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ENGAGING DISENGAGED READERS KY Reading First: Literacy Cadre Based on Reading Next © 2004

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  • ENGAGING DISENGAGED READERSKY Reading First: Literacy CadreBased on Reading Next 2004

  • SOUNDING THE ALARMIf 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 ALARMThere arent two worlds, education and work; there is one worldLIFE.-Willard Wirtz

  • SOUNDING THE ALARMHow much will you be worth?$18,000Poverty Level$10,712Fast food worker $19,169High School dropouts $28,645High School graduates$51,554College graduatesUS 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 ALARMMore than eight million students in the United States are struggling readers.

    U.S. DOE 2003

  • CAUSE FOR ALARMReading below grade level: 70% of 9th graders 60% of 12th graders

    Reading Next

  • CAUSE FOR ALARMResearch 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 ALARMVery 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 CONNECTIONResearch 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 CONNECTIONEvery 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 CONNECTIONEssential QuestionHow can teachers motivate and engage struggling readers?

  • MOTIVATIONCRITICAL FACTORif students are not motivated to read, research shows that they will not benefit from reading instruction.Disposes one to read or not to readAll 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

  • ENGAGEMENTWhen 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 MATURE READERS vs. STRUGGLING READERS

  • BEFORE READINGMATURE READERS STRUGGLING READERS

    Use prior knowledge Start reading without preparing

    Understand the task/ Read without knowing assignment whyChoose appropriate Read without strategies considering how to approach the material

  • DURING READINGMATURE READERS STRUGGLING READERS

    Focus on what they Are easily distracted are reading

    Monitor their Do not know they do notcomprehension understandread just to done

    Anticipate and Lack strategies whenpredict problems arise

  • DURING READINGMATURE READERS STRUGGLING READERS

    Use context to Do not recognizeunderstand new important wordsterms

    Organize and Fail to add new integrate new informationinformation

  • AFTER READINGMATURE READERS STRUGGLING READERS

    Reflect on their Stop reading andreading, summarize thinkingmajor ideas, andseek information from other sourcesFeel success is due Feel success is dueto effort to luck

  • BEHAVIORS OF MATURE READERS vs. STRUGGLING READERSMature readers are engaged

    Struggling readers are disengaged

  • BEHAVIORS OF ENGAGED READERS vs. DISENGAGED READERSENGAGED READERS DISENGAGE READERS Are socially Are often social misfitsinteractiveSeek to understand Will not ask for assistanceEnjoy learning Are not comfortable in schoolBelieve in their Have low confidencereading abilities

  • BEHAVIORS OF ENGAGED READERS vs. DISENGAGED READERSENGAGED READERS DISENGAGE READERS

    Are mastery Are low achieversorientated Believe they can do it ProcrastinateAre strategic Lack strategiesAre knowledgeable Lack knowledgeAre intrinsically Are extrinsicallymotivated motivated

  • FACTORS THAT CONTRIBUTE TO LESS INTRINSICALLY MOTIVATED STUDENTSLarger classroom settingsFocus on contentMore formalLess student choiceLess personal due to numbersTextbooks are difficult to readTeacher control increasesFewer opportunities to socialize in class

  • HOW DO WE INTRINSICALLY MOTIVATE?

  • HOW DO WE INTRINSICALLY MOTIVATE?Cognitive competence+Motivation+Social interaction=ENGAGEMENT!

  • HOW CAN DISENGAGED READERS BECOME ENGAGED READERS?The teacher is the key.

  • AN ENGAGING TEACHER UNDERSTANDS:Which content is criticalHow the content relates to the presentHow to manipulate and translate content so that it is easily understoodHow to present content in meaningful ways

  • AN ENGAGING TEACHERHelps students set personal goals or objectives, monitors, and supports progress and provides feedback.Allows student choice in selecting interesting text.Fosters cooperative learning groupsReinforces effort and provides recognitionProvides opportunities to hear fluent reading, everyday.

  • Final Thought

    If you are not effective, it is irrelevant how efficient you are.

    -Janet Allen

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