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A Model Program to Integrate Effective Reading Strategies into CTE Instruction Presenter: Betty R. Ware Supervisor of Career and Technical Education, Fine Arts & Health/Physical Education - PowerPoint PPT Presentation
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A Model Program to IntegrateEffective Reading Strategies into
CTE Instruction Presenter: Betty R. Ware
Supervisor of Career and Technical Education,Fine Arts & Health/Physical Education
Presented at ACTE Convention by Chester P. Wichoski, Project Director , Temple CTE Reading Project Temple University
Chet.w@Temple. Edu
• Developed in response to a concern with low reading skills of many Career and Technical Education (CTE) students
• Selected because of their proven effectiveness with students in CTE programs in Pennsylvania through a research and development project conducted by Temple University Center for Professional Development in CTE
Temple CTE Reading Project D. Garnes, FRA
• Reading is a fundamental skill• Central to all learning• According to NAEP data, the reading levels of
high school age students are alarmingly low
Temple CTE Reading Project D. Garnes, FRA
• Ability to read at an early age is an accurate predictor for later success in school
• Been known to predictAcademic successAcademic difficultyDiscipline problemDrop out ratesEarly elementary grade reading scores
(first, second, third grade) predict prison populations 15 years later
Temple CTE Reading Project
D. Garnes, FRA
• Traditionally, the teaching of reading ends at sixth grade
Unless student has severe reading problems
• Almost all teachers, including English teachers and most academic and CTE teachers have not been professionally prepared to use reading strategies
Temple CTE Reading Project D. Garnes, FRA
• Most CTE students are motivated because they elect to be in a CTE program
Creates a window of opportunity for teachers to integrate proven reading strategies
Many strategies can be incorporated into the delivery of CTE content
Temple CTE Reading Project D. Garnes, FRA
• These reading strategies are not attempts to make the CTE teacher a reading teacher nor change the focus of the CTE instructional content
• It is an opportunity for CTE teachers to enhance the teaching and learning process by incorporating proven reading strategies
• Three major categories of reading strategies1. Reciprocal Teaching2. Scaffolding3. Journaling
Temple CTE Reading Project D. Garnes, FRA
Reciprocal Teaching (RT)A reading comprehension strategy readers use
to increase their understanding and retention of text passages
Students learn and apply four reading strategies: Predicting text outcomesClarifying confusing textQuestioning key conceptsSummarizing text information
Advantages of RT
Promotes strategic readersIncreases meaningful classroom discussion
and dialogueAddresses the comprehension challenges of
many teachersApplicable for primary through college levels
Scaffolding Instruction
• A temporary learning aid designed to help the student grow in independence as a learner
• Once the skill the scaffold is intended to help has been mastered, the scaffold should be withdrawn
Temple CTE Reading Project D. Garnes, FRA
What is Scaffolding Instruction?• A set of pre-reading, during-reading and
post-reading activities specifically designed to assist a particular group of students in successfully reading, understanding, learning from and enjoying reading passages
(Groves & Groves, 2003)Temple CTE Reading Project
D. Garnes, FRA
Advantages of Scaffolding • A temporary support to assist the students’
comprehension of text• A support structure that allows students to
complete task and gain knowledge• Activities which can be used to self-monitor
and internalize reading • Activities which provide ways for students to
discuss and write about reading passages
Temple CTE Reading Project D. Garnes, FRA
Journaling• A reading comprehension strategy integrating
structured writing activities that are used to monitor learner understanding of reading passages
• Readers collect data, reread, and analyze the findings in order to discover what they mean or how they can be used
• Can take many forms: note-taking, memos, learning logs, paragraph summaries, and reflection writings
Temple CTE Reading Project D. Garnes, FRA
Why Journal in Content Areas?Writing is the most disciplined form of
thinking (Murray, 1984)Journaling is integral to the thinking processAllows processing and retaining of key ideas
Temple CTE Reading Project D. Garnes, FRA
Advantages of JournalingSummarize ideasOrganize processes and sequencesExplore ideas from the textDraw conclusions and reactionsSelf-evaluate learningDiscover vocabulary and develop meaning
Temple CTE Reading Project D. Garnes, FRA
Questions or Comments??