Nebraska ASCD ConferenceNebraska ASCD Conference

Facilitated by Jenn UtechtFacilitated by Jenn Utecht

November 8, 2010November 8, 2010

Equipping Equipping Adolescent Adolescent Readers:Readers:

Instructional Strategies Instructional Strategies That Boost Student That Boost Student

AchievementAchievement

The Scoop on Adolescent Readers

Each partner group needs a research card.Read your card and think together: – Restate the card’s message. What does it mean? – What are the implications to the student? On

educators? Society? – How can schools begin to target the need and

improve this issue?

Only about one-third of 8th- and 12th- graders read at or above the proficient level as

measured by NAEP, which means approximately 70 percent of adolescents

struggle to read.

Only about one-third of 8th- and 12th- graders read at or above the proficient level as

measured by NAEP, which means approximately 70 percent of adolescents

struggle to read.

Only 13 percent of African American, 16 percent of Latino, and 17 percent of Native

Americans are reading at or above proficient level compared to 41 percent of white 8th-

graders.

Only 13 percent of African American, 16 percent of Latino, and 17 percent of Native

Americans are reading at or above proficient level compared to 41 percent of white 8th-

graders.

A 2004 report from RAND Education identifies major concerns in meeting the No Child Left

Behind (NCLB) goal of 100 percent proficiency of all students. The report states that fewer than half of all students reach proficiency

standards for reading on either state assessments or on the NAEP.

A 2004 report from RAND Education identifies major concerns in meeting the No Child Left

Behind (NCLB) goal of 100 percent proficiency of all students. The report states that fewer than half of all students reach proficiency

standards for reading on either state assessments or on the NAEP.

In the face of stiff competition for jobs and markets, more than 80 percent of American

businesses complain that high school graduates lack adequate reading and writing skills and

spend more than $60 billion per year to bolster employees’ basic competencies.

In the face of stiff competition for jobs and markets, more than 80 percent of American

businesses complain that high school graduates lack adequate reading and writing skills and

spend more than $60 billion per year to bolster employees’ basic competencies.

Only about 32 percent of high school graduates are adequately prepared for college, and of those who matriculate, more than half must

take remedial courses.

Only about 32 percent of high school graduates are adequately prepared for college, and of those who matriculate, more than half must

take remedial courses.

U.S. 11th graders have placed close to the bottom, behind students from the Philippines,

Indonesia, Brazil, and other developing nations, on international comparisons of performance on

reading assessments.

U.S. 11th graders have placed close to the bottom, behind students from the Philippines,

Indonesia, Brazil, and other developing nations, on international comparisons of performance on

reading assessments.

About 1.3 million students nationwide drop out of school between 8th and 12th grades. Only

68% of 9th-grade students complete high school on time with a regular diploma.

About 1.3 million students nationwide drop out of school between 8th and 12th grades. Only

68% of 9th-grade students complete high school on time with a regular diploma.

High school dropouts are 3.5 times more likely to be arrested in their lifetime. One-third of all juvenile offenders read below the 4th-grade

level and two-thirds of prison inmates are high school dropouts.

High school dropouts are 3.5 times more likely to be arrested in their lifetime. One-third of all juvenile offenders read below the 4th-grade

level and two-thirds of prison inmates are high school dropouts.

Seventy percent of unemployed Americans, aged 25 to 64, read at the two lowest literacy

levels. These adults cannot read a bus schedule or write a letter explaining an error on a credit

card bill.

Seventy percent of unemployed Americans, aged 25 to 64, read at the two lowest literacy

levels. These adults cannot read a bus schedule or write a letter explaining an error on a credit

card bill.

Challenges Adolescents Face with Content Area Reading

Reading ability level of the studentLimited vocabulary or background knowledge of topicUnderstanding of text features and organization of the textStudents who don’t have strategies or tools when they get stuckLow motivation or interest in the contentDifficulty of text and textbooks

The “Big Five” for Secondary Readers

For elementary readers:– Phonological

awareness– Phonics– Fluency– Vocabulary– Comprehension

For secondary readers:– Word Study– Fluency– Vocabulary– Comprehension– Motivation

The Big Five: #5 - Motivation

Reading comprehension requires not only knowledge and skills, but also cognitive EFFORT. The goals, values, and beliefs regarding the topics, processes, and outcomes of reading affect students’ motivations for reading.Motivation also involves self-efficacy (confidence) – the belief that one is capable of success.

What are the reasons adolescent readers lack motivation with assigned school

reading?

Adolescent struggling readers often lack motivation to read. This impairs their comprehension and limits their ability to develop effective reading

strategies or to learn from what they read, thus limiting their exposure to important content-area information, world knowledge, and vocabulary.

Teaching Tools for Increasing Motivation in Adolescent

Readers1. Set clear goals and outcomes for each

reading task. Make sure students understand what information they’re reading for!

2. Invite variety and student-choice in reading materials.

3. Provide opportunities for students to interact through reading (discussions, writing, projects).

Do students know WHAT to read, and WHY?

Motivating Adolescent Readers:

1. Set Clear Goals & Reading Outcomes

Be explicit on what students will gain from reading the text provided or assignedUse questioning strategies as a guide to students’ reading.Activate prior knowledge to build interest in text. Model behaviors of a curious reader who is rewarded with new knowledge about an interesting topic!

Purposeful Reading

Knowing a purpose for reading allows the reader to:– Determine what’s important in the text– Determines what the reader will remember

(retain)– Know what comprehension strategies are

needed to comprehend the text– Increases motivation and engagement in

reading.

Without a purpose, students say:

I don’t care about the topicI can’t relate to the topicI daydream and my mind wandersI can’t stay focusedI just say the words so I can be doneI get bored

Sue Beers, 2010

Motivating Adolescent Readers:2. Provide Student Autonomy

Motivation increases when ...– we provide opportunities for students to choose texts

they read and groups they’ll work with.– students have control over some aspects of the task

(product, subject, presentation style)– we allow students to choose a partner, group, or to

work alone

Providing CHOICE for Students’ Reading and

WritingIndependent reading selectionsTopics for writingOutcomes for projectsReading goals per semester (duration, genres, quantities, authors, eras)

Providing a Variety of Texts

Motivation increases when we choose interesting texts for students to read!

– Interesting to diverse students– Based on topics of which students have background

knowledge or experience– Visually compelling: is the reading ‘doable’? Are there

graphics, pictures, illustrations? Is the text “old”? – Appropriate readability levels

Adolescents are motivated in their reading by having

interactive classrooms!

Motivating Adolescent Readers:

3. Interactive Classrooms

Power of Collaborative Learning for Building Motivation (and

Comprehension!)Discussions: – should focus on the construction of meaning and

analysis of text. – They questions or issues are often student-

generated, but teacher facilitated.

Technology Use for Instruction & Student Response– Class blogs for text-based, critical literacy-based

discussions, record keeping at Goodreads.com

Save the The Last Word for Me

Students will read carefully and purposefully, think critically about the text, and use evidence from the text to support thinking.Engages ALL students in reading and engaging with the content and the text. Provides a cooperative learning format, and uses small groups instead of large class discussion. Works best with material that elicits differing opinions or multiple interpretations.

See handout in packet.

Inside – Outside Circles:A Cooperative Learning Strategy

Create a group of 6 with participants in the room NOT at your table. – Split this group in 2 forming two circles (an inside

circle and an outside circle), facing one another.

Using the questions you wrote down regarding Adolescent Literacy earlier this morning, the inside circle participant asks the question while the outside circle participant responds.

Other resources from the National Center on Instruction (all available

free at www.centeroninstruction.org)

Assessments to Guide Adolescent Literacy InstructionImproving literacy instruction in middle and high schools: A guide for PrincipalsAcademic literacy instruction for adolescents: A guidance document from the Center on InstructionLanguage and Reading Interventions for English Language learners and English Language learners with Disabilities (K- 12)Effective instruction for adolescent struggling readersAdolescent literacy walkthrough for principals: A guide for instructional leaders