improving reading achievement for older readers
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A Good Start is Not Enough:Improving reading achievement for older
readers
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A Dilemma Reading achievement has risen for 4thgraders
since 1991, while 8thgrade achievement hasbeen stagnant (NAEP)*
More American 8thgraders are on track for
college than is true of either 10thor 12thgraders (ACT)
*Not true for Indiana (no gains in grade 4)
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So what is going on?
Poverty?
Low parent education?
We dont know how to teach reading?
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Two inseparable problems
1. Low readers (remedial, striving, etc.)
2. Low average achievement
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So lets raise achievement
What are the keys to success?
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Key 1: Require reading for all
Amount of reading of challenging texts(complex, subtle text) within instruction is best
predictor of later academic and work success
Reading needs to be required and expected Teachers have to stop being rational
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Key 2: Increase instructional time
Upper grade teachers arent even certain ifthey are supposed to teach reading
No excuse for not teaching reading at all
grade levels (and all students) Need to establish substantial time standards
that specify both total amounts of reading
instruction as well as amounts for the major
components
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Key 3: More time for low readers
Special intervention classes for those who aretwo or more years below level
After school and/or summer programs as well
This has to be quality time (curriculum,materials, teachers)
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Key 4: Need to monitor learning
The idea of any special effort aimed at lowreaders implies that they are being monitored
(test results should be used to determine who
gets extra help)
Tests can also help in the targeting of
interventions (so that reading levels are similar)
Need to monitor student progress more frequently
in learning against the curriculum (and use these
data to adjust response)
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Key 5: Teach vocabulary
Vocabulary instruction raises readingcomprehension
Needs to be substantial and intensive: the
point is learning, not teaching Daily instruction
All modes of language
Rich meanings
Lots of connections
Lots of review
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Key 6: Oral reading fluency
Oral reading fluency improves silent readingcomprehension
More effective than silent reading instruction
Repetition is needed This has to be included in the various
disciplines because of the differences in
textual demands
Challenging text
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Key 7: Reading comprehension Comprehension strategy instruction can
improve reading achievement
Need to match the level of intensity evident inthe research studies
Summarization, question asking, priorknowledge, monitoring, graphic organizers,visualization
Disciplinary strategies, too
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Key 8: Writing
Writing activity can have a positive impact onreading achievement
Writing engages a more thorough processing
of information Writing extended responses to text reading is
more effective than short answers
Word processing
Strategy instruction
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Key 10: Motivation
Need students working towards you ratherthan daring you to teach
Curiosity
Competence Challenge
Collaboration
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If we want older students to read well
Require reading Increase amount of teaching
Increase it even more for striving readers
Monitor learning Teach vocabulary, oral reading fluency,
comprehension, and writing
Provide professional development
Motivate kids
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A Good Start is Not Enough:Improving reading achievement for older
readers