![EASTVIEW HIGH SCHOOL’S ACADEMIC LITERACY 9 COURSE: A QUASI-EXPERIMENTAL CASE STUDY FOR THE IMPLEMENTATION OF A READING INTERVENTION PROGRAM AT A MINNEAPOLIS/ST. PAUL SUBURBAN HIGH SCHOOL Jennifer McCarty Plucker, Ed. D. Research Poster Presentation International Reading Association April 28 th , 2010 [email_address] http://jmplucker.blogspot.com Dr. Jennifer McCarty Plucker](https://image.slidesharecdn.com/iraposterpresentation-100503135658-phpapp02/85/IRA-poster-presentation-1-320.jpg)
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IRA poster presentation
- 1. EASTVIEW HIGH SCHOOL’S ACADEMIC LITERACY 9 COURSE: A QUASI-EXPERIMENTAL CASE STUDY FOR THE IMPLEMENTATION OF A READING INTERVENTION PROGRAM AT A MINNEAPOLIS/ST. PAUL SUBURBAN HIGH SCHOOL Jennifer McCarty Plucker, Ed. D. Research Poster Presentation International Reading Association April 28 th , 2010 [email_address] http://jmplucker.blogspot.com Dr. Jennifer McCarty Plucker
- 20. DRA2 Comparison of Means t tests reveal statistically significant mean gains for all areas at the .01 level Dr. Jennifer McCarty Plucker
- 24. “ A capacity and taste for reading gives access to whatever has already been discovered by others.” ~Abraham Lincoln Dr. Jennifer McCarty Plucker
Hinweis der Redaktion
- Say thanks: Before I begin, I’d like to say a quick thank you to my parents—Joe and Mary, my mother in law Fern, my husband Carl, children Andrew and Ainsley, friends Jessie and Meg, Thank You for supporting me not only today but throughout the past 3 years! And thank you Sonja—(Dr. Schmieder’s wife) for being here and putting up with the hours and hours Allen spent away from you and at the computer faithfully and carefully reviewing my work. Thank you especially to you committee members—Drs. Dave Lange, Randy Peterson , and Allen Schmieder for all your patience, support, and encouragement (especially this past month!).
- Quasi-experiment: a study that resembles an experiment except that random assignment played no role in determining which participants got which level of treatment. ...
- Introduce video. . .
- Comprehension strategy theory- licensed and expert teachers direct instruction small class sizes The problem is not illiteracy, but comprehension” (Biancarosa & Snow, 2004, p. 10). The work of Jeanne Chall(1983; 1986) introduced the reading community to the notion that children learn to read in grades kindergarten through three, and then read to learn from grades three on up. In reality, as the demands of the content and the difficulty levels of the text as well as the vast amount of information the child must navigate as they make their way through each subject during school, the reader must be able to not only read the words on the page, but understand and attach meaning to those words. In order to do so, the reader must be able to construct meaning of difficult vocabulary, sift through the many details to determine what is most important, activate prior knowledge to attach new learning with previous learning, think critically, and do all of this while continuing through the text fluently.( Allington, 2006; Irvin, et al., 2007; Snow & Biancarosa, 2003). Zone of Proximal Development—individualized, customized instruction. . .scaffolding to support students through the process. I do, we do , you do Formative Assessment to determine zone. . .strengths, areas to improve, etc. Engagement/self-efficacy Dweck and Kohn—Performance vs. growth mindsets, meaningful feedback, Guthrie and Wigfield and Guthrie: choice, control, relevance, Obrien and Vacca— I can because I think I can “ Students who struggle the most re-engaged and REDEFINED themselves as competent when engaged in activities they viewed as relevant using digital tools and popular media” ~ O’Brien, 2008 Research base: Eccles, Wigfield, & Schiefele, 1998: Guthrie, 2008; Smith & Wilhelm, 2002; Strickland & Alverman, 2004) Confidence building is KEY—students must see themselves as academic. . .successful. . .often Striving students sometimes view themselves as outsiders at EVHS—pull them IN
- ANOVA— simply tell us –yes there is a difference somewhere in these three groups. Scheffe will tell us where exactly those differences exist.
- Discuss why—control and al9 similar populations of students all id’d striving readers, adolescent reading growth is slow. . .research has shown can’t catch up in one year (Allington, 2009) Practical significance—gap between AL9 and Gen9 is narrower than between Control group and Gen9
- NPR—important b/c it is what we use to id students. Based on national norms—50% means right smack in the middle compared to students across the nation. . .important to note that general population is skewed to the left w/ mean 71.9% (50 th percentile RIT=223) Practical significance—40 th percentile no longer id’d as striving reader. . .
- Discuss why—control and al9 similar populations of students all id’d striving readers, adolescent reading growth is slow. . .research has shown can’t catch up in one year (Allington, 2009) Practical significance—gap between AL9 and Gen9 is narrower than between Control group and Gen9 Important implication—in order to narrow reading gap must accelerate reading growth (Allington). Important note: In 8 th grade, Con had negative growth (went backwards); AL9 remained flat (no digression or growth); and general population made approx 4 point gain. . .
- Define engagement, fluency, and comprehension. . .
- Scores: Engagement Fall: 3.4 Spring Engagement: 5.3 Fall Fluency: 9.9 Spring Fluency: 12.3 Fall Comprehension: 13 Spring Comprehension: 17.2 Fall Total: 26 Spring Total: 34.9 Goal is to get students out of instructional zone and into independent 6/8; 12/16 Fluency; 18/24 Comprehension Formative Assessment: Conferencing. . .
- In other words, what specifically w/in the treatment program was most effective?
- Deliver Conclusion here. . .