Nagc 2009 SEM-R Hs

1. Tales From a High School Reading Workshop: “Reading class would be boring if I didn’t read.” Reading Class Would Be Boring If I Didn’t Read… NAGC 2009 St. Louis, Missouri November 8, 2009 Dr. Elizabeth Fogarty Dr. Brian Housand East Carolina University John Fogarty Cannon Falls High School

2. Looking For Handouts? http://tinyurl.com/nagc-semr-hs

3. aliteracynoun: the quality or state of being able to read but uninterested in doing so

4. The 3 Voices of Aliteracy (Beers, 1996) No Time! No Interest! No WAY!

5. "The man who does not read good books has no advantage over the man who cannot read them.”-- Mark Twain

6. What is currently happening in reading classes in High School?

7. Percent of 13-year olds who are daily readers: 1/3 Less than

8. Among 17-year-olds, Percentage of Non-Readers: 19%

9. If you don’t read much,you really don’t know much. DANGER YOU ARE DANGEROUS! --Jim Trelease

10. Percentage of Time Spent Reading in School Study by John Goodlad in A Place Called School

11. Are kids reading outside of class?

12. On average, Americans ages 15 to 24 spend almost 2 hours Per day watching TV

13. 7 Minutes

14. "I didn't actually read the book, but I did play the video game loosely based on it."

17. Three-Legged Stool • Renzulli (1977) Enrichment Triad Model • Vygotsky (1962) Zone of Proximal Development • National Reading Panel (2000) Need for further research

18. Reading Instruction for Talented Readers (Reis et al., 2004)

19. Reading Instruction for Talented Readers (Reis et al., 2004)

20. Three Goals of the Schoolwide Enrichment Model Reading (SEM-R) • To increase enjoyment in reading • To encourage students to pursue challenging independent reading • To improve reading fluency, reading, and comprehension and increase self regulation in reading--leading to higher reading achievement scores

21. Components of the SEM-R Framework Increasing degree of student selection

22. Phase 1 High interest read alouds and higher order questions

23. Phase 1 Components • Read Aloud • Book Selection: • Genres • Themes • Fiction/Nonfiction • Book Talks • Moving from 15 to 5 Minutes

25. Book Hooks provide • enjoyable reading invitations that create positive associations with reading. • encouragement for students to do independent reading. • Invitations to broad selections of books easily accessible to students. • opportunities for a pleasant environment in which to read. • invitations to pursue a wide range of interests and knowledge.

26. Phase 2 Supported Independent Reading using individual conferences and differentiated reading instruction

27. Individualizing and Differentiating Conferences It is important to remember that not all students will need the same strategy instruction at the very same time, but that all students need some instruction if they are reading a book that is adequately challenging. For that reason, be sure that strategy instruction is integrated throughout conferences and differentiated to meet the needs of individual students.

28. Reading Strategies Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000

29. Knowledge Making Inferences Making Inferences Making Connections (T-S) Making Connections (T-W) Synthesis

30. Conferences provide: • Support for each student and differentiated instruction • Enthusiasm about books • Reading skill development and strategies • Interest-based reading opportunities • Self-regulation/monitoring • Literary skill development • Opportunity to assess reading level and book match and find optimal challenge level • Opportunities to use higher order thinking skill questions • Differentiation for all students in skills, questions, and book selection

31. Purpose of a Conference • Evaluate student’s book selection • Comprehension • Sophistication of ideas • Content • Suggest Possibilities • Make connections with student interests • Provide individualized instruction

32. Phase 3 Self-selected interest and choice components

33. I nterests C hoices E xplorations

34. Top Strategies For Phase 3 Books on CD Group Projects Buddy Reading SEM-Xplorations Renzulli Learning Literature Circles Creativity Activities Investigation Centers Independent Projects

35. Independent Projects Enable: • students and teachers to identify problems or topics of student interest • plan methods to investigate various types of student products • problem solve and demonstrate student’s ability to apply methodological skills and knowledge • find opportunities for joyful learning and self-regulation

36. Independent Projects • Build on student interest • Encourage independence • Allow work with complex and abstract ideas • Enable long-term and in-depth work on topics of interest • Develop task commitment and self-regulation • Teach planning and research skills at advanced levels

37. Tales From The Classroom:Experiences with SEM-R

38. Study Design

39. Participants and Setting • The research site is a high school in rural Cannon Falls, Minnesota. • The participating teacher is a 40-year veteran teacher licensed in high school speech, theater, and English, and he was trained to use the SEM-R at a summer institute during the summer of 2008. • The participating students are consenting juniors and seniors in a basic reading course.

40. Adolescent Motivation to Read Profile: 20 item survey adapted for online use that uses a 4 point scale to measure self concept as a reader and value of reading • STAR Reading Test: Online test affiliated with Accelerated Reader that provides a norm-referenced reading assessment of students’ reading achievement and ability to comprehend • Instant Messenger Chats: Semi-structured interviews conducted by the researchers using IM accounts created specifically for this project to protect the students’ anonymity with questions that focus on students’ motivation to read, reading habits, and perceptions of reading • Teacher Log: weekly reflections written by the participating teacher to document progress and goals throughout the basic reading course

41. Data Collection and Analysis • Results from the STAR Test and the AMRP is entered into an SPSS document for analysis • Logs of the IM interviews are entered into NVivo for use in qualitative data coding • Data analysis allows researchers to identify changes in students’ motivation to read, perceptions of themselves as readers, and overall reading achievement

42. STAR Test Data A paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the STAR Test. There was no significant change in STAR Test scores from Time 1 (M=964.48, SD=328.70) to Time 2 (M=933.52, SD=321.16) t(22)=.84, p=.41.

43. AMRP Data A paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the AMRP.

44. AMRP – Self Concept There was no significant change in the AMRP Self Concept scores from Time 1 (M=27.85, SD=6.167) to Time 2 (M=29.20, SD=5.68); t(19)= -1.398, p=0.178

45. AMRP – Value of Reading There was a significant change in the AMRP Value of Reading scores from Time 1 (M=19.90, SD=5.66) to Time 2 (M=22.10, SD=5.09); t(19)= -2.624, p=0.017

46. AMRP – Total There was a significant change in the AMRP Total scores from Time 1 (M=47.75, SD=10.533) to Time 2 (M=51.30, SD=8.951); t(19)= -2.856, p=0.01

47. Questions?

48. —Horace Mann Resolve to edge in a little reading every day, if it is but a single sentence. If you gain fifteen minutes a day, it will make itself felt at the end of the year.

49. “We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.” —R. M. Hutchins

50. We read to know we’re not alone. —C. S. Lewis