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

Elizabeth FogartyBrian HousandPatricia Owen John Fogarty

Tales From a High School Reading Workshop

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

One Size Fits All

Three-Legged Stool

• Renzulli (1977)– Enrichment Triad Model

• Vygotsky (1962) – Zone of Proximal Development

• National 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

Time Spent Reading in School

Study by John Goodlad in A Place Called School

Elementary 6%

Middle 3%

High 2%

Three Goals of the Schoolwide

Enrichment Model Reading (SEM-R)

To increase enjoyment in reading To encourage students to pursue

challenging independent reading 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

Pre Post

10% 95% 30-40 minutes of 30-40 minutes of reading a day reading a day

Phase 1High interest read

alouds and higher order questions

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.

Phase 1 Components

• Read Aloud• Book Selection:

– Genres– Themes– Fiction/Nonfiction

• Book Talks• Moving from 15

minutes to 5!!

Phase 2Supported Independent Reading using individual conferences and

differentiated reading instruction

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 provided:

• 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

Phase 3Phase 3

Self-selected interest and choice components

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

Interest and Depth lead to Creative Productivity

We need students to get more deeply interested in things, more involved in them, more engaged in wanting to know, to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.

(Howard Gardner in an interview with R. Brandt, Educational Leadership, 1993)

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 through the Accelerated Reader Company 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 ReadingThere 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