Engagement Model of Reading DevelopmentJohn T. Guthrie, Professor EmeritusUniversity of Maryland

Reading in South Africa

•Education Progress - Standards of 2005

•Reading and Writing Journal•PIRLS* Survey with 70 Nations*Progress in International Reading Literacy Study, 2012• NEEDU^ report - literacy recommendations^National Education Evaluation and Development Unit.

Report, 2012

Needs Assessment

Reading in South Africa—2013•Achievement grade 4—PIRLS survey•SA average below international mean

▫Similar to Qatar and Botswana•SA distribution was wider than most

▫Standard error = 7.3; typical was 3.0▫Top fifth in SA similar to top 10 countries ▫Bottom 40% had few books at home; parents

not beyond secondary education; many home language is not the language of test

Pathways to reading achievement: NEEDU report recommendations -- 2012•Increase learning time in classrooms•Emphasize higher reading comprehension

(how and why questions) in grades 2-3•Use graded sets of reading materials•Increase quantity of books available (each

student reads 1 book per week)

Pathways to reading achievement: motivational needsEngagement and motivation grade 4 PIRLS 2011

SA Other* Concl.Student confidence 26% vs. 45% lowStudents liking reading 22% vs. 27% lowStudents highly disruptive 21 % vs. 11%

high

*Other = High scoring Western countries

Pathways to reading achievement: balancing motivational and cognitive needs

Reading Instruction-PIRLS 2011- in High scoring

countries—(Hong Kong; Finland)Skill and strategy teaching

Use textbook— 90% of teachersUse workbook—60% of teachers

Engagement and motivation supportModerate use – 60% of teachersModerate experience—60% of students

Pathways to reading achievement: conclusionsAchievement can improved through

increasing reading engagement. Teachers may weave engagement and

motivation support into instruction for reading skills and strategies at all grades.

Theoretical Foundation for Reading Engagement •Engagement model of reading achievement•International research on educational

framework for increasing achievement.•Classroom supports for reading

engagement, cognition and motivation.• Guthrie, J. & Klauda, S. (in press). Engagement

and motivational processes in reading. In P. Afflerbach. Handbook of Individual Differences in Reading. New York. Routledge publisher. www.corilearning.com

ReadingAchievement

Components:ReasoningLiteralFluencyVocabulary

Engagement Model of Reading Development

ReadingEngagement

ReadingAchievement

Components:ReasoningLiteralFluencyVocabulary

Components:EffortEnthusiasmPersistenceSelf-regulation

Engagement Model of Reading Development

ReadingEngagement

ReadingAchievement

Motivation in

Reading

Cognition in

Reading

Components:ReasoningLiteralFluencyVocabulary

Components:EffortEnthusiasmPersistenceSelf-regulation

Components:Intrinsic EfficacyValueSocial

Components:Word rec.FluencyLiteralReasoning

Engagement Model of Reading Development

ReadingEngagement

ReadingAchievement

Motivation in

Reading

Cognition in

Reading

ClassroomInstruction

andTeaching

Components:ReasoningLiteralFluencyVocabulary

Components:EffortEnthusiasmPersistenceSelf-regulation

Components:Intrinsic EfficacyValueSocial

Components:Word rec.FluencyLiteralReasoning

Components:Relevance/choiceSuccessImportanceCollaborationVolume

Engagement Model of Reading Development

Research Evidence for Model

•Correlations---across all factors•Unique effects of motivation on

engagement; and cognition on engagement.

•Growth benefits of motivation on engagement and achievement

•Experimental effects of classroom instruction on motivation, engagement and achievement.General-CORI; Specific-experiments.

Community and School Preconditions of Reading Engagement•Students in school, in class•Books available—students read 1 book

per week•Students speak language of the books•Teachers focus on reading for

understanding•Progress beyond ‘teacher-centered’

classroom(Nigeria study reported teacher read-aloudas prevailing motivation approach)

Community and School Preconditions of Reading Engagement•Attend school and class----Community

brainstorm, transportation, parent involvement •Books at home and school---Funding for school

and community libraries Home language and English

•Language of classroom---- Bilingual education transition to English by end of year 2.

•Promote reading for enjoyment at home and school---Reading campaigns, celebrations.

Classroom instruction and teaching: 5 engagement principles

1. Help students read together2. Provide choices in reading 3. Show immediate benefits of reading4. Match texts to student abilities5. Enable students to read a lot

Guthrie, J. T. (2013). South African Reading: Teaching practices K-12 for engagement and expertise. Unpublished manuscript. www.corilearning.com

Engagement principle #1

Help students read togetherGrades K-2• Partners rhyme words; partners alternate reading

pages of a story book; Grades 3-5• Partners read same pages silently, and write a

summary together Grades 6-12• Partners separately identify 3 main points of a text and

compare them and reasons for choosing them. Teams of 4 develop an opinion about a topic, write a persuasive essay and present to another team.

Engagement principle #2

Provide choices in readingGrades K-2• Students choose a book for the teacher to read

aloudGrades 3-5• Students select one section of a history book to

learn and teach to teamGrades 6-12• Students identify topic and select several texts to

learn from and then write an integrative statement.

Engagement principle #3

Show immediate benefits of reading

Grades K-2• Teacher reads a story aloud; students state one thing they

enjoyed. Students read page in an information book; report 1 amazing fact to a partner.

Grades 3-5• Have students state what they learned from a picture in

comparison to a page of text on the same topic. Grades 6-12• Have students write a statement explaining how what they

read in a text connects to their observations or experiences outside of school.

Engagement principle #4

Match texts to student abilities

Grades K-2•90 percent accuracy word recognitionGrades 3-5•90 percent accuracy read aloud fluencyGrades 6-12•90 percent accuracy in brief summaries of

a page of text

Engagement principle #5Empower students to read a lot

Grades K-2: Expectations: On grade reader: Home = 30 min; School = 30 min. Total = 1.0 hr.

Grades 3-5 : Expectations: On grade reader: Home = 30 min; School = 60 min. Total = 1.5 hr.

Grades 6-12: Expectations: On grade reader: Home = 90 min; School = 90 min. Total = 3.0 hr.

• Diverse books, magazines, internet for enjoyment, knowledge, usefulness

Teacher support• Teachers provide time daily for independent reading,

based on interest and curriculum. Teachers assign home reading daily.

Ben Carson: Youngster

Ben Carson

•Age 10 Baltimore school•Lowest in class•Mother—TV 1 hour per day; Book 1 per

week•Teacher – Rock, Obsidian•Class smartest•Harvard graduate•Neurosurgeon: Johns Hopkins University

Ben Carson: Neurosurgeon

Engagement principle– balancing motivational and cognitive instructionCognitive instruction—•Word recognition, fluency, literal

comprehension, reasoning with texts•Reasoning = inferencing, searching,

structuring, integrating complex informationBalance = Direct instruction in cognitive

strategies is linked to five motivation practicesLowest achieving primary students (40%)

benefit MOST from engagement principles (Pianta)

Cognitive processes of content literacyReasoning--general• Identify text structure from cues•Form relations among concepts in text•Self-explain meanings• Identify text structure from cues•Diverse knowledge of genre and languageDisciplinary reading—specific•History—author perspective, purpose•Science---myriad document and prose types

Strategy instruction in content literacyfrom Concept-Oriented Reading Instruction

Direct instruction to enable students to:•Generate inferences between sentences.•Summarize (with Brown and Day

procedure)•Concept map with pyramid and webs•Formulate questions•Search systematically for answers

Educationalpractices

Month 1

Month 2

Month 3

Month 4

Month 5

Month 6

Skill/strategy Instruction*Guided reading andWriting**

XX XX XX XX XX XX

1. Read Together as Partners XX

2. Choice of Books or Texts XX

3. Importance: Pictures, Videos Hands On Activities XX

4. Match Books to Student Reading Abilities XX

5. Empower students to read a lot, Goals and Charts

XX

6. Integrate: All Engagement Practices XX

Implementation plan for engagement practices

Professional Development

1. Professional development—provide teachers brief experiences as students with each engagement support

2. Educational leaders write unit of instruction with engagement support

3. Teachers plan in school teams to implement, slowly with coaching

4. Assessment: observers rate classrooms for reading engagement and expertise

Closing Summary•South African children and teachers have

progressed in literacy.• Improvements in reading achievement and

engagement are possible.•Theory and evidence reveal an approach to

improvement.•Teachers can learn and apply five classroom

principles of teaching for engagement.•Schools can create policies for further

progress.

One engaged reader.

Closing thoughts

•“Not a day goes by when I don’t read every newspaper I can lay my hands on, wherever I am.”

•“Discussion sharpens one’s interest in any subject and accordingly inspires reading and corrects errors.”

•“A bright future beckons. The onus is on us, through hard work, honesty and integrity, to reach for the stars.”

-----Nelson Mandela