Archived Information

High Expectations and Adolescent Reading

The University of Kansas Center for Research on

Learning

Don DeshlerMike Hock

October 8, 2003

CRL

About the KU-CRLAbout the KU-CRL

Founded in 1978

Mission: Dramatically improve the performance of at-risk students in grades 4-12 through research-

based interventions

• $70+ million dollars of contracted R & D

• International Professional Development Network

• 275,000 teachers in 3,500 school districts

Our Purpose Today…..

“What is the role of high expectations and AYP in reading,

particularly for those who struggle with learning?”

The Performance GapY

ears

in S

choo

l

Student Skills

12

11

10

9

8

7

6

5

4

3

2

1

1 2 3 4 5 6 7 8 9 10 11 12

The “GAP”

2013-2014 School Year

2001-2002 School Year

NCLB

Students in the Gap…..• Who are they?

– Low SES– Students

w/disabilities– English Language

Learners

• What do they need?– Systematic & Direct

Instruction in skills & strategies

– Intensive intervention (time & engagement)

– Practice & Feedback (lots!)

– Academic motivation– High expectations

Vaughn, Gersten, & Chard (2000)

• Interventions that benefit SLD also benefit average and high achievers

• Instruction that is visible & explicit

• Instruction that is interactive between students & teacher & between students

• Instruction that controls task difficulty

• Strategies that guide student learning

Direct Instruction

• Small steps• Probes• Feedback• Diagrams/pictures• Independent

practice

• Clear Explanations• Teacher models• Reminders to use

strategies• Step-by-step

prompts

Strategy Instruction

Swanson (1999)

Closing the Performance Gap

Content Enhancement

Strategy Instruction

High Expectations & Administrative

Leadership

by attending to

by promoting

only happens through

CRL Response to Literacy Instruction

is about

.

The Content Literacy ContinuumThe Content Literacy Continuum

Level 1: Ensure mastery of critical content.

Level 2: Weave shared strategies across classes.

Level 3: Support mastery of shared strategies for targeted courses/demands.

- Small group strategy instruction- Extended day program (tutoring)

Level 4: Develop intensive skill course options for those who need basic skills.

Level 5: Develop more intensive clinical options for those who need foundational

language competencies.

CRL Adolescent Literacy Continuum

Students not making AYP in reading

1. General Education Enhanced Content

5. Clinical Intervention

3. Intensive Reading Strategy Support

• strategy classes

• strategic tutoring

2. General Education Embedded Strategies

4. Evidence-Based Reading

Class

Content Enhancement Content Enhancement RoutinesRoutines(Levels 1 and 2)(Levels 1 and 2)

• A way of teaching academically diverse classes in which

The integrity of the content is maintainedCritical content is selected and transformedContent is taught in an active partnership

with studentsStrategies are embedded in the course and

introduced to students

Content Enhancement Teaching Routines

Planning and Leading LearningCourse Organizer

Unit OrganizerLesson Organizer

Explaining Text, Topics, and Details

Framing RoutineSurvey Routine

Clarifying Routine

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Increasing PerformanceQuality Assignment Routine

Question Exploration RoutineRecall Enhancement Routine

Vocabulary Routine

A mammal is a warm-blooded vertebrate that has hair and nurses its young.

CONCEPT DIAGRAM CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS:

21

Always Present Sometimes Present Never Present

Examples: Nonexamples:

PRACTICE WITH NEW EXAMPLE

TIE DOWNA DEFINITION

EXPLORE EXAMPLES

1

3

2

4

5

6

7

33 Key Words Mammal Vertebrate

warm-blooded

nurse their young

has hair

walks on 2 legs walks on 4 legs

cold-blooded

human snake

elephant

whale

+

+

+

duckbillplatypus

swims in water

alligator

shark

bird

elephant

human

warm-blooded

nurse their young

whale

bird

shark

walks on 4 legs

can fly

cold-blooded

bat

can flymoves on the ground

O

Concept Diagram

Concept Mastery Results

54%

78%

0

10

20

30

40

50

60

70

80

PrePost

Test scores of students with disabilities on unit tests

Self-Questioning Strategy (embedded in 7th grade science class)

• Attend to clues as you read

• Say some questions

• Keep predictions in mind

• Identify the answer

• Talk about the answers

Self-Questioning-2001 n= 133

0

10

20

30

40

50

60

comparison experimental

Textbook quiz

7th Grade Science Class: Growth Scores

Learning Learning StrategiesStrategies(Level 3: Moving students off of the yellow line)

• Teaching students how to think about and solve problems, or……teaching students “how to learn”

• For example: How can I use my textbook to learn critical science content? How do I actually read the textbook?

A Framework for Adolescent Reading*

* Based upon information from The National Reading Panel, 2000;Adolescent Reading: A Synthesis of Research, Mary Curtis, 2002; RandReading Study Group: Reading for Understanding, Catherine Snow, 2002.

Alphabetics Fluency Vocabulary Comprehension

• PA • Pace • Listening • Self-Regulation• Decoding

• Accuracy • Reading • Reading Strategies• Word ID - self-questioning

• Prosody - visual imagery

- paraphrasing

- expository text

- interpreting visuals

What Reading Skills & Strategies Should We Teach?

Learning Strategies Curriculum

Acquisition Word Identification

Paraphrasing

Self-Questioning

Visual Imagery

Interpreting Visuals

Multipass

The Bridging Strategy (decoding, word id,

fluency)

Draw Inferences

Storage First-Letter Mnemonic

Paired Associates

Listening/Notetaking

LINCS Vocabulary

Expression of Competence

Sentences

Paragraphs

Error Monitoring

Themes

Assignment Completion

Test-Taking

Word Identification

• Discover the context

• Isolate the prefix

• Separate the suffix

• Say the stem

• Examine the stem

• Check with someone

• Try the dictionary

High School Reading (Decoding)

5.3

5.8 5.7

6.5

5.4

6.4

9.1

6.2

8.5

5.8

9.1

6.8

0

1

2

3

4

5

6

7

8

9

10

Grade Level

Comparison group Experimental group

Male African Americans Male Hispanics Male Caucasians

State Writing Assessment

94

74.5

85

0102030

405060

708090

100

Perc

en

tag

e o

f S

tud

en

ts

Passin

g t

he M

ich

igan

S

tate

Wri

tin

g A

ssessm

en

t

Strategies School Mean of OtherSame-Sized

School

State Average

State Writing Assessment

Strategic Tutoring Model

The Role of the Strategic Tutor:

� Explain Content, Build Knowledge

� Have Extensive Knowledge of Strategies

� Apply Principles of Strategic Instruction

� Mentor and “Connect” Students

A before or after school tutoring program in which tutors teach students critical skills and strategies while they help students with homework assignments.

Data Analysis (1)

• Scores earned by tutored students in general education classes on Quizzes and Tests

• N= 40 Chase, Landon, Eisenhower, RobinsonPretest Scores Posttest Scores

– 1:1 tutoring 59% 73% – 1:3 tutoring 52% 60%– HmWk help 65% 67%– Comparison 63% 54%

Data Analysis (2)

• Student Level of Hope .0432

1:1 Strategic Tutoring• Total Score Pre= 20 pts Post= 28 pts

– Will Power 10 pts 15 pts– Way Power 11 pts 13 pts

1:3 Tutoring– Total Score Pre= 23 pts Post= 23 pts– Will Power 11 pts 12 pts– Way Power 12 pts 11 pts

Strategic Tutoring Outcomes

Assignments are completed successfully New content knowledge is acquired Effective Strategies are learned & applied

Scores are quizzes and tests improvePerformance on state measures improves

Students are “connected” with a mentor & hope increases

Student Motivation & Possible Selves

Students are not unmotivated. However they may not be motivated to do what we want them to do. Rick Lavoie

Students are motivated when they:

-Have a goal THEY desire

-BELIEVE the goal is attainable

-Have a realistic PLAN on how to get there

Possible Selves (Markus & Nurris, 1986)

• Possible Selves are ideas about what one might become in the future

• When stories about one’s hopes, expectations, and fears for the future are expressed, they can be motivating.

• Individuals with clear ideas about the future will work hard to attain them.

“What is the role of high expectations and AYP in reading, particularly for those who struggle with

learning?”

Student Success

Validated practices

Fidelity implementation

Coordinated implementation

Quality Professional Development

Strong Administrative Leadership

++++

=

Visio

n Beliefs

www.ku-crl.org

University of Kansas

Center for Research on Learning

Ddeshler@ku,edu

mhock@ku.edu

1-785-864-4780 (CRL)