struggling adolescent readers: why they struggle and what teachers can do mary e. curtis, ph.d....
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Struggling Adolescent Readers: Struggling Adolescent Readers: Why They Struggle and What Why They Struggle and What
Teachers Can DoTeachers Can Do
Mary E. Curtis, Ph.D.Mary E. Curtis, Ph.D.Director, Center for Special EducationDirector, Center for Special Education
Lesley UniversityLesley [email protected]
National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC)
May 19, 2005May 19, 2005
22
OverviewOverview
What does research tell us about struggling What does research tell us about struggling adolescent readers?adolescent readers?
What instructional practices hold promise?What instructional practices hold promise?
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Percentages of Students At Expected Percentages of Students At Expected LevelLevel
0
20
40
60
80
100
Grade 4 Grade 8 Grade 12
At or Above Proficient on 2002 NAEP Reading
WhiteBlackHispanic
Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center.
44
Percentages of Students Most At RiskPercentages of Students Most At Risk
0
20
40
60
80
100
Grade 4 Grade 8 Grade 12
Below Basic on 2002 NAEP Reading
WhiteBlackHispanic
Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center.
55
Components of ReadingComponents of Reading
Alphabetics: understanding and using the sounds thatmake up words (phonemic awareness) and the letters thatcorrespond to those sounds (decoding) and being able torelate the letters and sounds to the particular words theyrepresent (word recognition)
Fluency: identifying words accurately in an effortlessmanner and being able to read them in text with appropriateintonation, stress and phrasing
Vocabulary: knowing and understanding the meanings ofwords and using them with flexibility and precision
Comprehension: the process and product of constructingmeaning from what is read, involving an interaction betweena reader and a text, for a purpose and within a context
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Interactions Among Reading ComponentsInteractions Among Reading Components
Alphabetics Fluenc y
Voc abulary Com prehen s ion
Adolescent Literacy Programs in Grades 6-12Adolescent Literacy Programs in Grades 6-12
Alphabetics
Fluency
Vocabulary
Comprehension
Based on data contained in Appendix A, from the Adolescent Literacy Briefing Book, prepared for the Carnegie Corporation of NewYork by C. Snow, G. Biancarosa & M Nair.
17 Programs21 Programs
16 Programs
15 Programs
88
Recent Trends in Reading Research in Grades Recent Trends in Reading Research in Grades 6-126-12
AlphabeticsFluencyVocabularyComprehension
20 studies
12 studies
77 studies
Based on: Curtis, M.E. (2002, May 20). Adolescent reading: A synthesis of the research. Paper presented at NIFL/NICHD Adolescent Literacy Workshop II, Baltimore, MD.
13 studies
99
Evidence-Based EducationEvidence-Based Education
The integration of professional wisdom withthe best available empirical evidence inmaking decisions about how to deliverinstruction
• Empirica l evidence: scientifica llybasedresearc h usin g object ive measur es ofperforman ce to compare, evaluat , e andmonit orprogress
• Professiona l wisdom: judgmen t thatindividua ls acquire through experience
Source: Whitehurs , .t GJ . (200 2, Octobe ).r Evidence-based education. Presented at theStuden t Achievemen t and Schoo l Accountabilit y Conferenc , e Washing , ton D.C.Availabl : e http://www. .ed gov/ncl /b methods/whatworks/e /b edlite-index.html
1010
Average Age: 15 (from 8-18)Average Age: 15 (from 8-18) 60% Male; about 40% Minority60% Male; about 40% Minority Average IQ (from 55-135)Average IQ (from 55-135) Boys Town is 3rd out-of-home placementBoys Town is 3rd out-of-home placement Length of Stay: 18-22 monthsLength of Stay: 18-22 months Behaviorally disordered & emotionally impairedBehaviorally disordered & emotionally impaired 40-50% with a history of academic failure40-50% with a history of academic failure 10-15% classified as learning disabled10-15% classified as learning disabled
Boys Town Youth:Boys Town Youth:A ProfileA Profile
1111
More Than 2 Years Behind:
Oral ReadingWord Recognition
ComprehensionVocabulary
Spelling
15-20%20-25%
30%40%50%
Oral Reading Rate = ~ 100 WCPM
Reading Achievement of Incoming Reading Achievement of Incoming YouthYouth
1212
retells stories from books read; names letters of the alphabet; plays with books, pencils & paper; prints name; recognizes some signs
Stage 0Prereading
Stage 0Prereading
learning letter-sound & print-spoken word relationships; reads simple texts; “sounds out” some words
Stage 1Decoding
Stage 1Decoding
reading stories & short selections with increasing fluency; “ungluing” from print is taking placeStage 2
Confirmation
Stage 2Confirmation
Stage 3Reading to
Learn
Stage 3Reading to
Learn
reading is used to learn new information, new ideas, new words & concepts
Stage 4Multiple
Viewpoints
Stage 4Multiple
Viewpoints
reading from a broad range of complex materials; experiencing a wide variety of perspectives & attitudes
Stage 5Construction
Stage 5Construction
reading occurs rapidly & efficiently; used for personal & professional needs
Stages of Reading DevelopmentStages of Reading Development
From: Chall, J.S. (1983, 1996). Stages of reading development. NY: Harcourt Brace.
1313
AlphabeticsAlphabetics
20-25% may be more than 2 years behind; as many as 1 out of 10 may have serious gaps
Direct, systematic, explicit instruction is effective
Focus on high frequency spelling-sound relationships within challenging words
Instruction should be reflective
Connections among word analysis, word recognition, and semantic access should be emphasized
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oatoat
coatcoat
boatboat
goatgoat
boastboast
approachapproach
charcoalcharcoal
scapegoatscapegoat
LaubachProgram
LaubachProgram
RevisedProgram
RevisedProgram
Sample -oa- WordsSample -oa- Words
From: Curtis, M.E., & Chmelka, M.B. (1994). Modifying thee Laubach Way to Reading Program for use with adolescents with LDs. Learning Disabilities Research and Practice, 9, 38-43.
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FluencyFluency
As many as 1 out of 5 may be 2 or more years below grade level; average reading rate when accurate may be as slow as 100 words correct per minute
Frequent opportunities to practice word identification in context should be provided
Fluent reading should be modeled, supported, and monitored
1616
VocabularyVocabulary
As many as 1 out of 2 may be 2 or more years below grade level
Explicit vocabulary instruction may work best for those who struggle most
Instruction should provide multiple opportunities to learn word meanings in a variety of contexts
Instruction should engage learners in application of word meanings
Instruction should emphasize differences as well as similarities in meanings
1717
Introducing Word MeaningsIntroducing Word Meanings
Promote inference making about appropriate contexts
VS
Asking students to infer word meaning from context
1818
ComprehensionComprehension
As many as 1 out of 3 may be 2 or more years below grade level
Instruction should provide learners with direct explanation and modeling of strategies
Instruction should include guided practice
Changing teacher’s behavior may be as significant as changing students’
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Explorations BoardExplorations Board
Geography History The Arts Science Government
5
10
15
30
50
From: Curtis, M.E., & Longo, A.M. (1999). When adolescents can’t read: Methods and materials that work. Cambridge, MA: Brookline.
FOUNDATIONS(n=27 replications)
3.4
4.1 4.1
4.8
2
4
6
8
10
Decoding Vocabulary
Average n per replication=16 students
ADVENTURES(n=40 replications)
4.7
5.5 5.5
6.3
2
4
6
8
10
Decoding Vocabulary
Average n per replication=24 students
MASTERY(n=22 replications)
6.5
7.5
6.2
7.2
2
4
6
8
10
Vocabulary Comprehension
Average n per replication=44 students
EXPLORATIONS(n=7 replications)
8.18.8
7.98.4
2
4
6
8
10
Vocabulary Comprehension
Average n per replication=32 students
Replication Results: Standardized TestsFall of 1996 to Spring of 1999
2121
Raising Reading AchievementRaising Reading Achievement
Provide High Quality Reading Instruction for All Learners
Within Content Area Classes
Provide High Quality Reading Instruction for All Learners
Within Content Area Classes
Provide Intensive Remedial Interventions
For Those Learners in Need
Provide Intensive Remedial Interventions
For Those Learners in Need
AND
2222
Structured Fast-Paced Challenging Appealing Sensible Optimistic Learning-Based
What Features Matter?What Features Matter?
2323
General References
Curtis, M.E., & Longo, A.M. (1999). When adolescents can’t read: Methods and materials that work. Cambridge, MA: Brookline.
Deshler, D.D., Schumaker, J., Harris, K.R., & Graham, S. (Eds.).(1999). Teaching every adolescent every day: Learning in diverse middle and high school classrooms. Cambridge: Brookline Books.
Jetton, T.L., & Dole, J.A. (Eds.).(2004). Adolescent literacy research and practice. New York: Guilford.
Kamil, M.L. (2002). Adolescents and literacy: Reading for the 21st Century. Retrieved January 15, 2005, from http://ierc.siue.edu/documents/AdolescentsAndLiteracy.pdf
McCardle, P., & Chhabra, V. (Eds.).(2004). The voice of evidence in reading research. Baltimore: Brookes.
McEwan, E.K. (2001). Raising reading achievement in middle and high schools: 5 simple-to-follow strategies for principals. Thousand Oaks, CA: Corwin.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Moore, D.W., Beab, T.W., Birdyshaw, D., & Rycil, J.A. (1999). Adolescent literacy: A position statement. Retrived January 15, 2005, from
http://www.reading.org/resources/issues/positions_adolescent.html
Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L, (1999). Reading for understanding: A guide to improving reading in middle and high school classrooms. San Francisco: Jossey-Bass.