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From Frustration To Freedom
- 1. FROM FRUSTRATION TO FREEDOM: INTERVENTION FOR STRIVING READERS Jen McCarty Plucker, Ed.D. Reading Specialist and Literacy Coordinator Eastview High School Jennifer McCarty Plucker, Ed. D
- 4. A child’s excitement for reading (literacy) is not necessarily the secondary educator’s reality. The focus on early literacy has resulted in the needs of older readers being largely unmet (Vacca; 1998; Vacca & Alvermann, 1998) Jennifer McCarty Plucker, Ed. D
- 5. Jennifer McCarty Plucker, Ed. D
- 7. Background Jennifer McCarty Plucker, Ed. D Creation of Striving Reader cohort English/Speech 10 9-12 Reading Intervention Program 9 th Grade Academic Literacy 9 (FOCUS of THIS STUDY) 10 th Grade SR Cohort 11 th Grade Literature Cohort 10 th -12 th Grade Reading Lab 2006-07—Examination of EV Readers Class of 2010
- 16. Academic Literacy: Student Perspective Jennifer McCarty Plucker, Ed. D
- 19. Comfortable Reading Spaces with Teen Appeal (Atwell, 2007) Jennifer McCarty Plucker, Ed. D
- 20. Book Flood (Gallagher, 2009) Jennifer McCarty Plucker, Ed. D
- 21. Time to Read and Write (Allington, 2006) Jennifer McCarty Plucker, Ed. D
- 22. Students Engaged with Technology (Alvermann, 2001; O’Brien, 2006) Podcasting, glogster, Moodle, animoto, wikis, poll everywhere, movie maker, digital photography, i-tunes, flip video cameras, the Internet. . . Jennifer McCarty Plucker, Ed. D
- 23. Formative Assessment (Afflerbach, 2007; Stiggens, Arter, Chappuis & Chappuis, 2006). Jennifer McCarty Plucker, Ed. D
- 31. DRA2 Comparison of Means t tests reveal statistically significant mean gains for all areas at the .01 level Jennifer McCarty Plucker, Ed. D
- 32. Frequency Bar Plot for DRA2 Growth (AL9) Jennifer McCarty Plucker, Ed. D
- 37. Grab their attention with high interest reads Jennifer McCarty Plucker, Ed. D
- 39. Jennifer McCarty Plucker, Ed. D
- 42. Reading is thinking Jennifer McCarty Plucker, Ed. D
- 49. “ A capacity and taste for reading gives access to whatever has already been discovered by others.” - Abraham Lincoln Materials and PowerPoint will be made available at: www.jmplucker.blogspot.com Jennifer McCarty Plucker, Ed. D
- 50. Book Trailer Example Jennifer McCarty Plucker, Ed. D
Notes de l'éditeur
- Share about me too.
- How I get started down this road District literacy initiative. . .
- Red—who I started studying (still informally following as they’ll be seniors) Black—focus of THIS dissertation—class of 2012
- )--Highlighted Today b/c we have statistically significant evidence that it is working to accelerate student growth in reading. Opine about Reading Lab (and share success we’ve had, though!)
- Share a story or two!
- Introduce video. . . Assignment—in 2 minutes, show us what Academic Literacy 9 is to you. . . Completely student created. . All their choices. They were given flip videos and digital cameras and access to video creation software. . .
- 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. . .