ENGAGING DISENGAGED READERS KY Reading First: Literacy Cadre Based on Reading Next © 2004

ENGAGING DISENGAGED ENGAGING DISENGAGED READERSREADERS

KY Reading First: Literacy CadreBased on Reading Next © 2004

SOUNDING THE ALARM

“If you do not learn to

read

and you live in America,

You do not make it in

life.”-Patton & Holmes, The Keys to Literacy

SOUNDING THE ALARM

“There aren’t two worlds, education and work;

there is one world—

LIFE.-Willard Wirtz

SOUNDING THE ALARMHow much will you be worth? $18,000 Poverty Level $10,712 Fast food worker $19,169 High School dropouts $28,645 High School graduates $51,554 College graduates

US Census Bureau

CAUSE FOR ALARMEvery day, more than three thousand students drop out

of high school.

Alliance for Excellent Education 2003

DID YOU KNOW?

Out of every 100 Kentucky 9th graders. . .

DID YOU KNOW?Out of every 100 Kentucky 9th graders. . .

65 graduate from high school. . .


39 enter college. . .


15 graduate from college.Kentucky Department of Education

CAUSE FOR ALARM

More than eight million students in the United States

are struggling readers.

U.S. DOE 2003

CAUSE FOR ALARM

Reading below grade level: 70% of 9th graders 60% of 12th graders

Reading Next

CAUSE FOR ALARM

Research has demonstrated that the reading performance of:

8th graders has remained flat 12th graders has declined

--Adolescents and Literacy: Reading for the 21st Century,

Alliance for Excellent Education

CAUSE FOR ALARM

“Very few older struggling readers need help to read the words on a page; their most common problem is that they are not able to comprehend what they read.”

ReadingNext

What Prevents Most Students fromBecoming Proficient Readers?

TEACHER CONNECTION

Research has demonstrated that:

Little direct attention has been devoted to helping teachers develop the skills they need to promote reading comprehension.

Teacher preparation has not adequately addressed comprehension instruction.

--RAND Reading Study Group (RRSG)

TEACHER CONNECTION

“Every classroom teacher has the direct responsibility for developing those reading skills and abilities essential for adequate comprehension with his particular area of instruction . . .”



TEACHER CONNECTION

Essential Question—

How can teachers

motivate and engage

struggling readers?

MOTIVATION

CRITICAL FACTOR—if students are not motivated to read, research shows that they will not benefit from reading instruction. Disposes one to read or not to read All students who increased their intrinsic

motivation also increased their usage of strategies.

(Defined as the cluster of personal goals, values, and beliefs with regards to topics, processes, and outcomes of reading that the individual possesses.)



ENGAGEMENT

When faced with choices: When an individual selects reading to the

exclusion of other choices Students exhibit far more sophisticated

reading away from the classroom

BEHAVIORS OF BEHAVIORS OF MATURE READERS MATURE READERS

vs. STRUGGLING READERSvs. STRUGGLING READERS

BEFORE READINGBEFORE READING

MATURE READERSMATURE READERS STRUGGLING READERSSTRUGGLING READERS

Use prior knowledgeUse prior knowledge Start reading without Start reading without preparing preparing

Understand the task/Understand the task/ Read without knowing Read without knowing assignmentassignment why why

Choose appropriateChoose appropriate Read without Read without strategiesstrategies considering how to considering how to

approach the materialapproach the material

DURING READINGDURING READING


Focus on what theyFocus on what they Are easily distracted Are easily distracted are readingare reading

Monitor their Monitor their Do not know they do not Do not know they do notcomprehensioncomprehension understand—read just to understand—read just to

donedone

Anticipate andAnticipate and Lack strategies when Lack strategies whenpredictpredict problems arise problems arise

DURING READINGDURING READING


Use context toUse context to Do not recognize Do not recognize

understand newunderstand new important words important words

termsterms

Organize and Organize and Fail to add new Fail to add new

integrate newintegrate new information information

informationinformation

AFTER READINGAFTER READING


Reflect on theirReflect on their Stop reading and Stop reading and

reading, summarizereading, summarize thinking thinking

major ideas, andmajor ideas, and

seek information seek information

from other sourcesfrom other sources Feel success is dueFeel success is due Feel success is due Feel success is due

to effortto effort to luck to luck

BEHAVIORS OF BEHAVIORS OF MATURE READERS MATURE READERS

vs. STRUGGLING READERSvs. STRUGGLING READERS

Mature readers are Mature readers are engagedengaged

Struggling readers Struggling readers

are are disengageddisengaged

BEHAVIORS OF BEHAVIORS OF ENGAGED READERS ENGAGED READERS

vs. DISENGAGED READERSvs. DISENGAGED READERSENGAGED READERSENGAGED READERS DISENGAGE READERSDISENGAGE READERS Are sociallyAre socially Are often social misfits Are often social misfits

interactiveinteractive Seek to understandSeek to understand Will not ask for Will not ask for

assistanceassistance Enjoy learningEnjoy learning Are not comfortable in Are not comfortable in

schoolschool Believe in their Believe in their Have low confidence Have low confidence

reading abilitiesreading abilities

BEHAVIORS OF BEHAVIORS OF ENGAGED READERS ENGAGED READERS

vs. DISENGAGED READERSvs. DISENGAGED READERSENGAGED READERSENGAGED READERS DISENGAGE READERSDISENGAGE READERS

Are masteryAre mastery Are low achievers Are low achievers

orientatedorientated Believe they can do it ProcrastinateBelieve they can do it Procrastinate Are strategicAre strategic Lack strategies Lack strategies Are knowledgeableAre knowledgeable Lack knowledge Lack knowledge Are intrinsicallyAre intrinsically Are extrinsically Are extrinsically

motivatedmotivated motivated motivated

FACTORS THAT CONTRIBUTE FACTORS THAT CONTRIBUTE TO LESS INTRINSICALLY TO LESS INTRINSICALLY MOTIVATED STUDENTSMOTIVATED STUDENTS

Larger classroom settingsLarger classroom settings Focus on contentFocus on content More formalMore formal Less student choiceLess student choice Less personal due to numbersLess personal due to numbers Textbooks are difficult to readTextbooks are difficult to read Teacher control increasesTeacher control increases Fewer opportunities to socialize in classFewer opportunities to socialize in class

HOW DO WE INTRINSICALLY HOW DO WE INTRINSICALLY MOTIVATE?MOTIVATE?

HOW DO WE INTRINSICALLY HOW DO WE INTRINSICALLY MOTIVATE?MOTIVATE?

Cognitive competenceCognitive competence

++

MotivationMotivation

++

Social interactionSocial interaction

==

ENGAGEMENT!ENGAGEMENT!

HOW CAN DISENGAGED HOW CAN DISENGAGED READERS BECOME READERS BECOME

ENGAGED READERS?ENGAGED READERS?

The teacher is The teacher is

the key.the key.

AN ENGAGING TEACHER AN ENGAGING TEACHER UNDERSTANDS:UNDERSTANDS:

Which content is criticalWhich content is critical How the content relates to the How the content relates to the

presentpresent How to manipulate and translate How to manipulate and translate

content so that it is easily content so that it is easily understoodunderstood

How to present content in How to present content in meaningful waysmeaningful ways

AN ENGAGING TEACHERAN ENGAGING TEACHER

Helps students set personal goals or Helps students set personal goals or objectives, monitors, and supports objectives, monitors, and supports progress and provides feedback.progress and provides feedback.

Allows student choice in selecting Allows student choice in selecting interesting text.interesting text.

Fosters cooperative learning groupsFosters cooperative learning groups Reinforces effort and provides recognitionReinforces effort and provides recognition Provides opportunities to hear fluent Provides opportunities to hear fluent

reading, everyday.reading, everyday.

Final ThoughtFinal Thought

““If you are not effective, it is irrelevant how If you are not effective, it is irrelevant how efficient you are.”efficient you are.”

-Janet Allen-Janet Allen

Documents

ENGAGING DISENGAGED READERS KY Reading First: Literacy Cadre Based on Reading Next © 2004