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. . .
DID YOU KNOW?Out of every 100 Kentucky 9th graders. . .
39 enter college. . .
DID YOU KNOW?Out of every 100 Kentucky 9th graders. . .
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 . . .”
--Adolescents and Literacy: Reading for the 21st Century,
Alliance for Excellent Education
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.)
--Adolescents and Literacy: Reading for the 21st Century,
Alliance for Excellent Education
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
MATURE READERSMATURE READERS STRUGGLING READERSSTRUGGLING READERS
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
MATURE READERSMATURE READERS STRUGGLING READERSSTRUGGLING READERS
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
MATURE READERSMATURE READERS STRUGGLING READERSSTRUGGLING READERS
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