g eorge w ashington u niversity c enter for e quity and e xcellence in e ducation education without...
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GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Education Without Borders: Bridges to Literacy
October 19, 2009
2009 Migrant Education Program Conference
How Can We Improve the Reading Comprehension of Our Struggling
Readers?
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Comprehension is not constantThe ability to comprehend written texts is not a
static or fixed ability, but rather one that involves a dynamic relationship between the demands of texts and the prior knowledge and goals of readers.
From Reading in the Disciplines: The Challenges of Adolescent Literacy – Final Report from Carnegie Corporation of New York’s Council on Advancing Adolescent Literacy By Carol D. Lee and Anika Spratley of Northwestern Univ.
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Comprehension must be created• Reading comprehension is an active process
that engages the reader; it is not a passive receptive process.
• Reading is intentional thinking during which meaning is constructed through interactions between text and reader.
From Guide for Discussing the Findings of the National Reading Panel Report – R3CC Draft 2001
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Sources of Prior KnowledgeInclude:• words and word forms• sentence structure or syntax• text structures or genres• topics
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Prior Knowledge of TopicsStudies have demonstrated thatprior knowledge of topics can influence whatwe comprehend, what we pay attention to, evenwhat perspectives we take.
From Reading in the Disciplines
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Why teach comprehension strategies?
The idea behind explicit instruction in text comprehension is that comprehension can be improved by teaching students to use specific cognitive strategies or to reason strategically when they encounter barriers to comprehension when reading. (4-39/40)
From Guide for Discussing the Findings of the National Reading Panel Report – R3CC Draft 2001
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Strategies used by good readersThere is a considerable body of research documenting
the strategies that good readers use. These strategies include:
1. asking questions2. making predictions3. testing hypotheses4. summarizing5. monitoring understanding and deploying fix-itstrategies as needed.From Reading in the Disciplines
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Areas of Instruction for Expanding Readers’ Skills
• Pre-reading• Predicting• Testing hypotheses against the text• Asking questions• Summarizing
From Reading in the Disciplines
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Generic Reading StrategiesCan be applied to texts across content areas• Monitor comprehension• Pre-read• Set goals• Think about what one already knows• Ask questions• Make predictions• Test predictions against the text• Re-read• SummarizeFrom Reading in the Disciplines
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Thinking Tools to Support Student Use of Comprehension Strategies
Some examples include:• Double Entry Journals• KWL• Graphic Organizers• Anticipation Guides• Annotation of Texts
From Reading in the Disciplines
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
What Does Research Say About the Characteristics
of High QualitySupplementary Reading Instruction?
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
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PA MEP Service Delivery Plan Objectives
SDP Objective 5A: • Increase percentage of migrant students who receive
data-informed supplementary instruction in reading (by at least 5 percentage points annually).
SDP Objective 5B:• Increase the percentage of migrant ELL students
scoring proficient or advanced on the Reading PSSA (by at least 2 percentage points annually).
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
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PA MEP Service Delivery Plan Objectives
SDP Objective 5B:In 2007 –20% of migrant students met the reading target.
In 2008 –17% of migrant students met the reading target.
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
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What Does the Research Tell Us?
• On one point scholars agree. Giving students more time will not, in and of itself, improve learning. It is all about what educators do to make the most of any extra time they get.
Education Week – 2008
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
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What Does the Research Tell Us?
• One-on-one tutoring produces an average growth of 2 letter grades in a class.
• Effect sizes were related to qualifications of instructors—favoring instructors who were specially trained in the targeted interventions (incl. college students, community volunteers, etc.)
Results of Multiple Reports on the Impact of Adult-Delivered Tutoring (1975 – 1998)
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
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What Does the Research Tell Us?
• More intensive interventions had a greater impact. Programs that were short, but intense, had greater effect than longer, less intense interventions.
• One-on-one reading tutoring, led by trained adults, can have a significant positive impact on student reading ability, particularly for younger students.
How Effective Are One-to-One Tutoring Programs in Reading for Elementary Students At-risk of Reading Failure?, Elbaum, Vaughn, Moody (2000)
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Areas of Instruction for Expanding Readers’ Skills
• Pre-reading• Predicting• Testing hypotheses against the text• Asking questions• Summarizing
From Reading in the Disciplines
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Before Reading StrategiesPreview
Text genre, context, text featuresPrior knowledge
PredictTopics to be coveredPoints madeQuestions raised
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Before Reading StrategiesAnticipation Guide for “Electric Money”
Tobacco leaves used to be used as money.
T F
Bartering is a more effective economic system than using money.
T F
Paperclips could be money if we all agreed that they were.
T F
Paper money was invented by goldsmiths and not governments.
T F
US dollars wouldn’t be worth anything if enough people chose not to accept them as payment.
T F
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
During Reading StrategiesCheck PredictionsMonitor Comprehension
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
After Reading StrategiesPersonal ResponseSummarize
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Skilled Reading
GEORGE WASHINGTON UNIVERSITY CENTER FOR EQUITY AND EXCELLENCE IN EDUCATION
Next Steps
Wiki Sitehttp://
migrantreadingcomprehension.wikispaces.com/