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Adolescent Engagement in Content Literacy

Adolescent Engagement in Content Literacy. John T. Guthrie University of Maryland State of Massachusetts Leadership Series May 2009. Causes of Reading Problems in Grades 4 -12 Decreased motivation to read Inadequate opportunities to develop vocabulary, content knowledge

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Adolescent Engagement in Content Literacy

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  1. Adolescent Engagement in Content Literacy John T. Guthrie University of Maryland State of Massachusetts Leadership Series May 2009

  2. Causes of Reading Problems in Grades 4 -12 Decreased motivation to read Inadequate opportunities to develop vocabulary, content knowledge Lack of access to comprehension instruction More…

  3. National Governors’ Association’s Best Practices 1. focuson adolescent literacy 2. literacy expectations all grade 3. district literacy plans 4. adolescent literacy instruction 5. measure progress in literacy

  4. Rationale: Techniques “How to” • Reading Next— • Carnegie Foundation and Alliance for Excellence • 1 million downloads • Keys in Adolescent Literacy Achievement (15) Direct instruction, embedded in content,motivation, and self-directed learning,collaborative learning, strategic tutoring, diverse texts, intensive writing, technology, formative assessment, time for literacy, professional development, summative assessment, teacher teams, leadership, coordinated program

  5. Overview of Adolescent Engagement in Content Literacy • Achievement is driven by amount of reading • Amount of reading (achievement) is linked to profiles of motivations (dedication, interest, valuing, self-efficacy) • Classroom practices foster reading motivation, amount of reading, & achievement (success, relevance, choice, collaboration, thematic units) • Professional development enables teachers to implement engagement support

  6. Amount of School Reading Correlates with Achievement • Research—260 middle school students; interviewed 2 times, 30 min. each, 9000 pages of transcript • Textbook • Other books • Web sites • Own notes • Teachers’ notes (board) • Teachers’ handouts

  7. Association of Amount of Information Book Reading for School with Achievement

  8. In Words, • Amount of school reading benefits all students. • Amount of reading in school matters more to African American students than to Caucasian students. BUT, low-achieving African American students read less in school than low-achieving Caucasian students. (Note—high achieving students from the two ethnic groups read equal amounts in school.) • What is your conclusion?

  9. Overview of Adolescent Engagement in Content Literacy • Achievement is driven by amount of reading • Amount of reading (achievement) is linked to profiles of motivations (dedication, interest, valuing, self-efficacy) • Classroom practices foster reading motivation, amount of reading, & achievement (success, relevance, choice, collaboration, thematic units) • Professional development enables teachers to implement engagement support

  10. Kaelyn’s Story • 13 years old—7th grade • Attached to her phone—any phone • Loathes her braces—3 months to go! • Flew through elementary school--memorizing • Answers more teacher questions than anyone • Never misses homework • Prides self on being the best student • Gifted in basketball, soccer, and gymnastics • Facebook: “I don’t like to read.” • DEDICATED AND DISINTERESTED

  11. Motivations for Content Reading in School • Interest • Avoidance • Self-efficacy • Perceived difficulty • Valuing • De-valuing • Peer acceptance • Peer rejection

  12. Motivations for Content Reading in School • Interest • Avoidance • Self-efficacy • Perceived difficulty • Valuing • De-valuing • Peer acceptance • Peer rejection

  13. Avoidance

  14. Avoidance

  15. Avoidance

  16. Avoidance

  17. Dedication and Avoidance: Motivational Sources Avoidance Dedication Valuing .56 Self-efficacy .17 Peer accept. .10 De-valuing Perceived difficulty Peer rejection

  18. Cecilia: What is best about learning at Whitney? • Basically all the academic courses in themselves? Unimportant. They won’t stick with you the rest of your life. What is the most important is the discipline you have to learn when your teachers force you to do this assignment or read that book; it’s the fact that you had to do it that will be most important in college because when your Mom and Dad are not there, you will have to lock and chain yourself to the work.

  19. Effects of Motivations on Achievement Interest Dedication High –Dedicated Commitment to reading Very likely to achieve Low– Avoidant Does not read Cannot achieve • High—Interested • May read a lot • May achieve highly • Low—Disinterested • May read under coercion • May achieve moderately

  20. Features of Motivation Profiles

  21. Features of Motivation Profiles

  22. Features of Motivation Profiles

  23. Features of Motivation Profiles

  24. Features of Motivation Profiles

  25. Implications of Motivation Profiles for Instruction

  26. Overview of Adolescent Engagement in Content Literacy • Achievement is driven by amount of reading • Amount of reading (achievement) is linked to profiles of motivations (dedication, interest) • Classroom practices foster reading motivation, amount of reading, & achievement (success, relevance, choice, collaboration, thematic units) • Professional development enables teachers to implement engagement support

  27. Motivational Development INTRINSIC Interest/enjoyment IDENTIFIED Dedicated with effort INTROJECTED Accept with reluctance EXTERNAL Reward/Punishment

  28. Motivations and Teaching Practices Fostering Dedication and Interest • Self-efficacy (belief in capacity) • Ownership (autonomy) • Value (importance) • Social interaction (peers and teacher) • Mastery goals (deep knowledge) • Success • Choice • Relevance • Collaboration • Thematic Units

  29. Goals of CORI: Extended Engagement in Reading • Engagement is the fusion of knowledge, strategies, internal motivations, and social interactions in reading. • Extended refers to time, opportunity, participation in book-based literacy.

  30. Motivational and Cognitive Ingredients in Content Literacy - Grade 7 Percent of Variance Explained • Poverty-(FARMS) 9 % • Motivations (4) 14% • Fluency 16% • Inferencing 13% • Paragraph Comprehension 13% • Total .65 R = .81

  31. Overview of Content Reading (CORI) Practices for Engagement • Increase content reading motivation through • Success, Thematic units • Choices, Relevance • Collaboration, Teacher relationships • Increase content reading skills through • Direct instruction in inferring, summarizing, concept mapping • Assuring high volume of engaged reading

  32. Five Motivational Practices: Success • Text matched to students’ reading levels • Frequent feedback for reading • Authentic reading merged with skills • Multiple opportunities for reading • Sharing competency with peers • Integrating language arts—successfully • Student goal setting • Rewarding effort (passing short assessments) • Rewarding resilience (effort with raised bar)

  33. Non-Success • Text seldom matched to students’ reading levels • Little feedback for reading • Skills with no authenticity • Rapid pacing across content • Individual tasks preclude sharing expertise • Teacher goal setting; not student goal setting • Rewarding achievement over effort

  34. Five Motivational Practices:Thematic Reading • Instructional units have conceptual complexity and duration • Students learn “big ideas” of survival, discovery, conflict • Reading topic persists over days and weeks • Students write concept maps of pages, chapters, books, unit • Themes are substantive and fun • Students become experts on theme

  35. Non-Thematic Units • Instructional units and text topics are fragmented and disconnected • Students learn facts of separate texts • Reading topic changes daily • Students retell pages or sections • Themes are brief, fun, and on their own • Students attempt to learn reading strategies

  36. Five Motivational Practices:Choice Teacher affords student selection of text, task, partner, expression, link. • Select story • Select page to read • Select sentences to explain • Choose 3 of 5 questions to answer • Choose one character to portray • Choose one plot event to show its roles • Do large, guided projects

  37. Choice in Instruction • Grade 12—exam—Tom Stoppard’s play Rosencrantz and Guildenstern Are Dead • Two equal assessments brainstormed (20 min.) • Poster—characters, quotes, 2 scenes, Theater of the Absurd, list of vocabulary • Exam—5 T/F questions, 5 MC questions, 3 essay questions • Ss showed higher commitment, enthusiasm

  38. Non-Choice Teacher strongly controls text, task, partner, expression, link to outside. • Teacher selects all text • Teacher questions are only questions • Student predicts—only on request • Teacher starts, stops all reading • Text is right; student opinion is not • Best answers are right or wrong

  39. Five Motivational Practices:Relevance Instruction and text relate closely to students’ experience and knowledge • Link hands-on activity to text • Raise background knowledge • Find text (page) that interests you • You connect 2 sentences & explain • Find character’s trait like you • Science video—hailstorm; waggle dance • Video of historical context for literature

  40. Non-Relevance Instruction and text do not relate closely to students’ experience and knowledge • Three topics in one lesson— octopus, lost girl, plane • Central character is remote • Links to background are absent (Odyssey) • Nothing to do with me • History is past (Holocaust)

  41. Philosophy of Bridging • Teaching philosophy: I wanted my students to realize that each and everyone of them had an odyssey of their own, their own kind of journey, and so I wanted to make every single lesson relevant to what they already knew, and to create some kind of bridge to validate who they were and where they came from.

  42. Five Motivational Practices:Collaboration Students work together to gain meaning from text, and share • Partners read aloud • Partner question exchange • Team summarize chapter • Literature circles • Collaborative reasoning (CORI) • Jig saw—habitat teams • Peer editing

  43. Non-Collaboration • Students read independently to gain meaning from text • Students read aloud solo • Individuals write questions • Students summarize chapter alone • Individuals choose story to read • Assessments are teacher-made and student- answered • Individuals complete worksheets

  44. Teacher Relationships Student perceptions of: • Respect • Importance • Clear goals • Knows how to help me • Caring

  45. Where Does DEDICATION (Avoidance) Come From ? Research Base ? • DEDICATION • doing reading; • believing in effort; • identifying as a student. • Parental models; expectations for success • Classroom experiences of: Success, Choice, Relevance, Collaboration • Interviewed 260 students on reading in Science and Reading/Language arts.

  46. Correlations of Dedication with Classroom Experiences in Science and Reading/LA: Interviews - 260

  47. Success Promotes Dedication,Failure Creates Avoidance

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