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A Read Wisconsin Resource

Improving Reading Instruction for Struggling Adolescent Readers

http://www.readwisconsin.net

Today’s Purpose

1. Identify the state of adolescent literacy

2. Identify several evidence-based strategies that have been proven effective with adolescent struggling readers to improve both vocabulary and comprehension

3. Identify potential sources for high-interest reading materials that are both age and skill appropriate for adolescent struggling readers

4. Provide a list of resources to learn more about struggling adolescent readers

Today’s Purpose

Read to Lead

• A large portion of the Common Core State Standards in ELA for 6-12th grade focus on Vocabulary and Comprehension

– Reading Standards for Literature 6-12– Reading Standards for Informational Text 6-12– Language Standards 6-12

Connection to the Common Core

Read to Lead

1.Identify the state of adolescent literacy

Goal 1

Read to Lead

In 2009 the NAEP assessed 12th graders in reading and mathematics•Scored 2 points higher than 2005, but 4 points lower than 1992

•Only 38% of 12th graders were at or above proficient

•Score gaps between White and Black and White and Hispanic had no significant difference than previous years

The National State of Adolescent Literacy

Read to Lead

As a state, 2011-2012 WKCE results indicate that we are doing better than the national average. Of 10th graders taking the Reading portion of the WKCE

48.6% are advanced 29.6% are proficient 12.8% are basic 7.8% are at minimal performance levels

This indicates that 20.6% of our 10th grade students are still not at proficient levels of reading.

Adolescent Literacy in Wisconsin

Read to Lead

• 1. The literacy demands we place on adolescents have changed drastically

• 2. Instruction has not kept pace with demands• 3. The nature of adolescents’ struggle widely vary• 4. This results in intervention being complicated

and multifaceted—it must be guided by assessment results

(Deshler et al., 2007)

The Reality of Adolescent Literacy

Read to Lead

2. Identify several evidence-based strategies that have been proven effective with adolescent struggling readers to improve both vocabulary and comprehension

Goal 2

• Repetition– Lists of words are less effective than text embedded in text. – Organize vocabulary into categories– Students will learn better if they are actively trying to learn

the meaning versus being given a definition

• Active Engagement– Mental pictures– Act out words– Use the word in writing

(Kamil, 2003)

Research Based Vocabulary Instruction

• Technology– Computers can be helpful in delivering instruction– Allow students to receive individualized instruction at their own

pace and often involve active participation

• Direct & Indirect– Teach Tier II words directly—words that are neither so common

students already know them or words that are rare and won’t be useful » Tier I Examples: girl, table, run» Tier II Examples: fortunate, coincidence, roam» Tier III Examples: interquartile, plethora, fidelity

– Expose students to vocabulary through rich dialogue and reading

(Kamil, 2003)

Research Based Vocabulary Instruction

• Monitoring using “fix-up” strategies– Students monitor their understanding– If they don’t understand they use “fix up” strategies like look back,

restate, look ahead, etc.

• Cooperative Learning– Students work together in small groups and learning is student led

vs. teacher led

• Graphic Organizers– Semantic networks, concept maps, text maps– Before, during, or after reading

(Kamil, 2003)

Comprehension Strategy Instruction

• Story Structure– Identifying parts of story (setting, characters, rising action, etc.)

• Question Answering/Generating– QAR—students are taught that questions can be answered by

looking at text or by prior knowledge– Teach students where to look for answers

• Summarization– Have students extract the most important information from text

and identify the main idea

(Kamil, 2003)

Comprehension Monitoring Strategies

3. Identify potential sources for high-interest reading materials that are both age and skill appropriate for adolescent struggling readers

Goal 3

• Motivation and engagement are critical to adolescent learning (Deschler et al., 2007)

• Diverse Texts (informational and literary)

• Variety of age-appropriate reading levels

• Culturally relevant

• Help students find engaging materials at their reading level

Motivating Materials

• AdLit.org booklists with reading levels• Hip Books• Orca Soundings series • Faeron Lifetimes series• Take Ten Books• Urban “Real Life” series• Sundance Publishers

• Don’t forget to ask your librarian or visit the CCBC!

Finding Age and Skill Appropriate Books

• Combine content and evidence-based strategies based on the needs of adolescent readers as determined by ongoing assessment

• Motivate students by engaging them in high-interest, age appropriate books at their instructional level

• Prepare adolescents for the literacy demands of life in the 21st century

Effective Interventions

• Be familiar with the ELA Common Core State Standards

• Utilize evidence-based practices

• Use engaging materials that motivate students

What you can do?

• AdLit.org• Coxhead, A. (2000). The Academic Word List.

www.uefap.com/vocab/select/awl.htm• Denton, C., Bryan, D. Wexler, J., Reed, D., & Vaughn, S. (2007). Effective

Instruction for Middle School Students with Reading Difficulties: The Reading Teacher’s Sourcebook. Dallas, TX: The Meadows Foundation.

• Deshler, D. D., Palincsar, A. S., Biancarosa, G., & Nair, M. (2007). Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices. Newark, DE: International Reading Association.

• Kamil, M. L. (2003). Adolescents and Literacy: Reading for the 21st Century. Alliance for Excellent Education. http://www.all4ed.org/files/AdolescentsAndLiteracy.pdf

• Kamil, M. L., et al. (2008). Improving adolescent literacy: Effective classroom and intervention practices—A practical guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Educational Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/adlit_pg_082608.pdf

• Word Generation—A Research-Based Vocabulary Program. www.wg.serpmedia.org

Goal 4: Some Helpful Resources

• Look for a survey about today’s webinar• Archived webinars available at:

www.readwisconsin.net

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