Improving Reading for Young Adolescents with Disabilities

1. Improving Reading for Young Adolescents with Disabilities Elizabeth G. Sturtevant George Mason University October 11, 2004

2. 2 Who Are Adolescents? 40,747,962 individuals between the ages of 10 and 19 in the United States (U.S. Census, 2000). Diverse communities, families, schools Individual and cultural differences

3. 3 Achievement Trends 2002 NAEP results (released June 19, 2003) indicate that 8th grade reading scores increased between 1992 and 2002, although 12th grade scores decreased (NCES, 2003).

4. 4 Reading scores for White, Black, and Hispanic 8th graders all increased between 1992 and 2002 (NCES, 2003).

5. 5 Why worry about adolescent literacy? Workplace demands in our �information age� are rising (Alvermann, 2002). Adolescents must become �sophisticated readers� of many types of texts (IRA/NMSA, 2002). School demands increase starting at Grade 4. Students with disabilities need extra support.

6. 6 Leaving School Early In 2000, 10.9% of the 16-24 year old population had dropped out of high school. Of these, 6.9% were White 13.1% were Black 27.8% were Hispanic (NCES, 2003)

7. 7 Principled Practices for Adolescent Literacy Developed to guide educators and policy makers. Based on the research across disciplines. Focus on what is seen in successful classrooms.

8. 8 Author Team Donna Alvermann (University of Georgia) Fenice Boyd (University of Buffalo) William Brozo (George Mason University) Kathleen Hinchman (Syracuse University) David Moore (Arizona State University�West) Elizabeth Sturtevant (George Mason University)

9. 9 Consultants Patricia Anders (University of Arizona) Thomas Bean (University of Nevada) Judith Irvin (Florida State) Gay Ivey (James Madison) Elizabeth Moje (University Michigan) Richard Vacca (Kent State University) George Hruby (University of Georgia) Support provided by the Carnegie Corporation of New York and all universities.

10. 10 Eight Principles Adolescents need: Active learning environments that offer clear and facilitative literacy instruction. Respectful environments characterized by high expectations, trust, and care. Opportunities to engage with print and nonprint texts for a variety of purposes. Opportunities to generate and express rich understandings of ideas and concepts.

11. 11 Eight Principles (p. 2) Opportunities to demonstrate enthusiasm for reading and learning Opportunities to assess their own reading and learning in order to direct their future growth. Opportunities to connect reading with their life and their learning inside and outside of school. Opportunities to develop critical perspectives toward what they read, view and hear.

12. 12 Adolescents need positive learning environments Active learning environments that offer clear and facilitative literacy instruction. Respectful environments characterized by high expectations, trust, and care.

13. 13 School Example #1 Middle school 7th grade project in which students participated in an assembly line that made toys for disadvantaged children. Teachers in science, mathematics, English, and social studies, special education and ESOL collaborated.

14. 14 Features of the project Students could make choices Many served as leaders supervisors Students used text in various ways Writing was included Linked to the community All students participated

15. Opportunities

16. 16 Adolescents need opportunities: 3. To engage with print and nonprint texts for a variety of purposes. 4. To generate and express rich understandings of ideas and concepts. 5. To demonstrate enthusiasm for reading and learning.

17. What About Strategies?

18. 18 Rand Report Students need to learn a �repertoire of strategies� imbedded in subject area instruction (Snow et al., 2002)

19. 19 Four Important Strategies Self questioning � readers ask themselves questions while reading. Creating graphic organizers � readers create visuals to help themselves understand and remember. Summarizing � readers create summaries from one or more texts. Identifying text structures � readers learn to approach different texts differently.

20. 20 School Example #2 Summer program serving 6th graders with serious difficulties in reading and writing. 90% identified as learning disabled. University-school partnership. Tutors asked students to select projects. Taught strategies/skills within the project.

21. Additional �Basics�

22. 22 Adolescents need opportunities to: 6. Assess their own reading and learning in order to direct their future growth. 7. Connect reading with their life and their learning inside and outside of school. 8. Develop critical perspectives toward what they read, view and hear.

23. 23 School Example #3 Students in Grade 8 studied volunteerism as a theme in social studies and English. Interviewed community members about their volunteerism. A local historian taught historical research methods.

24. 24 Some aspects of the project Students participated in the assessment of their project and group work. Students read from textbooks, library materials, and the Internet. Students conducted and shared the project in their community. Students wrote �critical� reflections on the value and difficulties of volunteering (Why volunteer? Why not?)

25. 25 Seven Final Notes Adolescents with disabilities are like other adolescents. These students need extra support and instruction. All students need to learn to read and use multiple types of texts for multiple purposes. Students who struggle with reading need support for reading difficult texts, AND they need texts they can read easily.

26. 26 Seven Final Notes Teachers of all subjects need to explicitly teach reading strategies within their content. Engagement and motivational issues must be taken seriously. Literacy improves when used for real purposes in the school, home, and community.