A Model Program to Integrate Effective Reading Strategies into CTE Instruction

1. A Model Program to Integrate Effective Reading Strategies into CTE Instruction Presenter: Betty R. Ware Supervisor of Career and Technical Education, Fine Arts & Health/Physical Education Presented at ACTE Convention by Chester P. Wichoski, Project Director , Temple CTE Reading Project Temple University Chet.w@Temple. Edu

2. Developed in response to a concern with low reading skills of many Career and Technical Education (CTE) students • Selected because of their proven effectiveness with students in CTE programs in Pennsylvania through a research and development project conducted by Temple University Center for Professional Development in CTE Temple CTE Reading Project D. Garnes, FRA

3. Reading is a fundamental skill • Central to all learning • According to NAEP data, the reading levels of high school age students are alarmingly low Temple CTE Reading Project D. Garnes, FRA

4. Ability to read at an early age is an accurate predictor for later success in school • Been known to predict • Academic success • Academic difficulty • Discipline problem • Drop out rates • Early elementary grade reading scores (first, second, third grade) predict prison populations 15 years later Temple CTE Reading Project D. Garnes, FRA

5. Traditionally, the teaching of reading ends at sixth grade • Unless student has severe reading problems • Almost all teachers, including English teachers and most academic and CTE teachers have not been professionally prepared to use reading strategies Temple CTE Reading Project D. Garnes, FRA

6. Most CTE students are motivated because they elect to be in a CTE program • Creates a window of opportunity for teachers to integrate proven reading strategies • Many strategies can be incorporated into the delivery of CTE content Temple CTE Reading Project D. Garnes, FRA

7. These reading strategies are not attempts to make the CTE teacher a reading teacher nor change the focus of the CTE instructional content • It is an opportunity for CTE teachers to enhance the teaching and learning process by incorporating proven reading strategies • Three major categories of reading strategies 1. Reciprocal Teaching 2. Scaffolding 3. Journaling Temple CTE Reading Project D. Garnes, FRA

8. Reciprocal Teaching (RT) A reading comprehension strategy readers use to increase their understanding and retention of text passages Students learn and apply four reading strategies: • Predicting text outcomes • Clarifying confusing text • Questioning key concepts • Summarizing text information

9. Advantages of RT • Promotes strategic readers • Increases meaningful classroom discussion and dialogue • Addresses the comprehension challenges of many teachers • Applicable for primary through college levels

10. Scaffolding Instruction • A temporary learning aid designed to help the student grow in independence as a learner • Once the skill the scaffold is intended to help has been mastered, the scaffold should be withdrawn Temple CTE Reading Project D. Garnes, FRA

11. What is Scaffolding Instruction? • A set of pre-reading, during-reading and post-reading activities specifically designed to assist a particular group of students in successfully reading, understanding, learning from and enjoying reading passages (Groves & Groves, 2003) Temple CTE Reading Project D. Garnes, FRA

12. Advantages of Scaffolding • A temporary support to assist the students’ comprehension of text • A support structure that allows students to complete task and gain knowledge • Activities which can be used to self-monitor and internalize reading • Activities which provide ways for students to discuss and write about reading passages Temple CTE Reading Project D. Garnes, FRA

13. Journaling • A reading comprehension strategy integrating structured writing activities that are used to monitor learner understanding of reading passages • Readers collect data, reread, and analyze the findings in order to discover what they mean or how they can be used • Can take many forms: note-taking, memos, learning logs, paragraph summaries, and reflection writings Temple CTE Reading Project D. Garnes, FRA

14. Why Journal in Content Areas? • Writing is the most disciplined form of thinking (Murray, 1984) • Journaling is integral to the thinking process • Allows processing and retaining of key ideas Temple CTE Reading Project D. Garnes, FRA

15. Advantages of Journaling • Summarize ideas • Organize processes and sequences • Explore ideas from the text • Draw conclusions and reactions • Self-evaluate learning • Discover vocabulary and develop meaning Temple CTE Reading Project D. Garnes, FRA

16. Questions or Comments??