Reading, Reading Material, and

ResearchT. Cavanaugh, Ph.DC. Cavanaugh, Ph.D.

K. Hall, Ph.D.S. M. Syverud, Ph.D.M. McCrudden, Ph.D.

Florida Education Research AssociationJacksonville

November 15, 2006

Reading, Reading Material, and Research

Description: This session will present some of the current facets in reading research, running the gamut from individual cognitive, to classroom strategies, to online school libraries and accreditation. Panel presenters will each discuss their ongoing research design, implications, and results to date.

School

Classroom

StudentReading Research

Virtual Schools and the School Library

Terence CavanaughCathy CavanaughUniversity of North FloridaCollege of Education and Human ServicesDepartment of Leadership, Counseling, and Instructional Technology

School Library Missions

• “To ensure that students and staff are effective users of ideas and information” (AASL 1998, p. 6).

• Accomplished through the two primary purposes: – supporting the curriculum– promoting reading for enjoyment.

• Ensure that students are provided with opportunities that will engage them in reading, and create an environment where reading is valued and encouraged (AASL 1999).

American Association of School Librarians (AASL)

School Library Advantages

• “Research findings from more than 4,000 schools indicate links between academic achievement and strong school libraries”

• Other findings indicate that strong libraries correlate to higher standardized test scores

Students – Millennial Generation

• Majority use tools such as Google to research a topic

(Kaminski, Seel, & Cullen 2003)

• While using such search tools, the students recognize that they are wasting time in their research process and desire assistance

(McEuen 2001)

DL Success Factors

•Effective practices based on experience and research. Resources--Processes--Results cycle (Cavanaugh, 2005).

•Practices that support library services in virtual schools are:

– Student services (Resources)– Qualified, experienced staff (Resources) – Appropriate learning materials (Resources) – Student access to learning resources (Resources) – Focus on content and students (Practices) – Development of information literacy (Practices) – Program accreditation (Results)

Accrediting Agencies

U.S. DoE recognized regional accrediting bodies: • (MSAS) Middle States Association of Colleges and

Schools • (NCACSI) North Central Association of Colleges and

Schools• (NEASC) New England Association of Schools and

Colleges• (NAAS) Northwest Association of Accredited Schools• (SACS) Southern Association of Colleges and Schools• (WASC) Western Association of Schools and Colleges

Accreditation Requirements

Library Services

• Staffing

• Collection – Integration

• Practices– Planning – Budget

Sample Accreditation Requirements Related to School Libraries

North Central Association Commission on Accreditation and School Improvement http://www.ncacasi.org/standard/cp/ra

• Library Staffing: – The school employs the equivalent of at least one professionally

trained individual.

• Library Collection: – An appropriate collection of books and periodicals is provided to

support the instructional program. In addition to print materials, the collection should include filmstrips, computer programs, tape and disc recordings, and videotapes.

• Library Practices: – The professional staff has developed a statement of policy for

the selection of reference materials, instructional materials for the library, and textbooks.

VS and Brick Accreditation Standards (sample)

NAAS Brick School Virtual School

Certified library media specialist

Required – Number depends on school enrollment

Required – no population mentioned

Collection A wide range of materials, technologies, or other library/information services required

A wide range of materials, technologies, or other library/information services required

Access Students, faculty, and support staff have regular and frequent access to services

No requirement

Independent inquiry

Enables students and faculty to use various resources and technologies

Enables students and faculty to use various resources and technologies

Policies Policies are in place for the selection and removal of information resources and the use of technologies and the Internet.

Policies are in place for the selection and removal of information resources and the use of technologies and the Internet.

Study

For this study, librarians, teachers, administrators from online schools were surveyed and interviewed to gather information about their student library services and teacher/library collaboration.

Information from accrediting agencies regarding virtual school library requirements.

Study Methods

•Online surveys– Administrators– Librarians– Primary language

instructors

• Interviews– Accrediting

agencies– Accredited schools– Teachers

http://www.unf.edu/~tcavanau/projects/research/survey_of_virtual_schools.htm

Survey Topics

• General/Demographic

• Personnel

• Access

• Funding/budget

• Accreditation

• Students

Survey Questions

• The priority given to library services• How students access library resources (local

school, public library, online, etc.)• Whether the school has a budget for library

materials• Whether the school employs certified librarians• Demographics of the students served• School’s current accreditation status• The collaboration between distance learning

teachers and school librarians.

Initial Survey Results

• Librarian– 1 full time

– 1 part time

– 5 none

• Library Services– 3 library

– 3 online library

– 3 subscription library

– 8 no service

From twelve online schools

Full Time

Part Time

None

Library

Online Library

Subscription

None

Initial Survey Results (cont.)

• Library Priority– 0 highest

– 2 high

– 2 moderate

– 2 low

– 2 no

• Library Access– 3 local school

– 5 public libraries

– 3 no expectations

From eight responses

Highest

High

Moderate

Low

None

School

Public

None

Initial Survey Results (cont.)

VS provides for:• Reading Enjoyment

– 3 yes

– 5 no

• Research – 3 yes

– 5 no

• Students expected to use a library

– 5 yes

– 3 no

From eight responses

Yes

No

Yes

No

Yes

No

Initial Survey Results (cont.)

Teacher interviews

Teachers working with part-time online students had:

• no collaboration with regional librarians/libraries

• not even considered contacting regional school libraries

Online Library – Subscribe

• Subscription library fees based on usage• 24/7 access to the collection• School purchases a collection of titles or pays a

service fee• Only one student at a time may access each

purchased copy • Set the checkout time allotment

Online Library – Vendors

Library subscription vendors:• netLibrary (http://www.netlibrary.com/Gateway.aspx) • ebrary (http://www.ebrary.com/index.jsp) • Questia (http://www.questia.com/Index.jsp) • OverDrive – Digital Library Reserve

(http://www.overdrive.com)

Students with special needs (free): • Bookshare.org (www.bookshare.org) • Accessible Book Collection

(www.accessiblebookcollection.org)

Online Library - Create

• Personnel • Server

– Adobe’s Content Server (timed checkout)

• Collection– Construct– Purchase

• Blackmask• Gutenberg • Baen

School Library

Benefits• Dedicated to students• Age/stage appropriate

collection• Curriculum related• Staffed with K12

trained personnel

Issues• Access issues

– Ex. Florida’s Jessica Lunsford Act

• Lack of coordination between teachers & library

• Collection may not reflect VS curriculum

Public Library

Benefits• Free and public• Expanded time

access• Wide range of

materials (preK-adult+)

• Reading enjoyment focus

Issues• Not dedicated to

student applications• Lacking curriculum

support• Lacking research

focus

References

• AASL (American Association of School Librarians). (1999). Position Statement on the Value of Independent Reading the School Library media Program. Adopted June 1994, revised July 1999. Retrieved October 2006 from http://www.ala.org/ala/aasl/aaslproftools/positionstatements/aaslpositionstatementvalueindependent.htm.

• AASL (American Association of School Librarians). (1998). Information Power: Building Partnerships for Learning. Chicago: American Library Association.

• ALA (American Library Association). (2003). Information Literacy and Accreditation Agencies.  http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/infolitaccred/accreditation.htm

• Cavanaugh, C. (2005). Distance Education Success Factors. Encyclopedia of Information Science and Technology. Khosrow-Pour, M. Ed. Hershey, PA: Idea Group Reference.

• Kaminski, K., Seel, P., and Cullen, K. (2003). Technology Literate Students? Results from a Survey EDUCAUSE Quarterly, V26, N3, pp 34-40. Retrieved October 2006 from http://www.educause.edu/ir/library/pdf/eqm0336.pdf .

• Libraries called key. (2004, February/March). Reading Today, 21(4), 1, 4. Retrieved October 2006 from http://www.reading.org/publications/reading_today/samples/RTY-0402-libraries.html.

• McEuen, S. F. (2001). How Fluent with Information Technology are our Students? EDUCAUSE Quarterly, V24 N4 p8-17. Retrieved September 2006 from http://www.educause.edu/apps/eq/eqm01/eqm014.asp.

• USDOE. (2006). Recognized Accrediting Associations. http://www.ed.gov/about/offices/list/ous/international/usnei/us/edlite-accred-recog_associations.html

Pre-Service Student Teachers Providing a

Safety Net for Struggling Readers

Susan M. Syverud, Ph.D.

University of North Florida

Department of Exceptional Student and Deaf Education

susan.syverud@unf.edu

Katrina Hall, Ph.D

University of North Florida

Department of Early Childhood Education

katrina.hall@unf.edu

Participants and Setting

• Pre-service student teachers enrolled in the reading methods for exceptional learners class provided a safety net in reading to struggling first graders at an elementary urban professional development school (PDS).

• Pre-service student teachers enrolled in the general education reading methods class provided a safety net in reading to struggling kindergarten, first, and second grade readers at a local elementary school.

• The elementary students were identified as at-risk for reading failure by means of results from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, 2002) or by teacher judgment.

Materials

• Both classes of undergraduate students received training in the implementation of Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983) by the special education faculty member.– This curriculum includes:

• Explicit and systematic phonemic awareness instruction• Explicit, systematic, and synthetic phonics instruction

• Students enrolled in the general education methods class also received training in use of guided reading books and children’s literature.

Pre-service Student Teacher Preparation Prior to Safety Net Provision

• Three 2 hours and 50 minute class sessions were devoted to preparing the both classes of undergraduate students to use the 100 Easy Lessons book.

Both classes of students were presented research on phonemic awareness and phonics instruction and practiced teaching those skills from the 100 Easy Lessons book with their classmates.

Safety Net Provision in Reading

• Students enrolled in the reading methods for exceptional learners class tutored one-on-one for 30 minutes one day a week.

• Students enrolled in the general education reading methods course tutored one-on-one 1 hour two days a week (D.I. & guided reading/phonemic awareness/phonics tasks/comprehension/writing)

• Support and coaching was provided as needed by both university professors.

Evidence of Highly Qualified Teacher Education Preparation

• Pretest/Posttest Comparison on DIBELS– Students were identified as High Risk (HR),

Moderate Risk (MR), Low Risk (LR), or Above Average (AA) on:

• Phoneme Segmentation Fluency (PSF)– (e.g. Tell me the sounds in mop.)

• Nonsense Word Fluency (NWF)– (e.g. Read this word the best you can. “lut”)

• Initial Sound Fluency (ISF)– (e.g. This is mouse, flower, pillow, letters. Which one begins with

the sound /m/?)

Pre-Service Student Teacher Comments

Results from DIBELS at Elementary Urban PDS

1st Grader

PSF

9/29/05 11/23/05

NWF

9/29/05 11/23/05

Erica 33 (MR) 53(AA)33 (MR) 53(AA) 25 (LR) 56(AA)25 (LR) 56(AA)

Faith 36 (LR) 43 (LR) 12 (HR) 62 (AA)12 (HR) 62 (AA)

Cody 3 (HR) 54 (AA)3 (HR) 54 (AA) 16 (MR) 26 (MR)

Nadia 42 (AA) 54 (AA) 25 (LR) 51 (AA)25 (LR) 51 (AA)

Shalease 51 (AA) 63 (AA) 28 (LR) 50 (AA)28 (LR) 50 (AA)

Hunter 39 (LR) 33 (MR) 26 (LR) 49 (AA)26 (LR) 49 (AA)

Tyrease 0 (HR) 40 (LR)0 (HR) 40 (LR) 15 (MR) 45 (LR)15 (MR) 45 (LR)

Summary of local elementary school (39% free & reduced lunch)

• 6 kindergartners – PSF; NWF; ISF– Jan.: PSF- 5 HR/1 MR; NWF- 5 HR/1 MR; ISF 4 HR;

2 MR– March: PSF- 1 HR/2 MR/3 LR; NWF- 4 MR/2 LR; ISF

2 HR; 2 MR; 2 LR• 6 first graders- PSF; NWF

– Jan: PSF 3 MR; 2 LR; NWF 3 MR; 3 LR– Mar: PSF 2 MR; 2 LR; 2 AA; NWF 1 MR; 4 LR; 2 AA

• 4 second graders – PSF; NWF– Jan: NWF 3 MR/ 1 LR; ORF 3 HR; 1 MR– Mar: NWF 2 LR/2 MR; ORF 2 LR; 1 MR; 1 AA

Pre-Service Student Teacher Comments at Elementary Urban PDS

• “I would like to say that I found this course to be full of pertinent information on a section that is a primary concern in education—reading!”

• “From my initial meeting with my tutee, I knew that she could accomplish a great deal during our tutoring sessions if she was properly motivated. I was initially worried about the responsibility of teaching this six-year old girl the correct sounds associated with each letter, since it was not the way I was instructed to read. I was certainly apprehensive about the experience of direct instruction, but the results were worth the worry. I am so very impressed with all that my tutee achieved in reading thus far. Her above average fluency levels as determined by DIBELS, is utterly gratifying.”

Pre-Service Student Teacher Comments at Elementary Urban PDS

• “This tutoring opportunity was a great experience for me. As a future educator, I have been able to acquire hands on experience and teaching techniques that will be helpful for my future career.”

• “This class was very beneficial for me as a future teacher… Reading is a tough area for many teachers and students.”

• “As a secondary teacher, I thought all my kids will be able to read, now I have to take a second look at this notion.”

• “This experience gave me the knowledge of teaching a student directly and seeing the results firsthand.”

Pre-service Teacher comments at local elementary school

• “I learned that being able to say the letters doesn’t mean a child knows the sounds or can blend or segment.”

• “I have been able to use my ‘100 Easy Lessons’ book in my urban field placement and it’s helped my guided reading group a lot.”

• “Working with real children and seeing them actually learn is something you can’t get from a lecture or reading a chapter. I am going to continue to work with my student weekly after this class ends– I just love her!”

Classroom Teacher Comments

• “I have seen tremendous progress and am using this to document my safety net work with the kindergarten children.”

• “This is perfect for guided reading with the children who have gaps in their learning.

• “The work that the tutors do has been very helpful and allows the children an extra session of learning—great intervention.”

Assessing the Effect of a Causal Diagram on Text

Comprehension

Matt McCrudden, Ph.D.University of North FloridaCollege of Education and

Human ServicesDepartment of Foundations and Secondary Education

mmccrudd@unf.edu

Phases of the Study

1. Identify a specific reading activity– Causal inference generation

2. Provide instructional intervention– Supplemental visual display

3. Assess understanding– Recall

– Transfer

– Reasoning

4. Evaluate effect of instructional intervention

Big Picture

• Readers frequently have difficulty understanding cause-effect relationships in text (Carney & Levin, 2002; Graesser, Leon, & Otero, 2003; Pearl, 2000).– What influences comprehension of causal relationships?

– How can comprehension of causal relationships from text be improved?

Causality

• Causality is established when a reader infers that an antecedent event precedes and causes a subsequent event.

Anatomy of a Causal Inference

• Example: “Bone loss leads to increased amounts of calcium in the blood.”– Cause = bone loss– Effect = more calcium in blood– Supporting knowledge:

• Bones contain calcium.

• Bones lose calcium during bone loss.

• Calcium travels throughout the body in the blood.

Causal Diagram

• A visual display that spatially organizes the causal relationships of a process or sequence of events with arrows indicating direction of causality– e.g. Why are astronauts more likely to develop

kidney stones during space travel?

Lack of

Gravity

Decreased physical stress on

load-bearing bones

Decreased production

of bone building

cells

Bones absorb

less calciu

m

Bone loss

Increased calcium levels in the blood

Kidneys filter more

calcium from blood

Excess calcium

in tissues of kidney

Increased potential

for kidney stones

Potential Benefits of Causal Diagrams

1. Relevant events are more salient

2. The spatial organization facilitates understanding of causal relationships between relevant events

3. Reduces load on working memory

Research Question

Does a causal diagram facilitate comprehension of causal relationships

--OR--

is a causal diagram redundant with the text and not facilitate comprehension of causal

relationships?

Competing Hypotheses

Causal Explication Hypothesis

Redundancy Hypothesis

•Causal diagrams improve comprehension by explicitly representing the causal structure of the text in a visual format

•Causal diagrams provide information that is redundant with the reader’s mental representation of the text and does not improve causal inference generation

Participants and Design

• 81 undergraduate education majors (conditions similar with respect to sex, race, age, GPA, background knowledge)

• 3 conditions– Text-Text

– Text-Causal Diagram

– Text-Outline

Learning Outcomes

• Causal sequence test

• Transfer test

• Holistic causal comprehension test

Causal Sequence Test

• Recall steps in the causal sequence– Explain why astronauts are more likely to get

kidney stones during space travel. List as many of the steps in the causal sequence as you can, starting with the very first step, with as much accuracy and detail as you can.

Transfer Test

• Integrate causal steps into general principles and extend those principles to situations not described in the text.– Sample item:

• Imagine one of your friends is ill and must stay in bed for 6 weeks. Using what you have learned about how kidney stones form, explain why your friend is more likely to develop kidney stones than if she was not required to stay in bed.

Holistic Causal Comprehension Test

• Comprehension of transitive relationships (A causes B, which causes C. How does a change in A affect C?)

– If the bones were absorbing less calcium, how would the potential for kidney stones be affected?

a) The potential would increase.

b) The potential would decrease.

c) The potential would have no effect.

Procedure

• Read text (460 words) for 4 minutes then:– Reread,

– Study the CD, or

– Study the outline for 4 minutes

• Interpolated task (Prior knowledge test and demographics)

• Causal Sequence test• Transfer test• Holistic causal sequence test

Analyses

• Three one-way ANOVA’s• Independent variable

– Study materials (Text-Text, Text-Outline, & Text-CD)

• Dependent Variables– Causal sequence test– Transfer test– Holistic causal sequence test

Results• Causal Sequence Test

– Main effect for Study Condition• F (2, 81) = 10.71, p < .001, η2 = .215

• Transfer Test– Main effect for Study Condition

• F (2, 81) = 3.51, p < .05, η2 = .083

• Holistic Causal Sequence Test– Main effect for Study Condition

• F (2, 81) = 4.14, p < .05, η2 = .096

Group Means

Text-CD Text-Outline Text-Text

Causal Seq.(proportion)

.76* .63 .47

Transfer 8.7* 8.2 6.6

Holistic Causal Seq.(proportion)

.83* .81 .68

Summary

• The causal diagrams improved comprehension by explicitly displaying the implicit causal structure of a text in a visual format. (Support for causal explication hypothesis)

Implications for Educators

• Providing learners with causal diagrams during study is relatively:– simple– efficient

Thank you for your attention!

• Presentation http://www.unf.edu/~tcavanau/presentations/presentations.htm