Improving Reading Achievement for Older Readers

8/13/2019 Improving Reading Achievement for Older Readers

1/17

A Good Start is Not Enough:Improving reading achievement for older

readers


2/17

A Dilemma Reading achievement has risen for 4thgraders

since 1991, while 8thgrade achievement hasbeen stagnant (NAEP)*

More American 8thgraders are on track for

college than is true of either 10thor 12thgraders (ACT)

*Not true for Indiana (no gains in grade 4)


3/17

So what is going on?

Poverty?

Low parent education?

We dont know how to teach reading?


4/17

Two inseparable problems

1. Low readers (remedial, striving, etc.)

2. Low average achievement


5/17

So lets raise achievement

What are the keys to success?


6/17

Key 1: Require reading for all

Amount of reading of challenging texts(complex, subtle text) within instruction is best

predictor of later academic and work success

Reading needs to be required and expected Teachers have to stop being rational


7/17

Key 2: Increase instructional time

Upper grade teachers arent even certain ifthey are supposed to teach reading

No excuse for not teaching reading at all

grade levels (and all students) Need to establish substantial time standards

that specify both total amounts of reading

instruction as well as amounts for the major

components


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Key 3: More time for low readers

Special intervention classes for those who aretwo or more years below level

After school and/or summer programs as well

This has to be quality time (curriculum,materials, teachers)


9/17

Key 4: Need to monitor learning

The idea of any special effort aimed at lowreaders implies that they are being monitored

(test results should be used to determine who

gets extra help)

Tests can also help in the targeting of

interventions (so that reading levels are similar)

Need to monitor student progress more frequently

in learning against the curriculum (and use these

data to adjust response)


10/17

Key 5: Teach vocabulary

Vocabulary instruction raises readingcomprehension

Needs to be substantial and intensive: the

point is learning, not teaching Daily instruction

All modes of language

Rich meanings

Lots of connections

Lots of review


11/17

Key 6: Oral reading fluency

Oral reading fluency improves silent readingcomprehension

More effective than silent reading instruction

Repetition is needed This has to be included in the various

disciplines because of the differences in

textual demands

Challenging text


12/17

Key 7: Reading comprehension Comprehension strategy instruction can

improve reading achievement

Need to match the level of intensity evident inthe research studies

Summarization, question asking, priorknowledge, monitoring, graphic organizers,visualization

Disciplinary strategies, too


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Key 8: Writing

Writing activity can have a positive impact onreading achievement

Writing engages a more thorough processing

of information Writing extended responses to text reading is

more effective than short answers

Word processing

Strategy instruction


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15/17

Key 10: Motivation

Need students working towards you ratherthan daring you to teach

Curiosity

Competence Challenge

Collaboration


16/17

If we want older students to read well

Require reading Increase amount of teaching

Increase it even more for striving readers

Monitor learning Teach vocabulary, oral reading fluency,

comprehension, and writing

Provide professional development

Motivate kids


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A Good Start is Not Enough:Improving reading achievement for older

readers

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Improving Reading Achievement for Older Readers