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Reading Class Would Be Boring If I Didn’t Read… NAGC 2009  St. Louis, Missouri  November 8, 2009 Dr. Elizabeth Fogarty Dr. Brian Housand East Carolina University John Fogarty Cannon Falls High School  Tales From a High School Reading Workshop: “ Reading class would be boring if I didn’t read.”
Looking For Handouts? http://tinyurl.com/nagc-semr-hs
aliteracy   noun : the quality or state of being able to read but uninterested in doing so
No Time!  No Interest!  No WAY! The 3 Voices of Aliteracy (Beers, 1996)
"The man who does not read good books has no advantage over the man who cannot read them.” -- Mark Twain
What is currently happening in reading classes in High School?
Less than 1/3 Percent of  13-year olds  who are daily readers:
Among  17-year-olds, Percentage of  Non-Readers: 19%
If you don’t read much, you really don’t know much. YOU ARE DANGEROUS! DANGER --Jim Trelease
Percentage of Time Spent Reading in School ,[object Object],Elementary 6% Middle 3% High 2%
Are kids reading outside of class?
On average, Americans ages  15 to 24 spend almost  2 hours Per day watching TV
7 Minutes
" I didn't actually read the book, but I did play the video game loosely based on it."
 
 
Three-Legged Stool ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reading Instruction for  Talented Readers (Reis et al., 2004) Methods of Instructional Differentiation  Number and Percentage of Teachers Using the Strategy  Use of classroom libraries with advanced, challenging books  3 (25%)  Integrated enrichment opportunities  3 (25%)  Use of talented readers as role models or group discussion leaders  2 (17%)
Reading Instruction for  Talented Readers (Reis et al., 2004) Methods of Instructional Differentiation  Number and Percentage of Teachers Using the Strategy  Use of technology during reading class  1 (8%)  Replacement of Success for All/direct instruction with standard literature program  2 (17%)
Three Goals of the Schoolwide  Enrichment Model Reading (SEM-R) ,[object Object],[object Object],[object Object]
Components of the SEM-R Framework Increasing degree of student selection Phase 1 - Exposure Phase 2 - Training & Self-Selected   Reading Phase 3 - Interest & Choice Components ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Type I Activities Type II Activities Type II & Type III Investigations
High interest read alouds and higher order questions Phase 1
Phase 1 Components ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Book Hooks provide ,[object Object],[object Object],[object Object],[object Object],[object Object]
Supported Independent Reading using individual conferences and differentiated reading instruction Phase 2
Individualizing and  Differentiating Conferences ,[object Object],[object Object]
Reading Strategies Paris, 2004   Keene & Zimmerman, 1997  Harvey & Goudvis, 2000 Making Connections Making Connections Making Connections Determining Importance Determining Importance Determining Importance Questioning Questioning Questioning Visualizing Visualizing/ Sensory Images Visualizing & Inferring Making Inferences Making Inferences Summarizing Synthesizing Synthesizing Metacognition
Making Inferences Making Inferences Making Connections (T-W) Knowledge Synthesis Making Connections (T-S)
Conferences provide: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Purpose of a Conference ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Self-selected interest and choice components Phase 3
C hoices E xplorations nterests I
Top Strategies For Phase 3 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
I ndependent Projects Enable: ,[object Object],[object Object],[object Object],[object Object]
I ndependent Projects ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Tales From The Classroom: Experiences with SEM-R
Study Design
Participants and Setting ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Data Collection and Analysis ,[object Object],[object Object],[object Object],Beginning of Research STAR Reading Test AMRP IM Chats Throughout SEM-R End of Research STAR Reading Test AMRP IM Chats
STAR Test Data ,[object Object],[object Object]
AMRP Data ,[object Object]
AMRP – Self Concept ,[object Object],[object Object],[object Object],[object Object]
AMRP – Value of Reading ,[object Object],[object Object],[object Object],[object Object]
AMRP – Total ,[object Object],[object Object],[object Object],[object Object]
Questions?
[object Object],[object Object],— Horace Mann
“ We do not need to burn books to kill our civilization;  we need only to leave them unread for a generation.” — R. M. Hutchins
We read to know we’re not alone. — C. S. Lewis

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Nagc 2009 SEM-R Hs

  • 1. Reading Class Would Be Boring If I Didn’t Read… NAGC 2009 St. Louis, Missouri November 8, 2009 Dr. Elizabeth Fogarty Dr. Brian Housand East Carolina University John Fogarty Cannon Falls High School Tales From a High School Reading Workshop: “ Reading class would be boring if I didn’t read.”
  • 2. Looking For Handouts? http://tinyurl.com/nagc-semr-hs
  • 3. aliteracy noun : the quality or state of being able to read but uninterested in doing so
  • 4. No Time! No Interest! No WAY! The 3 Voices of Aliteracy (Beers, 1996)
  • 5. "The man who does not read good books has no advantage over the man who cannot read them.” -- Mark Twain
  • 6. What is currently happening in reading classes in High School?
  • 7. Less than 1/3 Percent of 13-year olds who are daily readers:
  • 8. Among 17-year-olds, Percentage of Non-Readers: 19%
  • 9. If you don’t read much, you really don’t know much. YOU ARE DANGEROUS! DANGER --Jim Trelease
  • 10.
  • 11. Are kids reading outside of class?
  • 12. On average, Americans ages 15 to 24 spend almost 2 hours Per day watching TV
  • 14. " I didn't actually read the book, but I did play the video game loosely based on it."
  • 15.  
  • 16.  
  • 17.
  • 18. Reading Instruction for Talented Readers (Reis et al., 2004) Methods of Instructional Differentiation Number and Percentage of Teachers Using the Strategy Use of classroom libraries with advanced, challenging books 3 (25%) Integrated enrichment opportunities 3 (25%) Use of talented readers as role models or group discussion leaders 2 (17%)
  • 19. Reading Instruction for Talented Readers (Reis et al., 2004) Methods of Instructional Differentiation Number and Percentage of Teachers Using the Strategy Use of technology during reading class 1 (8%) Replacement of Success for All/direct instruction with standard literature program 2 (17%)
  • 20.
  • 21.
  • 22. High interest read alouds and higher order questions Phase 1
  • 23.
  • 24.  
  • 25.
  • 26. Supported Independent Reading using individual conferences and differentiated reading instruction Phase 2
  • 27.
  • 28. Reading Strategies Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000 Making Connections Making Connections Making Connections Determining Importance Determining Importance Determining Importance Questioning Questioning Questioning Visualizing Visualizing/ Sensory Images Visualizing & Inferring Making Inferences Making Inferences Summarizing Synthesizing Synthesizing Metacognition
  • 29. Making Inferences Making Inferences Making Connections (T-W) Knowledge Synthesis Making Connections (T-S)
  • 30.
  • 31.
  • 32. Self-selected interest and choice components Phase 3
  • 33. C hoices E xplorations nterests I
  • 34.
  • 35.
  • 36.
  • 37. Tales From The Classroom: Experiences with SEM-R
  • 39.
  • 40.
  • 41.
  • 42.
  • 43.
  • 44.
  • 45.
  • 46.
  • 48.
  • 49. “ We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.” — R. M. Hutchins
  • 50. We read to know we’re not alone. — C. S. Lewis

Hinweis der Redaktion

  1. Dormant, uncommitted, and unmotivated to read.
  2. Liz Starts
  3. In fact, practitioners and researchers agree on a number of reading strategies that is usually between 5 and 7. It is good to see how much these three align.
  4. Here is an example showing how, along with literary device instruction, reading comprehension strategy instruction is embedded into the bookmarks. Not all bookmark questions correspond to just one reading strategy. Also, the question may
  5. Skype with John
  6. The change in the data is not statistically significant, so the STAR Test data indicates that the SEM-R neither increases nor decreases students’ reading assessment scores. The next step that researchers will take involves analyzing the qualitative data to look for possible trends in changes in self concept as a reader and motivation to read and compare to individual STAR Test scores