Strategies-for-Teaching-Reading-Skills-2011

StrategiesforTeachingReadingSkillsOctober6,2011Whyarewehavingthisconversation?NationalAssessmentofEducationalProgress(NAEP)ContextsforReadingReadingforliteraryexperienceReadingforinformationReadingtoperformataskAspectsofReadingFormageneralunderstandingDevelopinganinterpretationMakingreader/textconnectionsExaminingcontentandstructureBasic(265)Twelfth-gradestudentsperformingattheBasiclevelshouldbeabletoidentifyelementsofmeaningandformandrelatethemtotheoverallmeaningofthetext.Theyshouldbeabletomakeinferences,developinterpretations,makeconnectionsbetweentexts,anddrawconclusions;andtheyshouldbeabletoprovidesomesupportforeach.Theyshouldbeabletointerpretthemeaningofawordasitisusedinthetext.Proficient(302)Twelfth-gradestudentsperformingattheProficientlevelshouldbeabletolocateandintegrateinformationusingsophisticatedanalysesofthemeaningandformofthetext.Thesestudentsshouldbeabletoprovidespecifictextsupportforinferences,interpretativestatements,andcomparisonswithinandacrosstexts.Advanced(346)Twelfth-gradestudentsperformingattheAdvancedlevelshouldbeabletoanalyzeboththemeaningandtheformofthetextandprovidecomplete,explicit,andprecisetextsupportfortheiranalyseswithspecificexample.Theyshouldbeabletoreadacrossmultipletextsforavarietyofpurposes,analyzingandevaluatingthemindividuallyandasaset.NAEPResults12thgrade2009Theaveragereadingscoreforthenation'stwelfth-graderswas2pointshigherin2009thanin2005.Thescorein2009,however,was4pointslowerthanthescoreforthefirstreadingassessmentin1992.Whitestudents,Asian/PacificIslanderstudents,andmalestudentsmadegainssince2005.Thirty-eightpercentoftwelfth-gradersperformedatorabovetheProficientlevelinreadingin2009,whichwashigherthanthepercentagein2005,butnotsignificantlydifferentfromthepercentagesinotherearlierassessmentyears.NAEPResults=tab2&subtab_id=Tab_1#tabsContainerNAEPResultsOverallresultsSmallgainsoverallfor8thgradersNochangeinachievementgapNochange,femalescontinuetooutperformmalesNogainsinlower-incomestudentsNosignificantchangeinOhioscores=Tab_1&tab_id=tab1#tabsContainerCharacteristicsofGoodReadersWhentheycometoanunfamiliarword,goodreadersuseavarietyofwordanalysisstrategies,suchascontextclues,rootwords,prefixes,suffixes,etc.Poorreaders“sounditout,”rarelyconnectingthewordtoameaning.Goodreadersaremetacognitivelyaware,theyself-correctwhentheymakeamistake.Poorreadersoftenignoretheirerrors,orfailtonoticeerrors.Goodreadersreadtoconstructmeaning,poorreaderreadtodecodeletters.CharacteristicsofGoodReadersGoodreadersreadandreread,becomingincreasinglyfluent;poorreadersseldomreadleadingtoproblemsestablishingfluency.Goodreaderspayattentiontoauthorsandillustrators,seekingoutadditionalchoicesbasedonwhattheyhaveenjoyedinthepast,poorreadersseldomnoticethosedetailsandusuallyreadonlywhenmaterialisassigned.Goodreadersgetexcitedaboutbooksanddiscussthemwithfriends,teachers,andfamilytosharetheirenthusiasm,poorreadersdon’tdiscusswhattheyreadunlessrequired.CharacteristicsofStrugglingReadersReadtoofast,blurringwords,rushingthroughpunctuationDonotrereadtoclarifymeaningReadtofinishratherthantounderstandDonotpredictwithoutpromptingDonoteasilymakeinferences,drawconclusion,ormakegeneralizationHavedifficultysummarizingimportantpointsfromthetextCharacteristicsofStrugglingReadersDonotsetapurposeforreadingotherthantocompletetheassignmentDonotconnecteventsinthetexttoothertexts,personalexperiences,etc.Donotrecognizewhencomprehensionisnottakingplace,ordonotknowhowtoadjust,continuesreadingDonotknowhowtousetextfeatures(charts,graphs,typeface,etc.)LiterateAliterateIlliterateTypeofReaderAvidDormantUncommittedUnmotivatedUnskilledEnjoysReading?YesYesNoNoNoMakestimetoreadYesNoNoNoMayormaynotIdentifiesasareaderYesYesNoNoNoSaysreadingis...AwayoflifeAneatexperienceKnowingwordsSayingwordsFiguringoutwordsSaysbooksareEntertainingEntertainingFunctionalFunctionalFunctionalStrategiesToSupportReadingComprehensionDRTA–DirectedReadingThinkingActivityCycleofpredictingandsummarizingtoenhancecomprehensionandmetacognitionBeginbypredictingfromthetitleofthereadingStopperiodicallytosummarize,thenpredictwhatwillcomenextWorksverywellwithtextthatisarrangedwithheadingsandsubheadings,ifnotstudentshavetofindtheirownstoppingplacesOftenreferredtoas“chunking”textStrategiesToSupportReadingComprehensionProcessGuidesHelptoguidestudentsthroughthetexttosortoutimportantinformationPreparedbytheteacherinadvancePointsthewaythroughthereading,informationstudentshouldfocuson,informationtheycanskimForexample….ProcessGuideExample1.ComparedefinitionsofandpurposesforcooperativelearninginCruickshankandKagan.2.Don’tworryaboutknowingSTAD,TGT,etc.focusontheoriesbehindcooperativelearningandwhatmakescooperativelearningdifferentfromgroupwork,suchaspgs.244-45.3.Focusonpurposes,characteristics,definitions,whentousefor-discoverylearning-constructivism-directinstruction4.Fordirectinstruction,paymoreattentio