Improving Adolescent Literacy: Five Recommendations

Michael L. Kamil

Stanford University

April 22, 2009 High School Redesign Institute, Baton Rouge

mkamil@stanford.edu

THREE TASKS IN ADOLESCENT LITERACY

RAISE EXPECTATIONS

INCREASE CAPACITY

MEASURE and REPORT PROGRESS

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ACT. (2008). The Forgotten Middle. (p. 18)

Chance of Later Success

Science Mathematics

UnpreparedInReading

1% 15%

PreparedInReading

32% 67%

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READING NEXT: INSTRUCTION

Direct, explicit comprehension instruction

Instruction embedded in content

Motivation and self-directed learning

Text-based collaborative learning

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READING NEXT: INSTRUCTION

Strategic tutoring Diverse texts Intensive writing Technology component Ongoing formative

assessment

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READING NEXT: INFRASTRUCTURE

Extended time for literacy Professional development Summative assessment Teacher teams Leadership Comprehensive coordinated

literacy program

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NOT ALL OF THEM ALL THE TIME

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READING NEXT available:

http://www.all4ed.org/publication_material/adlit

WRITING NEXT available (same location

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COGNITIVE TARGETS

NAEP 2009

Locating /Recalling

Integrating/ Interpreting

Critiquing/ Evaluating

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COGNITIVE TARGETS

NAEP 2009 PISA 2009Locating /Recalling

Integrating/ Interpreting

Critiquing/ Evaluating

Accessing and retrieving

Integrating and interpreting

Reflecting and evaluating

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NAEP 2009 READING FRAMEWORK

http://www.nagb.org/publications/frameworks/reading09.pdf

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DIFFERENT TYPES OF RECOMMENDATIONS

Consensus READING NEXT

Evidence-based Practice Guides Meta-analyses

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STRONG EVIDENCE

Studies with high internal and external validity

Systematic review of research that meets WWC standards

No contradictory evidence of similar quality

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STRONG EVIDENCE

Several well-designed, randomized controlled trials or quasi-experiments that generally meet WWC standards

One large, well-designed, randomized controlled, multisite trial that meets WWC standards

No contradictory evidence of similar quality

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MODERATE EVIDENCE

Studies that support strong causal conclusions but generalization is uncertain

Studies that support the relationship but where causality is uncertain

Experiments or quasi-experiments meeting WWC standards with limited generalizability

No contrary evidence

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MODERATE EVIDENCE

Comparison group studies not meeting WWC standards but

(a) consistently show enhanced outcomes

(b) have no major flaws

Correlational research with strong statistical controls for selection bias

No contrary evidence

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LOW EVIDENCE

Expert opinion

derived from strong findings or theories in related areas.

based on evidence that does not rise to moderate or strong levels.

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Recommendation Level Of Evidence

Explicit Vocabulary Instruction

STRONG

Explicit Comprehension Instruction

STRONG

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Discussion Around Text

MODERATE

Motivation and Engagement

MODERATE

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Intensive and Strategic Tutoring

STRONG

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FIVE RECOMMENDATIONS

First three are about strategies teachers can incorporate into instruction.

The fourth is about strategies for improving students’ motivation and engagement.

The fifth is about remedies for struggling readers—usually not in class.

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PROVIDE EXPLICIT VOCABULARY INSTRUCTION

Devote time to explicit instruction

Expose new words in multiple contexts

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PROVIDE EXPLICIT VOCABULARY INSTRUCTION

New vocabulary in multiple contexts

Independent vocabulary learning

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POTENTIAL ROADBLOCK

Teachers may not know how to select words to teach, especially in content areas.

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ONE SOLUTION

Vocabulary should be selected on the basis of how important the words are for learning in a discipline, NOT the tier in which the word is located.

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DIRECT EXPLICIT COMPREHENSION STRATEGY INSTRUCTION

Select carefully the text to use when teaching a strategy.

Show students how to apply strategies to different texts.

Use text appropriate for the reading level of students.

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DIRECT EXPLICIT COMPREHENSION STRATEGY INSTRUCTION

Use direct explicit instruction lessons to teach strategies.

Provide the appropriate amount of guided practice.

Talk about comprehension strategies while teaching them.

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POTENTIAL ROADBLOCK

Most teachers lack the skills to provide direct and explicit comprehension strategy instruction.

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ONE SOLUTION

Professional development in explicit instruction of comprehension strategies will assist all teachers (language arts and content-areas) in teaching. Coaching is a good example.

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EXTENDED DISCUSSION OF TEXT MEANING AND INTERPRETATION

Select engaging materials and develop stimulating questions.

Ask questions to provide continuity and extend discussion.

Use a specific “discussion protocol.”

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META-ANALYSIS

Murphy, K., Wilkinson, I., Soter, A., Hennesey, M. & Alexander, J. (In Press). Examining the effects of classroom discussion on students’ comprehension of text: a meta-analysis. Journal of Educational Psychology.

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THREE TYPES OF DISCUSSION

Efferent Unpacking the facts of the text

Aesthetic Expressive—affective response

—“say what you think” Critical/Analytic

Debate ideas Interrogate the text, author, issue

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CONCLUSIONS

Few approaches increased literal or inferential comprehension and critical-thinking and reasoning.

Efferent discussions increase student talk and comprehension more than other types.

The amount of time was related to success.

Greatest effects for below-average and average ability students.

Putting students into groups to talk is not enough to enhance comprehension and learning.

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POTENTIAL ROADBLOCK

Teachers lack the skills in behavior management, discussion techniques, or critical thinking to guide productive discussion and analysis of text meanings.

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ONE SOLUTION

Content-area teachers should experience these kinds of discussions themselves as a way of learning what it feels like to participate in effective, open discussions.

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INCREASE MOTIVATION AND ENGAGEMENT

Meaningful and engaging content learning goals around the essential ideas of a discipline.

Provide a positive environment that promotes student autonomy in learning.

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INCREASE MOTIVATION AND ENGAGEMENT

Make literacy experiences more relevant.

Promote higher reading engagement and conceptual learning.

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POTENTIAL ROADBLOCK

Some teachers think that motivational activities must entertain students and often create “fun” activities that are not necessarily focused on learning.

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ONE SOLUTION

Teachers should closely connect instruction and student performance to learning goals.

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INDIVIDUALIZED INTERVENTIONS FOR STRUGGLING READERS

Screening assessments to identify students with reading difficulties.

Formal and informal assessments to pinpoint students’ instructional needs.

Intervention that provides an explicit instructional focus for each student.

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INDIVIDUALIZED INTERVENTIONS FOR STRUGGLING READERS

Greater instructional need, more intensive intervention.

Intensity of interventions is related to size of instructional groups and instructional time.

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POTENTIAL ROADBLOCK

Some middle and high schools may not have the specialized personnel, time, and resources to conduct efficient screening to identify students’ reading needs.

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ONE SOLUTION

Results from standardized tests can be used to determine which students are reading below grade level. Classroom teachers can administer group screening tests that will identify students who may have reading problems.

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PRACTICE GUIDES

Available at:

http://ies.ed.gov/ncee/wwc/pdf/ practiceguides/adlit_pg_082608.pdf

http://dww.ed.gov

DWW Goal

Translate research-based practices into practical

toolsthat support and improve

classroom instruction

Website Tour

Research base/Instructional presentations Expert interviews

• School site videos and slideshows• Interviews and sample materials from schools

• Tools and templates to implement practices

http://dww.ed.gov

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THE END

Improving Adolescent Literacy: Five Recommendations

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