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WHAT DO ADOLESCENTS NEED TO READ? AND WHAT SHOULD WE DO TO HELP?

WHAT DO ADOLESCENTS NEED TO READ? AND WHAT SHOULD WE DO TO HELP?. Michael L. Kamil Stanford University. NEW TO NCLB. SCIENCE Once in Elementary Once in Middle School Once in High School. LEARNING STANDARDS--NEW. Content area literacy standards Few current standards qualify

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WHAT DO ADOLESCENTS NEED TO READ? AND WHAT SHOULD WE DO TO HELP?

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  1. WHAT DO ADOLESCENTS NEED TO READ?AND WHAT SHOULD WE DO TO HELP? Michael L. Kamil Stanford University

  2. NEW TO NCLB • SCIENCE • Once in Elementary • Once in Middle School • Once in High School NENYCC Symposium, Albany, NY

  3. LEARNING STANDARDS--NEW • Content area literacy standards • Few current standards qualify • What reading skills are required in each discipline? NENYCC Symposium, Albany, NY

  4. A HISTORY QUIZ: • How many men waded ashore with William the Conqueror in 1066? NENYCC Symposium, Albany, NY

  5. ANSWER • Meanwhile William had assembled an invasion fleet of approximately 600 ships and an army of 7000 men. Source: http://en.wikipedia.org/wiki/Norman_Conquest NENYCC Symposium, Albany, NY

  6. A CHEMISTRY QUIZ • How many molecules of hydrogen and oxygen are needed to make water? NENYCC Symposium, Albany, NY

  7. Answer • H2O Source: ??? NENYCC Symposium, Albany, NY

  8. DIFFERENT DISCIPLINES REQUIRE DIFFERENT READING SKILLS • See Standards for Middle and High School Literacy Coaches, International Reading Associationhttp://www.reading.org/downloads/resources/597coaching_standards.pdf NENYCC Symposium, Albany, NY

  9. INTERACTION • How does this affect • Teaching? • Teacher education? • Professional development? • Policy? NENYCC Symposium, Albany, NY

  10. BIOLOGY ASSESSMENT ITEMS NENYCC Symposium, Albany, NY

  11. HOW MUCH READING DOES EACH ITEM REQUIRE? NENYCC Symposium, Albany, NY

  12. Prentice-Hall Biology NENYCC Symposium, Albany, NY

  13. Holt Biology NENYCC Symposium, Albany, NY

  14. GENERAL READING ASSESSMENT NENYCC Symposium, Albany, NY

  15. NENYCC Symposium, Albany, NY

  16. 11. Which statement below best states the author’s attitude toward the desert? A The desert is a dangerous place. B She is comfortable in the desert. C The desert is a good place for Sam to play D She feels like a stranger in the desert. NENYCC Symposium, Albany, NY

  17. SCOTT FORESMAN • 6th GRADE CALIFORNIA HISTORY (Readability = 6.8) NENYCC Symposium, Albany, NY

  18. DIFFERENT DISCIPLINES REQUIRE DIFFERENT READING SKILLS • See Standards for Middle and High School Literacy Coaches, International Reading Associationhttp://www.reading.org/downloads/resources/597coaching_standards.pdf NENYCC Symposium, Albany, NY

  19. Literacy in Science Example • Students should learn to read and/or write presentations that use scientific knowledge to explain, argue, or defend conclusions, theories, and ideas. NENYCC Symposium, Albany, NY

  20. CONCLUSIONS • Reading is the key skill • Reading content texts is difficult • Increasing achievement a little is NOT GOOD ENOUGH • We know enough to make this work NENYCC Symposium, Albany, NY

  21. Some Conclusions • Standards call for tests of content • Standards do not call for measures of reading of content material • Skills and abilities often taught in K-3 are insufficient for 4-12 and beyond NENYCC Symposium, Albany, NY

  22. WHAT MORE DO WE NEED? • Content literacy standards • Assessments of those standards • Preparation of teachers and coaches NENYCC Symposium, Albany, NY

  23. RECAP • Independent functioning individuals • Life-long adaptable learners • Options for post-secondary education NENYCC Symposium, Albany, NY

  24. RAISE EXPECTATIONS • INCREASE CAPACITY • MEASURE AND REPORT PROGRESS NENYCC Symposium, Albany, NY

  25. INTERACTION • How does this affect • Teaching? • Teacher education? • Professional development? • Policy? NENYCC Symposium, Albany, NY

  26. WHAT SHOULD WE DO? • A great deal of evidence • NATIONAL READING PANEL NENYCC Symposium, Albany, NY

  27. Alphabetic Principles • Phonemic awareness is far less effective after first grade • Phonics loses its potency as students progress from second to sixth grade NENYCC Symposium, Albany, NY

  28. Vocabulary and Comprehension • Vocabulary • Research on students above 3rd grade • Comprehension • Research on students above 4th grade NENYCC Symposium, Albany, NY

  29. Teacher Professional Development • PD improves student achievement if • Gain in teacher knowledge • Changes in teacher behavior • Coaching has to work but . . . (Not NRP) NENYCC Symposium, Albany, NY

  30. Fluency • Fluency practice improves reading • USRDOES NOT improve reading NENYCC Symposium, Albany, NY

  31. THE END NENYCC Symposium, Albany, NY

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