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 Universitymcurtis@lesley.edu

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?

33

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

66

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

1414

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.

1515

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.