Improving Adolescent Literacy: Suggestions from Research Dr. Joseph K. Torgesen Florida Center for Reading Research at FSU Florida Adolescent Literacy

Improving Adolescent Improving Adolescent Literacy: Suggestions from Literacy: Suggestions from

ResearchResearch

Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida Center for Reading Research at FSUFlorida Center for Reading Research at FSU

Florida Adolescent Literacy Workgroup, Aug, 2006Florida Adolescent Literacy Workgroup, Aug, 2006

The term The term Adolescent LiteracyAdolescent Literacy can be used to can be used to encompass both encompass both more than readingmore than reading, and , and reading in many and reading in many and varied formsvaried forms

Adolescent Literacy:The DomainAdolescent Literacy:The Domain

““The privileging of one form of literacy The privileging of one form of literacy (academic literacy) over multiple other forms (academic literacy) over multiple other forms (e.g. computer, visual, graphic, and scientific (e.g. computer, visual, graphic, and scientific literacies) has been criticized for ignoring the literacies) has been criticized for ignoring the fact that different texts and social contexts fact that different texts and social contexts (reading for whom, with what purpose) (reading for whom, with what purpose) require different reading skills.”require different reading skills.”Alverman, 2001)Alverman, 2001)

In the present context, it seems that we In the present context, it seems that we should be most concerned about should be most concerned about academicacademic literacy. literacy.

Adolescent Literacy:The DomainAdolescent Literacy:The Domain

The kinds of reading abilities that support The kinds of reading abilities that support success in the classroomsuccess in the classroom

The kinds of reading abilities that are assessed The kinds of reading abilities that are assessed on state level accountability measures of on state level accountability measures of reading comprehension such as the FCATreading comprehension such as the FCAT

1. How is adolescent literacy growth different 1. How is adolescent literacy growth different than growth in K-3?than growth in K-3?

2. What are the most important instructional 2. What are the most important instructional challenges?challenges?

3. What instructional improvements need to 3. What instructional improvements need to occur in middle and high schools to meet our occur in middle and high schools to meet our goals for improvement in adolescent literacy goals for improvement in adolescent literacy outcomes?outcomes?

Adolescent Literacy: The Adolescent Literacy: The QuestionsQuestions

Reading K-3Reading K-3

Reading K-3 vs. 4-12Reading K-3 vs. 4-12

Acquire strategies for “decoding” unfamiliar wordsAcquire strategies for “decoding” unfamiliar wordsBuild “sight word vocabulary” of many thousands Build “sight word vocabulary” of many thousands

of wordsof words

These are iNTirEStinG and cHallinGinG times for anyone whose pRoFEshuNle responsibilities are rEelaTed in any way to liTiRucY outcomes among school children. For, in spite of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-spread concern that public EdgUkAshuN is not as eFfEktIve as it shood be in tEecHiNg all children to read.

The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.

Reading K-3Reading K-3


Acquire strategies for “decoding” unfamiliar wordsAcquire strategies for “decoding” unfamiliar wordsBuild “sight word vocabulary” of many thousands Build “sight word vocabulary” of many thousands

of wordsof wordsLearn to coordinate skills for fluent reading of textLearn to coordinate skills for fluent reading of text

Begin extension of vocabulary beyond oral Begin extension of vocabulary beyond oral language limitslanguage limitsAcquire variety of strategies for enhancing Acquire variety of strategies for enhancing comprehension, or repairing it when it breaks comprehension, or repairing it when it breaks downdown

Develop or maintain a positive attitude about Develop or maintain a positive attitude about reading and view it as an important skill for reading and view it as an important skill for learning and for pleasurelearning and for pleasure

Reading 4-12Reading 4-12


Extend “sight vocabulary” to unfamiliar words in Extend “sight vocabulary” to unfamiliar words in increasingly challenging text increasingly challenging text

100

110

120

130

Cor

rect

Wor

ds p

er M

inut

eC

orre

ct W

ords

per

Min

ute

140

150

6th Grade 7th Grade 8th Grade

F W S F W S F W S

Correct Words per Minute on Grade Level Text

160

18 WPM

22 WPM 23 WPM

Tindal, Hasbrouck, & Jones, 2005

Text difficulty Text difficulty increasesincreases

Text difficulty Text difficulty increasesincreases




Learning meanings of thousands of new words – Learning meanings of thousands of new words – vocabulary expansionvocabulary expansion

Why Oral language experience is not Why Oral language experience is not enoughenough

Frequency of Word Use in Major Sources of Oral and Written Language (Hayes & Ahrens, 1988)

Rare Words per 1,000I. Printed texts II. Television texts

Newspapers 68.3 Adult shows22.7

Popular magazines 65.7 Children’s shows20.2

Adult books 52.7Children’s books 30.9 III. Adult speechPreschool books 16.3 College graduates

17.3talk with friends/spouses





Increasingly detailed knowledge of text structures Increasingly detailed knowledge of text structures and genresand genres

Expansion of content knowledge in many domainsExpansion of content knowledge in many domains

Thinking and reasoning skills increaseThinking and reasoning skills increase

Reading specific comprehension strategies become Reading specific comprehension strategies become more complexmore complex



Extend “sight vocabulary” to unfamiliar words in Extend “sight vocabulary” to unfamiliar words in increasingly challenging textincreasingly challenging text


Increasingly detailed knowledge of text structures Increasingly detailed knowledge of text structures and genresand genres

Expansion of content knowledge in many domainsExpansion of content knowledge in many domains

Thinking and reasoning skills increaseThinking and reasoning skills increase

Reading specific comprehension strategies become Reading specific comprehension strategies become more complexmore complex

“Ensuring adequate ongoing literacy development for all students in the middle and high school yearsis a more challenging task than ensuring excellent reading education in the primary grades, for tworeasons: first, secondary school literacy skills are more complex, more embedded in subject matters,and more multiply determined; second, adolescents are not as universally motivated to read better or as interested in school-based reading as kindergartners.”Biancarosa & Snow, (2005)

Assuming a focus on academic Assuming a focus on academic literacy:literacy:

How do the requirements for How do the requirements for proficient reading change as proficient reading change as students move from 3students move from 3rdrd grade to grade to 1010thth grade? grade?

Changes in the factors that influence Changes in the factors that influence reading comprehension from grades 3 to reading comprehension from grades 3 to 10: An example from the FCAT10: An example from the FCAT

It was specifically created to examine It was specifically created to examine students increasing abilities to comprehend students increasing abilities to comprehend complex textcomplex textIt requires students to read relatively long It requires students to read relatively long passages before asking them to answer passages before asking them to answer questions. questions. Passage length at different levelsPassage length at different levels

33rdrd grade – 325 words grade – 325 words77thth grade – 816 words grade – 816 words1010thth grade – 1008 words grade – 1008 words

About the FCATAbout the FCAT

How the study was conducted:How the study was conducted:

Gave 2 hour battery of language, reading, Gave 2 hour battery of language, reading, nonverbal reasoning, and memory tests to nonverbal reasoning, and memory tests to approximately 200 children in each grade (3approximately 200 children in each grade (3rdrd, , 77thth, and 10, and 10th)th) at 3 locations in the state at 3 locations in the state

LanguageLanguage – – Wisc Vocab and SimilaritiesWisc Vocab and Similarities Listening comprehension with FCAT Listening comprehension with FCAT

passagepassageReadingReading– – Oral reading fluency, TOWRE, Gray Oral Oral reading fluency, TOWRE, Gray Oral Reading Test Reading Test

NV ReasoningNV Reasoning – – Wisc Matrix Reasoning, Block Wisc Matrix Reasoning, Block DesignDesign Working MemoryWorking Memory– – Listening span, Reading SpanListening span, Reading Span

10

20

30

40

FluencyVerbal

Per

cent

of

varia

nce

acco

unte

d fo

rP

erce

nt o

f va

rianc

e ac

coun

ted

for

50

55

47

60

23

Non Verbal Memory

12

3rd Grade

N=218

R=.76

What skills are particularly deficient in What skills are particularly deficient in level 1 and level 2 readers in 3level 1 and level 2 readers in 3rdrd grade? grade?

FCAT Performance LevelFCAT Performance Level

11 22 33 44 55

Skill/abilitySkill/ability

WPM on FCATWPM on FCAT

Fluency percentileFluency percentile

Phonemic decodingPhonemic decoding

Verbal knowledge/ Verbal knowledge/ reasoningreasoning

5454 9292 102102 119119 148148

66thth 3232thth 56 56thth 7878thth 93 93rdrd

2525thth 4545thth 59 59thth 7474thth 91 91stst

4242ndnd 5959thth 72 72ndnd 9191stst 98 98thth

December, 3rd Grade

Correct word/minute=60

19th percentile

The Surprise PartyThe Surprise Party

My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was invitations. I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and included. I also addressed all the envelopes and put stamps and return addresses on them….. return addresses on them…..

10

20

30

40

FluencyVerbal

Per

cent

of

varia

nce

acco

unte

d fo

rP

erce

nt o

f va

rianc

e ac

coun

ted

for

50

60Non Verbal

Memory

43

51

22

5

7th Grade

What skills are particularly deficient in What skills are particularly deficient in level 1 and level 2 readers at 7level 1 and level 2 readers at 7thth grade? grade?

FCAT Performance LevelFCAT Performance Level

11 22 33 44 55

Skill/abilitySkill/ability

WPM on FCATWPM on FCAT

Fluency percentileFluency percentile

Phonemic decodingPhonemic decoding

Verbal knowledge/ Verbal knowledge/ reasoningreasoning

8888 113113 122122 144144 156156

77thth 2525thth 45 45thth 8282thth 95 95thth

2727thth 5353rdrd 53 53rdrd 7474thth 84 84thth

3434thth 4545thth 64 64thth 8888thth 93 93rdrd

10

20

30

40

FluencyVerbal

Per

cent

of

varia

nce

acco

unte

d fo

rP

erce

nt o

f va

rianc

e ac

coun

ted

for

50

60Non Verbal

Memory

32

52

28

5

10th Grade

What skills are particularly deficient in level 1 and level 2 readers at 10th grade?

FCAT Performance Level

1 2 3 4 5

Skill/ability

Fluency percentile

Phonemic decoding

Verbal knowledge/ reasoning

8th 30th 68th 87th 93rd

18th 27th 45th 56th 72nd

30th 60th 66th 84th 89th

WPM on FCAT 130 154 175 184 199

Two definitions of reading that Two definitions of reading that summarize the findings from the summarize the findings from the study and identify shifting study and identify shifting instructional challengesinstructional challenges

““Reading is translating between oral Reading is translating between oral and written language.” and written language.” (Perfetti, 1985)(Perfetti, 1985)

““Reading is Reading is thinkingthinking guided by guided by print.” print.” (Perfetti, 1985)(Perfetti, 1985)

1. How is adolescent literacy growth different 1. How is adolescent literacy growth different than growth in K-3than growth in K-3

2. What are the most important 2. What are the most important instructional challengesinstructional challenges

3. What instructional enhancements need to 3. What instructional enhancements need to occur in middle and high schoolsoccur in middle and high schools


Must be able to draw upon more extensive and deep background knowledge

Must become more strategic, and able to adapt to a variety of texts and demands

Must learn to deal with more complex ideas – reasoning and inferential skills

Each year skills and knowledge Each year skills and knowledge required to meet standards required to meet standards increasesincreases

4th 5th 6th 7th 8th 9th 10th 11th 12th

Must learn to recognize many new words automatically

Must acquire many new vocabulary words

Must be able to draw upon more extensive and deep background knowledge

Must become more strategic, and able to adapt to a variety of texts and demands

Must learn to deal with more complex ideas – reasoning and inferential skills

Each year, new skills and knowledge Each year, new skills and knowledge are required to meet standards are required to meet standards

increasesincreases

4th 5th 6th 7th 8th 9th 10th 11th 12th

Must learn to recognize many new words automatically

Must acquire many new vocabulary words

1. Improve overall levels of reading 1. Improve overall levels of reading proficiency for all students –more level proficiency for all students –more level 4 and level 5 readers4 and level 5 readers

Based on what we currently know, Based on what we currently know, efforts should focus on three goalsefforts should focus on three goals

Williamson, 2004

When all of this data is brought together, it is When all of this data is brought together, it is apparent that apparent that society in general and the society in general and the workplace in particular demand higher levels of workplace in particular demand higher levels of reading proficiency than schoolsreading proficiency than schools. Moreover, . Moreover, many students are barely meeting those many students are barely meeting those minimal education requirements. minimal education requirements.

(p. 3) -- Pennsylvania Department of Education (p. 3) -- Pennsylvania Department of Education (2004) (2004)



2. Insure that students at “grade level” in 2. Insure that students at “grade level” in third grade are also at “grade level” in third grade are also at “grade level” in 1010thth grade grade

Percent of students at grade level or Percent of students at grade level or above from grades 3 through 10 in 2006above from grades 3 through 10 in 2006

0

10

20

30

40

50

60

70

80

3 4 5 6 7 8 9 10

7575

6666 6767 64646161

46464040

3232

213,000

186,000



2. Insure that students at “grade level” in 2. Insure that students at “grade level” in third grade are also at “grade level” in third grade are also at “grade level” in 1010thth grade grade

3. Accelerate development of students 3. Accelerate development of students “below grade level toward grade level “below grade level toward grade level standardsstandards

1. How is adolescent literacy growth different 1. How is adolescent literacy growth different than growth in K-3than growth in K-3

2. What are the most important 2. What are the most important instructional challengesinstructional challenges

3. What instructional enhancements need to 3. What instructional enhancements need to occur in middle and high schoolsoccur in middle and high schools


Adolescent literacy depends on Adolescent literacy depends on broad and deep broad and deep knowledgeknowledge and and high-level thinkinghigh-level thinking skills, as skills, as well as skills specific to readingwell as skills specific to reading

To accomplish goals #1 & 2, both To accomplish goals #1 & 2, both research and logic suggest that content research and logic suggest that content area teachers must bear the main area teachers must bear the main responsibilityresponsibility

Some reading strategies and approaches are Some reading strategies and approaches are specific to content and style in science, specific to content and style in science, mathematics, history, etc.mathematics, history, etc.

Students spend most of their time during the Students spend most of their time during the school day with content area teachersschool day with content area teachers

Current research provides support for Current research provides support for five five areas of improvement/change by content areas of improvement/change by content area teachers to enhance literacy.area teachers to enhance literacy.

1. More explicit instruction and guided practice 1. More explicit instruction and guided practice in the use of reading comprehension in the use of reading comprehension strategiesstrategies

5 Areas of Improvement 5 Areas of Improvement

2. Increasing the amount of open, sustained 2. Increasing the amount of open, sustained discussion of content and ideas from text.discussion of content and ideas from text.

3. Maintaining high standards for the level of 3. Maintaining high standards for the level of conversation, questions, vocabulary, that are used conversation, questions, vocabulary, that are used in discussions and in assignmentsin discussions and in assignments

4. Adopting instructional methods that increase student engagement with text and motivation for reading

5. More powerful teaching of content and use of methods that allow all to learn critical content

1. We must work to 1. We must work to preventprevent the loss of “grade the loss of “grade level readers after grade 3. level readers after grade 3.

To accomplish goal #3, both To accomplish goal #3, both research and logic suggest:research and logic suggest:

2. We must find a way to deliver 2. We must find a way to deliver more more intensiveintensive, more , more powerful instructionpowerful instruction to to students reading below grade level, because students reading below grade level, because they must they must accelerateaccelerate in their development. in their development.

StrugglingStruggling readers are typically readers are typically lagging behind in several critical lagging behind in several critical areas:areas:Poor readers in 7Poor readers in 7thth grade have struggled grade have struggled

with reading from the beginning—they with reading from the beginning—they have lots of bad habitshave lots of bad habits

Poor readers in 7Poor readers in 7thth grade have, for grade have, for several years, engaged in much less several years, engaged in much less reading than their grade level peersreading than their grade level peers

Teaching Reading is UrgentA student at the 10th percentile reads about 60,000 words a year in 5th grade

A student at the 50th percentile reads about 900,000words a year in 5th grade

Average students receive about 15 times as much practice in a year

(Anderson, Wilson, & Fielding, 1988)

The consequences of early and The consequences of early and continuing reading difficultiescontinuing reading difficulties

Lack of reading practiceLack of reading practice-affects fluency-affects fluency

Lack of wide readingLack of wide reading-affects growth of -affects growth of vocabulary and knowledge of the worldvocabulary and knowledge of the world

Loss of interest in reading and learningLoss of interest in reading and learning

Lack of wide readingLack of wide reading- affects growth of - affects growth of strategic reading skillsstrategic reading skills

Limited reading of classroom Limited reading of classroom assignments- assignments- affects growth of essential affects growth of essential knowledgeknowledge

Primary Characteristics of Struggling Primary Characteristics of Struggling Readers in Middle and High SchoolReaders in Middle and High School

They are almost always less fluent readers—They are almost always less fluent readers—sight word vocabularies many thousands of sight word vocabularies many thousands of words smaller than average readerswords smaller than average readers

Usually know the meanings of fewer wordsUsually know the meanings of fewer words

Usually have less conceptual knowledgeUsually have less conceptual knowledge

Are almost always less skilled in using Are almost always less skilled in using strategies to enhance comprehension or strategies to enhance comprehension or repair it when it breaks downrepair it when it breaks down

Will typically not enjoy reading or choose to Will typically not enjoy reading or choose to read for pleasureread for pleasure

As an initial approximation, there are As an initial approximation, there are two broadly different groups of two broadly different groups of struggling readers for us to be struggling readers for us to be concerned aboutconcerned aboutStudents who are still struggling significantly Students who are still struggling significantly with initial word reading skills (say, below with initial word reading skills (say, below the 3-4the 3-4thth grade level) grade level)

What proportion of struggling readers is What proportion of struggling readers is this?this?

Reading NextReading Next estimates estimates 10%10%

Findings from U.Kansas Study

• Struggling readers are diverse in reading skills. Different schools present different profiles of students and instructional needs.

• Many Struggling Adolescent Readers (ASR) in urban high schools perform at very low levels on multiple measures of reading proficiency. More importantly, they represent about 65% of the urban high school population.

• Many ASR in urban schools struggle with word level reading and comprehension.

• Balanced reading instruction seems warranted• Intensive instruction seems warranted

17 (30%) of students below 90 wpm “benchmark” for end of 2nd grade (9% of total)

38 students(66%) below 110 “benchmark” for end of 3rd grade (21% of total)

7th Grade Level 1&2

4 (3%) of students below 90 “benchmark” for end of 2nd grade

24 (20%) students below 110 “benchmark” for end of 3rd grade

7th Grade Level 3 and above

14 (11%) of students below 110 “benchmark” for end of 3rd grade (8% of total)

10th Grade level 1 and 2

10th Grade level 3 and above

As an initial approximation, there are As an initial approximation, there are two broadly different groups of two broadly different groups of struggling readers for us to be struggling readers for us to be concerned aboutconcerned aboutStudents who are still struggling significantly Students who are still struggling significantly with initial word reading skills (say, below with initial word reading skills (say, below the 3the 3rdrd grade level) grade level)

Students who have “adequate” word level Students who have “adequate” word level skills (though not fully fluent), but struggle skills (though not fully fluent), but struggle with vocabulary, knowledge, reasoning, with vocabulary, knowledge, reasoning, comprehension strategies, and motivationcomprehension strategies, and motivation

10th Grade level 1 and 2

“adequate” word level skills

Findings from a recent meta-Findings from a recent meta-analysis of interventions for analysis of interventions for adolescent struggling readersadolescent struggling readers

Intensive interventions focused on word Intensive interventions focused on word level reading skills produce consistent level reading skills produce consistent effects of reading accuracy and effects of reading accuracy and comprehensioncomprehensionIntensive interventions focused on Intensive interventions focused on comprehension strategies produce larger comprehension strategies produce larger effects on reading comprehensioneffects on reading comprehension

Instructional Enhancements required in Instructional Enhancements required in middle and high schoolmiddle and high school

1. Intensive Reading Classes for students 1. Intensive Reading Classes for students reading below grade levelreading below grade level

Offer a continuum of intensity based on Offer a continuum of intensity based on need – at least two levelsneed – at least two levels

Intensity is manipulated by instructional Intensity is manipulated by instructional group size or by length of instructiongroup size or by length of instruction

Improving reading skills in middle and Improving reading skills in middle and high schoolhigh school

1. Schedule a 1. Schedule a 90 minute block90 minute block every day for every day for students who have significant word level students who have significant word level reading problems plus comprehension reading problems plus comprehension problemsproblemsWord level skills- accuracy and fluencyWord level skills- accuracy and fluency

Strategy instruction and engagement Strategy instruction and engagement in thinking about textin thinking about text

Lots of guided, supported practice in Lots of guided, supported practice in readingreading

Both embedded and systematic Both embedded and systematic vocabulary instructionvocabulary instruction

“…“….enough is already known about adolescent .enough is already known about adolescent literacy—both the nature of the problems of literacy—both the nature of the problems of struggling readers and the types of interventions struggling readers and the types of interventions and approaches to address these needs—in and approaches to address these needs—in order to act immediately on a broad scale.”order to act immediately on a broad scale.”(Biancarosa & Snow, 2005)(Biancarosa & Snow, 2005)

A considered opinion of five eminent A considered opinion of five eminent researchers in adolescent literacy…researchers in adolescent literacy…

Questions/DiscussionQuestions/Discussion

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Improving Adolescent Literacy: Suggestions from Research Dr. Joseph K. Torgesen Florida Center for Reading Research at FSU Florida Adolescent Literacy