A Passion for Pages Give Me 20 An Extensive Reading Program

1. A Passion for Pages Give Me 20 An Extensive Reading Program • Jamie Ray, Mt. San Antonio College • Zena Sekimoto Wu, UC Irvine • Margaret Teske, Mt. San Antonio College CATESOL 2011 Long Beach

2. Overview • Background Information • Objectives • Procedures • Results • Future plans / Follow-up

3. Background Information • Mt. SAC ESL Department has a small lending library for our students (3,650 books); we want our students to make use of it. • Effective communication and lifelong learning are part of our division’s student learning goals. • Increased literacy skills are part of our vision statement.

4. Krashen’sThe Power of Reading • “The longer free voluntary reading is practiced, the more consistent and positive the results.” • The relationship between free voluntary reading and literacy is extremely consistent. • Free voluntary reading results in better reading comprehension, vocabulary, spelling and grammar usage. • AKrashen, Stephen. The Power of Reading. Libraries Unlimited. 1993.

5. Basic Skills Initiative Funding • Proposal submitted as a Faculty Inquiry Group • Allowed for funding of adjunct instructor time to be in the library with students • Several instructors were able to become involved as “library teachers” to work one-on-one with students

6. Give Me 20 Reading Program Give Me 20 participant reading in the hall before class.

7. In the library, it’s a hub of activity with students taking reading tests and checking out new books.

8. Just give me 20 minutes a day and my reading will improve!

9. Outcomes • Increase reading speed • Increase vocabulary knowledge • Increase reading comprehension

10. Increasing Reading Speed • We hoped that students would increase their reading speed by 25% from beginning to end as measured by: • a self-report daily progress bookmark noted weekly 2. a faculty mentor and by reading speed recorded on weekly tests.

11. Increasing Vocabulary Knowledge • We expected students to increase their vocabulary knowledge by completing a vocabulary log reviewed weekly by a faculty mentor and noted on the final certificate checklist.

12. Increasing Reading Comprehension • We expected students to increase their reading comprehension by 20% from beginning to end as measured by a weekly timed  reading test with reading comprehension questions administered, graded and recorded into individual student portfolios by a faculty mentor.

13. Procedure • What is the basic set-up of Give Me 20’s six-week program?

14. Week 1Ready, set, read! • Flyers distributed by classroom instructors go out to classes with sign up forms • Students fill out sign up forms and bring them to the ESL library.

15. Flyer

16. Sign Up Form

17. Week 2 • Students check out readers, bookmarks, and vocabulary logs.

18. Bookmark

20. Vocabulary Log

22. Week 2 • Students check out readers, bookmarks, and vocabulary logs. • Students complete a pre-survey on reading habits.

23. Pre-Survey

24. Week 2 • Students check out readers, bookmarks, and vocabulary logs. (picture of students checking out books) • Students complete a pre-survey on reading habits. • Library instructors explain the program.

25. One of our library teacher aides works with Beginning Low students to go through the procedures.

26. Each student also meets with the library teacher to check progress on bookmarks and vocabulary logs.

27. Week 2 • Students check out readers, bookmarks, and vocabulary logs. (picture of students checking out books) • Students complete a pre-survey on reading habits. • Library instructors explain the program. • ESL tutors prepare portfolios for participants.

28. Every morning and evening our ESL library fills with students looking in their folders and taking their reading tests.

29. Weeks 3, 4, and 5 • Students check in at the ESL library once each week and pick up portfolios. • Library teacher looks at bookmarks and vocabulary logs and comments. • Students take a five-minute reading test (in portfolio) and return portfolio for scoring. • ESL tutors score reading tests, note score on reading charts, and place the next week's reading test in student portfolios.

30. Reading Speed Chart

31. Graded Test

32. Week 6 • Students take final reading tests and fill out post-surveys

33. Post-Survey

34. Week 6 • Students take final reading tests and fill out post-surveys • Library teachers circulate and complete certificate checklists with all students, collecting bookmarks

35. Certificate Checklist

36. Week 6 • Students take final reading tests and fill out post-surveys • Library teachers circulate and complete certificate checklists with all students, collecting bookmarks • Certificates are handed out by class instructors on final day of summer class

37. Recognizes Lourdes Granda Mt. San Antonio College For Participating in the Give Me 20 Reading Program • Reading up to 20 Minutes a Day • Improving Reading Speed and Comprehension English as a Second Language Department During the Month of July, 2010 ESL Instructor

38. Week 7 • Pre and post survey results are reviewed and recorded  • Certificate checklist scores are tabulated  • Summary of results is written up for the FIG report 

39. Results • Summer 2010 Findings • Bookmarks • 36 out of 100 increased readings speed • read more pages in same amount of time • Reading Speed on Tests • First test: 3.71minutes • Last test: 2.92 minutes • 23% Increase in reading speed

40. Results • Summer 2010 Findings (continued) • Reading Comprehension • First test score: 80/100 • Last test score: 89/100 • 13% increase

41. Results • Comparisons between • summer 2010 and winter 2011 • pre- and post- surveys in winter 2011

43. Doubled from last summer

44. Pre and Post Survey Comparisons

45. Pre and Post Survey Comparisons Based on 57 responses Summer 2010 and 159 responses Winter 2011.

46. More results • Students learn… • filing skills • to follow directions • to use a library (also helps w/their children) Lifelong learning skills!

47. Future plans / follow-up • Continue to offer the six-week program every summer and winter session • Possibility of getting it approved as a supplementary reading course • Collaborative work with Mt. SAC library

48. Presenter Information • Jamie Ray, Mt. San Antonio College • jray@mtsac.edu • Zena Sekimoto Wu, UC Irvine • zsekimot@uci.edu • Margaret Teske, Mt. San Antonio College • mteske@mtsac.edu http://giveme20.pbworks.com