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WHAT SHOULD WE EXPECT FROM ADOLESCENT LITERACY?

WHAT SHOULD WE EXPECT FROM ADOLESCENT LITERACY?. Michael L. Kamil Stanford University. IDENTIFYING THE GOAL. Independent functioning individuals Life-long adaptable learners Options for post-secondary education. TO REACH THOSE GOALS:. RAISE EXPECTATIONS INCREASE CAPACITY

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WHAT SHOULD WE EXPECT FROM ADOLESCENT LITERACY?

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  1. WHAT SHOULD WE EXPECT FROM ADOLESCENT LITERACY? Michael L. Kamil Stanford University

  2. IDENTIFYING THE GOAL • Independent functioning individuals • Life-long adaptable learners • Options for post-secondary education NENYCC Symposium, Albany, NY

  3. TO REACH THOSE GOALS: • RAISE EXPECTATIONS • INCREASE CAPACITY • MEASURE AND REPORT PROGRESS NENYCC Symposium, Albany, NY

  4. Ah, but a man’s reach should exceed his grasp, Or what’s a heaven for? . . . Robert Browning, Andrea Del Sarto NENYCC Symposium, Albany, NY

  5. READING IS THE KEY ACT Study—Schmeiser, 2006 NENYCC Symposium, Albany, NY

  6. NAEP READING FRAMEWORK NENYCC Symposium, Albany, NY

  7. General Considerations • Consistency with NCLB • International Assessments • PISA • PIRLS • Definitions NENYCC Symposium, Albany, NY

  8. RAND Reading Study Group Reading comprehension: The process of simultaneously extracting and constructing meaning through interaction and involvement with written language Three elements: the reader, the text, and the activity or purpose for reading NENYCC Symposium, Albany, NY

  9. PISA(Program for International Student Assessment) • Reading literacy is understanding, using, and reflecting on written texts, in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society. NENYCC Symposium, Albany, NY

  10. PIRLS(Progress in International Reading Literacy Study) • [Reading is] . . . the ability to understand and use those written language forms required by society and/or valued by the individual. Young readers can construct meaning from a variety of texts. They read to learn, to participate in communities of readers, and for enjoyment. NENYCC Symposium, Albany, NY

  11. NAEP 2009 Framework Reading is an active and complex process that involves • understanding written text • developing and interpreting meaning • using meaning as appropriate to type of text, purpose, and situation NENYCC Symposium, Albany, NY

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

  13. What’s New • Vocabulary assessment • Contextualized • Meaning vocabulary Application of understanding of word meanings to passage comprehension NENYCC Symposium, Albany, NY

  14. Vocabulary NENYCC Symposium, Albany, NY

  15. What’s New (cont’d) • Differentiated texts • Literary text • Story • Literary nonfiction (such as narrative essays, speeches, and autobiographies or biographies) • Poetry NENYCC Symposium, Albany, NY

  16. What’s New (cont’d) • Information text • Exposition • Argumentation and persuasive text • Document and procedural materials NENYCC Symposium, Albany, NY

  17. DISTRIBUTION OF TEXT TYPES NENYCC Symposium, Albany, NY

  18. WHAT’S DIFFERENT • Cognitive Targets • Locate/Recall • Integrate/Interpret • Critique/Evaluate • Use of texts students encounter NENYCC Symposium, Albany, NY

  19. COGNITIVE PROCESSES ASSESSED NENYCC Symposium, Albany, NY

  20. COGNITIVE TARGETS BY GRADE NENYCC Symposium, Albany, NY

  21. WHAT’S MISSING • Fluency • Earlier special studies • Multimedia/electronic texts NENYCC Symposium, Albany, NY

  22. WHAT NAEP IS NOT • NAEP does not yield individual scores for students • NAEP does not yield individual composite scores for schools • NAEP is not a voluntary, national test NENYCC Symposium, Albany, NY

  23. TWELFTH GRADE COMMISSION • Low participation in 12th grade • Revamp NAEP to predict success for • College • Workplace • Military • Assessments can already fulfill this goal NENYCC Symposium, Albany, NY

  24. THE END NENYCC Symposium, Albany, NY

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