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10/12/17
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BeckyJennings
Director ofProfessionalServicesConsultant&CertifiedTrainer
STRUGGLING ADOLESCENT
READERS:STRATEGIES
ANDSOLUTIONS
AdolescentLiteracy;APositionStatementoftheInternationalReadingAssociation (2012)
“Adolescentsenteringtheadultworldinthe21stcenturywillreadandwritemorethanatanyothertimeinhumanhistory.Theywillneedadvancedlevelsofliteracytoperformtheirjobs,runtheirhouseholds, actascitizens,andconduct theirpersonallives.Theywillneedliteracytocopewiththefloodofinformationtheywillfindeverywheretheyturn.Theywillneedliteracytofeedtheirimaginationssotheycancreatetheworldofthefuture.Inacomplex andsometimes evendangerousworld,theirabilitytoreadwillbecrucial.Continualinstructionbeyondtheearlygradesisneeded.”
NAEP 2015RESULTS
64% of fourth-grade and 66% of eighth-grade students DID NOT perform at or above the Proficient level in reading
http://ww w. na ti o nsrep or tcar d. gov /rea di ng_ma th_ 20 15 /#reading?grade = 4
TheReadingGap FoundationSkillsofReading
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ADOLESCENT READING RESEARCHWHAT DOESN’T WORK
• K-3Strategies andpractices• Phonemic Awareness training• Passive repetitive practice• Sight words• Slow labored reading• Answering ?=comprehension• Literacy instruction is theresponsibility ofELA teachers only
WHAT WORKS• Ageappropriate instruction• Word study &decoding strategies• Engaging activities andmotivation• Word meaning &decoding strategies• Fluency instruction• Comprehension skills &strategies fordeeper understanding
• Literacyneeds tobeconnected to allcontent and the realworld
Research-BasedRecommendationsforEffectiveAdolescentLiteracyInstruction(NCET)
• Identifyat-riskstudentsearlyandprovideeffectiveintervention
• Direct&explicitinstructionusingmulti-modal texts
• Differentiatedinstructionspecifictoindividualneeds
• Engaging&motivationalmaterials• Summativeandformativeassessments
• Technologythatprovideslearner-centeredrelevantactivities
• Reach Designed for adolescent readers grades 4-10• Research-based explicit, individualized instruction• Embedded placement, fluency, and progress monitoring
assessments• Adaptive Intelligence Technology individualizes and
differentiates instruction based on student need• Highly motivating, engaging multi-modal content• Responsive to needs of students and teachers• ELL supports & fluency training
A tool that meets the criteria
ResearchandAuthorTeamShane Templeton, Ph.D. (Phonics)
Foundation Professor of Literacy StudiesUniversity of Nevada, Reno
Timothy Shanahan, Ph.D. (Comp., Vocab., Urban Ed & Diversity)Professor of Urban Education, University of Illinois at Chicago
Timothy Rasinski, Ph.D.Professor of EducationKent State University
Ben Brady (Students At-Risk & Student Engagement )Executive DirectorChildren’s Literacy Foundation
Andrew Morr ison (Literacy Expert & Software Development )President, Altis Avante CorporationFounder of Earobics
Altis Reach provides instruction in four key areas
§PHONICS§VOCABULARY§COMPREHENSION§FLUENCY
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Assessments
1. Initial Placement Assessment• Tool for placement within the Reach program• Lexile levels are used to match reading ability with text difficulty
2. Progress Monitoring• Level assessments automatically administered every 6 weeks
3. Fluency Assessment• Oral reading fluency (ORF) administered by teachers every three units• 1:1 administration• Phonics and Vocabulary activities allow students to listen to modeled
reading, record, playback and save recording
ReachassessmentsdevelopedbyMetaMetricsAssessments
DifferentiatedInstruction BasedonStudentNeed
• IndividualizedInstruction• Adaptivetechnologydifferentiates andprovidessupportsbasedonreal-timedata
• Explicitinstructionatstudentlevel
PhonicsInstruction• PhonicsStructuralAnalysis• WordAttackstrategies• Spellingpatterns• High-Frequencywords
“Recognizing Phonic patterns is essential to decoding.”~ National Reading Panel
PhonicsActivities VocabularyInstruction• Vocabularywordsinmultiplecontexts
• Morphology• Idioms• Homophones• MultipleMeaningWords• TierII&IIICoreAcademicWords
WHAT MAKES REACH UNIQUE?
v Most curriculum & interventions use ACT/SAT word lists created 30 years ago
vResearchers spent 1.5 years to identify real-world words encountered in day-to-day life
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Vocabularyactivity:Morphology
ComprehensionInstruction• MakingInferences• Summarizing• MakingPredictions• ActivatingPriorKnowledge• Questioning• UnderstandingtheText• MainIdeaandDetails• MonitoringUnderstanding• Text Structures
Comprehension
FluencyInstruction• VarietyofPassages
• Providesmodeledreadingü Echoreadingü PacingPracticeüFluencyrecording
• HighFrequencyPhrases
vStudentsrecord,playbackandpracticemodeledreading
vTipsareprovidedtohelpstudentsdevelopprosodicfeatures ofmodel
vRecordingscanbesubmittedtoteacher forreview andevaluation
Fluency
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“Motivation can determine whether adolescents engage with or disengage from literacy learning.” National Council of English Teachers;Adolescent Literacy; A Policy Research Brief
Research-BasedRecommendationsforEffectiveAdolescentLiteracyInstruction(NCTE)
• Identifyatriskstudentsearlyandprovideeffectiveintervention
• Direct&explicitinstructionusingmulti-modal texts
• Differentiatedinstructionspecifictoindividualneeds
• Engaging&motivationalmaterials• Summativeandformativeassessments
• Technologythatprovideslearner-centeredrelevantactivities
Reach“Iloveit!Ithinkit’sthebestoftheprogramswehavetried.ItputmeattherightlevelsoI’mnothavingtostartatthesamelevelaseveryoneelsedoingthingsthatareeithertooeasyortoohardforme.It’schallenging,butatalevelthatICANdo,andIfeellikeit’shelpingmelearnquickly.”-Studentage16,readingatthe2-3rd gradelevel
“Mystudentsdon’twanttostopReachtrainingwhenmyclassisover.They’dliketospendmoretimeintheprogram.”- TeacheratRitenour SchoolDistrict
BeckyJennings
Director ofProfessionalServicesConsultant &Certified Trainer
bjennings@edtechpartners.com314-432-0222
Resources• AdolescentLiteracy Resources;http://www.adlit.org/researchbytopic/c124/• AdolescentLiteracy: APositionStatementof theInternationalReadingAssociation(2012);https://www.literacyworldwide.org/docs/default-source/where-we-stand/adolescent- literacy-position-statement.pdf?sfvrsn=8
• EffectiveInstructionforAdolescentStrugglingReaders;http://www.centeroninstruction.org/effective-instruction-for-adolescent-struggling-readers---second-edition
• NationalCouncilof Teachersof English.AdolescentLiteracy; APolicyResearchBrief ;http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief .pdf
• OntheJobLexile Requirements–NationalAdultLiteracyStudy(MetaMetrics)• http:/ /s lideplayer.com/s lide/7255120/2 4/ imag es/13/On-
the+Job+Lexile+Requir eme nts+Na tio nal+ Adul t+Lit eracy +Stu dy.jpg
• Altis ReachResearch Base. Altis Reach: Anintensivereadinginterventionsolutionforstrugglingreadersgrades 4-10.
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