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Why is TEACHING reading comprehension so important

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Why is TEACHING reading comprehension so important

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    1. Why is TEACHING reading comprehension so important? Go ahead! Think Pair Share!

    2. United States Literacy Trends 50 million adults are unable to read at a higher level than is expected of a fifth grader. The number of adults that are classified as functionally illiterate increases by about 2.25 million each year. 20 percent of high school seniors can be classified as being functionally illiterate at the time they graduate. * Source : National Right to Read Foundation

    3. Where Illiteracy Leads 70 percent of prisoners in state and federal systems can be classified as illiterate. 85 percent of all juvenile offenders rate as functionally or marginally illiterate. 43 percent of those whose literacy skills are lowest live in poverty * Source : National Institute for Literacy

    4. So What’s the Problem? Antiquated teaching methods of instruction that haven’t changed since the 1930s Programs that do not incorporate phonics based instruction Emphasis on word memorization and repetition over phonics and comprehension skills * U.S. Department of Education

    5. Some more startling trends Less than one-third of 13-year-olds are daily readers, a 14 percent decline from 20 years earlier. Among 17-year-olds, the percentage of non-readers doubled over a 20-year period, from nine percent in 1984 to 19 percent in 2004.1 On average, Americans ages 15 to 24 spend almost two hours a day watching TV, and only seven minutes of their daily leisure time on reading * Source: National Endowment for the Arts Reading Study

    6. And more sunshine Reading scores for 12th-grade readers fell significantly from 1992 to 2005, with the sharpest declines among lower-level readers.3 2005 reading scores for male 12th-graders are 13 points lower than for female 12th-graders, and that gender gap has widened since 1992.4 Reading scores for American adults of almost all education levels have deteriorated, notably among the best-educated groups. From 1992 to 2003, the percentage of adults with graduate school experience who were rated proficient in prose reading dropped by 10 points, a 20 percent rate of decline.5

    7. One More Nearly two-thirds of employers ranked reading comprehension "very important" for high school graduates. Yet 38 percent consider most high school graduates deficient in this basic skill.6 American 15-year-olds ranked fifteenth in average reading scores for 31 industrialized nations, behind Poland, Korea, France, and Canada, among others.7 Literary readers are more likely than non-readers to engage in positive civic and individual activities – such as volunteering, attending sports or cultural events, and exercising.8

    8. Key Principles for Reading Comprehension Instruction Teach reading comprehension skills and strategies at all levels of reading development. Reading comprehension instruction must be responsive. Reading comprehension instruction must be systematic Reading comprehension instruction must be intensive. Reading comprehension instruction should involve authentic reading at all stages. Reading comprehension instruction involves providing opportunities to read for pleasure. Reading comprehension instruction requires collaboration with other professionals and shared responsibility for student success.

    9. Is there a solution? Phonics Based Instruction Explicit Vocabulary Development Emphasis on reading comprehension in conjunction with fluency It’s not only how fast you read but do you UNDERSTAND what you’re reading! Build a passion for reading, make students understand that reading comprehension is the gateway to ALL subject matter. * Source: United States Department of Education

    10. We Can Succeed At Reversing Current Trends Of Reading Deficiency Proficiency in READING COMPREHENSION allows: Equal access to all subject matter for our students A broadening of career choices Eradication of the achievement gap A more educated and competitive workforce Better informed citizens Ultimately a better quality of life for all *Source : University of Oregon Reading For Results Study

    11. References 1. U.S. Department of Education, National Center for Education Statistics (NCES) 2. U.S. Department of Labor, Bureau of Labor Statistics, American Time Use Survey (2006) 3. U.S. Department of Education, NCES, The Nation's Report Card: Reading 2005 4. U.S. Department of Education, NCES, The Nation's Report Card: Reading 2005 5. U.S Department of Education, NCES, National Assessment of Adult Literacy (2007) 6. The Conference Board, Are They Really Ready to Work? (2006) 7. Organization for Economic Co-operation and Development, Learning for Tomorrow’s World: First Results from PISA 2003 8. National Endowment for the Arts, The Arts and Civic Engagement: Involved in Arts, Involved in Life (2006)

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