nagc 2009 sem-r hs

Reading Class Would Be Boring If I Didn’t Read…

NAGC 2009 St. Louis, Missouri November 8, 2009

Dr. Elizabeth FogartyDr. Brian HousandEast Carolina University

John FogartyCannon Falls High School

Tales From a High School Reading Workshop:“Reading class would be boring if I didn’t read.”

Looking For Handouts?

http://tinyurl.com/nagc-semr-hs

aliteracy

noun: the quality or state of being able to read but

uninterested in doing so

No Time!

No No IntereInterest! st!

No WAY

!

The 3 Voices of Aliteracy(Beers, 1996)

"The man who does not read

good books has no advantage over

the man who cannot read

them.”

-- Mark Twain

What is currently happening in reading classes in High School?

Less than1/3Percent of 13-year olds who are daily readers:

Among 17-year-olds,Percentage of Non-Readers:

19%

If you don’t read much,you really don’t know much.

YOU ARE DANGEROUS!

DANGER

--Jim Trelease

Percentage of Time Spent Reading in School

Study by John Goodlad in A Place Called School

Elementary 6%Middle 3%High 2%

Are kids reading outside of class?

On average, Americans ages 15 to 24 spend almost

2 hoursPer day watching TV

7 Minutes

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

Three-Legged StoolRenzulli (1977)

Enrichment Triad ModelVygotsky (1962)

Zone of Proximal DevelopmentNational Reading Panel (2000)

Need for further research

Reading Instruction for Talented Readers

Methods of Instructional Differentiation

Number and Percentage of

Teachers Using the Strategy

Use of classroom libraries with advanced, challenging books

3 (25%)

Integrated enrichment opportunities

3 (25%)

Use of talented readers as role models or group discussion leaders

2 (17%)

(Reis et al., 2004)

Reading Instruction for Talented Readers

Methods of Instructional Differentiation

Number and Percentage of

Teachers Using the Strategy

Use of technology during reading class

1 (8%)

Replacement of Success for All/direct instruction with standard literature program

2 (17%)

(Reis et al., 2004)

Three Goals of the Schoolwide Enrichment Model Reading (SEM-R)

1. To increase enjoyment in reading2. To encourage students to pursue

challenging independent reading3. To improve reading fluency, reading,

and comprehension and increase self regulation in reading--leading to higher reading achievement scores

Components of the SEM-R Framework

Phase 1 - Exposure Phase 2 - Training & Self-Selected Reading

Phase 3 - Interest & Choice Components

• High-interest books to read aloud

• Higher-order thinking probing questions

• Bookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literature

Training and discussions on Supported Independent Reading

Supported Independent Reading

One-on-one teacher conferences on reading strategies and instruction

Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics.

Introducing creative thinking

Exploring the Internet Genre studies Literary exploration Responding to books Investigation centers Focus on biographies Buddy reading Books on tape Literature circles Creative or expository writing

Type III investigations

Type I Activities Type II Activities Type II & Type III Investigations

Incr eas ing deg ree of s tud ent sele ctio n

High interest read alouds and higher order

questions

Phase 1

Phase 1 Components

• Read Aloud• Book Selection:

– Genres– Themes– Fiction/Nonfiction

• Book Talks• Moving from 15 to 5

Minutes

Book Hooks provide• enjoyable reading invitations that

create positive associations with reading.

• encouragement for students to do independent reading.

• Invitations to broad selections of books easily accessible to students.

• opportunities for a pleasant environment in which to read.

• invitations to pursue a wide range of interests and knowledge.

Supported Independent Reading using individual

conferences and differentiated reading

instruction

Phase 2

Individualizing and Differentiating Conferences

It is important to remember that not all students will need the same strategy instruction at the very same time, but that all students need some instruction if they are reading a book that is adequately challenging. For that reason, be sure that strategy instruction is integrated throughout conferences and differentiated to meet the needs of individual students.

Reading StrategiesMaking

ConnectionsMaking

ConnectionsMaking

ConnectionsDetermining Importance

Determining Importance

Determining Importance

Questioning Questioning QuestioningVisualizing Visualizing/

Sensory ImagesVisualizing &

Inferring

Making Inferences

Making Inferences

Summarizing Synthesizing SynthesizingMetacognition

Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000

Making Inferences

Making Inferences

Making Connections (T-W)

Knowledge

Synthesis

Making Connections (T-S)

Conferences provide:

• Support for each student and differentiated instruction– Enthusiasm about books– Reading skill development and strategies– Interest-based reading opportunities– Self-regulation/monitoring– Literary skill development

• Opportunity to assess reading level and book match and find optimal challenge level

• Opportunities to use higher order thinking skill questions• Differentiation for all students in skills, questions, and

book selection

Purpose of a Conference• Evaluate student’s book selection

– Comprehension– Sophistication of ideas– Content

• Suggest Possibilities

• Make connections with student interests• Provide individualized instruction

Self-selected interest and choice components

Phase 3Phase 3

Top Strategies For Phase 3Books on CD

Group Projects Buddy Reading

SEM-XplorationsRenzulli LearningLiterature Circles

Creativity ActivitiesInvestigation CentersIndependent Projects

Independent Projects Enable:

» students and teachers to identify problems or topics of student interest

» plan methods to investigate various types of student products

» problem solve and demonstrate student’s ability to apply methodological skills and knowledge

» find opportunities for joyful learning and self-regulation

Independent Projects

• Build on student interest• Encourage independence• Allow work with complex and abstract ideas• Enable long-term and in-depth work on

topics of interest• Develop task commitment and self-

regulation• Teach planning and research skills at

advanced levels

Tales From The Classroom:Experiences with SEM-R

Study Study DesigDesig

nn

Participants and SettingThe 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.

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 affiliated with Accelerated Reader 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

Data Collection and Analysis

Beginning of Research

STAR Reading Test

AMRPIM Chats

Throughout SEM-R

End of Research STAR Reading Test

AMRPIM Chats

Results from the STAR Test and the AMRP is 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

STAR Test DataA 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.

AMRP DataA paired samples t-test was

conducted to evaluate the impact of the SEM-R implementation on students’ scores on the AMRP.

AMRP – Self ConceptThere 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

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

AMRP – TotalThere 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

Questions?

—Horace Mann

Resolve to edge in a little

reading every day, if it is but a single sentence.

If you gain fifteen minutes a day,

it will make itself felt at the end of the year.

“We do not need to burn books to kill

our civilization;

we need only to leave them

unread for a generation.”

—R. M. Hutchins

We read to know we’re

not alone.

—C. S. Lewis