAUPTMAN & POLLASLAD
[email protected]
(
C Aand
RI
[email protected]
HOW DO WE KNOW IF WHAT WE
ARE DOING IS WORKING?
IGNAZ SEMMELWEIS
“SAVIOR OF MOTHERS”
Despite various publications of results where handwashing reduced mortality to below 1%,
Semmelweis's observations conflicted with the
established scientific and medical opinions of the
time and his ideas were rejected by the medical
community. Some doctors were offended at the
suggestion that they should wash their hands . . . “
EVIDENCE TYPES
Meta-analysis of quality studies
Quality experimental studies (e.g. RCT, peer
review, etc)
Quasi-experimental studies
Pre/post evaluations
Action research
Formative assessments
Opinion/Anecdotal
EPISTEMOLOGY (NOUN)
Example
•
•
•
Theory of knowing
Metacognition
Evidence
Non example
•
•
•
overlook
miss
unaware
Sentence: The
epistemologist
wondered how the
teacher knew her
students were
learning..
Sentence Frame: An
example of
epistemology is
______________________
_____________________.
EPISTEMOLOGY (NOUN)
Syllables: 6
e-pis-te-mol-o-gy
Word Origin:
Greek: epistasthai knowledge
Definition: the study of how
people know based on
evidence
EFFECT SIZE
WHAT WORKS FOR ADOLESCENTS?
-
Improving Adolescent Literacy: Effective Classroom and
Intervention Practices
WHERE WE STARTED
Letting go of our sacred cows…
• Sustained Silent Reading in Advisory
• Round-Robin/Popcorn Reading
• Audiobooks
• Matching student to instructional level text
• Breaking through barriers (personalities)
NEXT STEP
• Monitored Reading
• In Advisory and in some classes
• Tiered Reading Interventions
• Comprehension Strategies targeted
practice for a month
• SRI
THEN WE LEARNED MORE AND APPLIED
STRATEGIES IN EVERY CLASS
• Explicit Vocabulary
• Continued with Tier I Reading
Instruction in Content Area Classes
• Cloze reading, choral cloze, whisper
reading, partner reading, chunking,
annotating
• School Culture– literacy is used in
content areas.
NOW WE USE EVIDENCE-BASED STRATEGIES
•Discipline Literacy in Classroom
•Close Reading
•Annotating
•Scaffolding
•Paragraph Shrinking
•Summarizing
•Reciprocal Teaching
•Explicit Vocabulary
•Feedback
“LEARNING IS NOT A SPECTATOR SPORT”
- KEVIN FELDMAN
Verbal
Choral Response
Think-Pair-Share
Socratic Seminar
Sentence Starters
Reciprocal Reading
Nonverbal
Fist to Five
Thumbs up/Thumbs down
Four Corners
Response Cards
Reading
Precision Partner
Close Reading
Choral Reading
Cloze Reading
Whisper Reading
Small Group
Monitor Reading
Reciprocal Reading
Writing
Entrance/Exit Tickets
Sentence Frames
Paragraph Frames
Whiteboards
Guided Notes
Graphic Organizers
Annotating
READING INTERVENTION CLASSES
After screening with SRI and RCBM, we administer a
diagnostic reading test and place students in an
appropriate intervention where we use . . .
Phonics Programs
 Rewards
 Blitz
 Boost
Fluency
 6 minute Solution
 Progress Monitoring
Comprehension
Strategies
CONSIDER THIS . . .
• Approximately 50 percent of the nation's unemployed
youth age 16-21 are functionally illiterate, with virtually
no prospects of obtaining good jobs. - U .S. Department of
Health and Human Services
• Students typically have to gain more in reading ability
during their first 5 years after high school than they do
during their last 5 years of secondary education - Tim
Shanahan
AND THIS . . . .
• “More than 60 percent of the patients were
described as having adequate skills. But about
a tenth were described as having marginal skills
and a quarter as not literate . . . . In the
following years, those with inadequate reading
skills were the most likely to die, even when
overall education and other social factors were
taken into account.” - Health Literacy and Mortality Among
Elderly Persons by
READING 1946
• Emmett Betts claimed learning would be optimized if
students were placed in text with appropriate difficulty
levels
• Independent (fluency 99-100%; comprehension 90100%)
• Instructional (fluency 95-98%; comprehension 70-89%)
• Frustration (fluency 0-92%; comprehension 0-50%
•
Tim Shanahan
READING 2011
“Early in my scholarly career, I tracked down the
source of the idea of independent,
instructional, and frustration levels. It came from
Emmett Betts’ textbook. He attributed the
scheme to a study conducted by one of his
doctoral students. I tracked down that
dissertation and to my dismay it was evident
that they had just made up those designations
without any empirical evidence . . . .”
- Timothy Shanahan
LEV VYGOTSKY
PRACTICE, PRACTICE, PRACTICE
“That students would benefit from practice might be
deemed unsurprising. After all, doesn’t practice
make perfect? The unexpected finding from
cognitive science is that practice does not make
perfect. Practice until you are perfect and you will
be be perfect only briefly. What’s necessary is
sustained practice. By sustained practice I mean
regular, ongoing review or use of the target
material. This kind of practice past the point of
mastery is necessary to meet any of these three
important goals of instruction: acquiring facts and
knowledge, learning skills, or becoming an expert.”
-Daniel Willingham
RECIPROCAL TEACHING WITH
REJECTING INSTRUCTIONAL THEORY
● Effect Size .74
● Reciprocal teaching is when students take on the role
of teacher when reading a text.
● During reciprocal teaching students will take turns and
use the reading strategies or predicting, questioning,
clarifying and summarizing to read and discuss a text.
RECIPROCAL TEACHING
CONTINUED
● Predicting is when you look into the future by using
textual evidence to make an educated guess as to
what will happen next.
● Questioning is when create questions for yourself and
others to increase understanding.
● Clarifying is when you pause and reread if what you are
reading is unclear.
● Summarizing is when you find the main idea of a story
or article.
RECIPROCAL TEACHING
CONTINUED
1. Determine who will do what role for the first paragraph,
predictor, questioner, clarifier and summarizer.
1. Number the paragraphs.
1. Also remember to use the the sentence starter frames for
your discussion.
1. After each paragraph rotate roles in a clockwise direction.
YOU HAVE CONSIDERED WHAT THE MAIN IDEA IS FROM THIS EXPERT
FROM THE COUNT OF MONTE CRISTO. NOW PLAN AND WRITE A
PARAGRAPH THAT SUPPORTS YOUR OPINION OF THAT MAIN IDEA.
Evidence #1
Evidence #2
Evidence #3
Evidence #4
PARAGRAPH FRAME
After reading about _(character) in _(text title), it is
clear that the main idea in the passage is ____(main
idea)___. We read in the passage that __(evidence
1)__. The author also states that __(evidence
2/quote)__. This theme is also clear because
__(evidence 3)__.
TAKE AWAYS FOR EVERYONE
- Improving Adolescent Literacy: Effective Classroom
and Intervention PracticesImproving Adolescent
Literacy: Effective Classroom and Intervention
Practices
Improving Adolescent Literacy: Effective Classroom and Intervention
Practices
Sources
• Archer, Anita - Explicit Instruction, Vocabulary,
Reading
• Hattie, John - Effect Size/Visible Learning
• Feldman, Kevin - Engagement/Reading
• Kinsella, Kate – ELL/Academic Language
• Shanahan, Timothy - Reading/Rigor
• Vygotsky, Lev - Zone of Proximal Development
• Willingham, Daniel - Cognitive Psychologist studies
learning and reading
RESOURCES
readingrockets.org
visiblelearning.org
shanahanonliteracy.org
danielwillingham.com
explicitinstruction.org
What Works Clearinghouse
http://ies.ed.gov/ncee/w
wc/
• REWARDS
http://www.voyagersopris.
com/curriculum/subject/lit
eracy/rewards/overview
•
•
•
•
•
•
• Phonics reallygreatreading.co
m
• Free Vocabulary
program Word
Generation http://wordgen.serpme
dia.org/
• Practice Test http://parcc.pearson.c
om/practicetests/english/