Michael L. Kamil Stanford University Improving Adolescent Literacy: Five Recommendations
Jan 20, 2016
Michael L. Kamil
Stanford University
Improving Adolescent Literacy: Five Recommendations
April 22, 2009 High School Redesign Institute, Baton Rouge
THREE TASKS IN ADOLESCENT LITERACY
RAISE EXPECTATIONS
INCREASE CAPACITY
MEASURE and REPORT PROGRESS
April 22, 2009 High School Redesign Institute, Baton Rouge
ACT. (2008). The Forgotten Middle. (p. 18)
Chance of Later Success
Science Mathematics
UnpreparedInReading
1% 15%
PreparedInReading
32% 67%
April 22, 2009 High School Redesign Institute, Baton Rouge
READING NEXT: INSTRUCTION
Direct, explicit comprehension instruction
Instruction embedded in content
Motivation and self-directed learning
Text-based collaborative learning
April 22, 2009 High School Redesign Institute, Baton Rouge
READING NEXT: INSTRUCTION
Strategic tutoring Diverse texts Intensive writing Technology component Ongoing formative
assessment
April 22, 2009 High School Redesign Institute, Baton Rouge
READING NEXT: INFRASTRUCTURE
Extended time for literacy Professional development Summative assessment Teacher teams Leadership Comprehensive coordinated
literacy program
April 22, 2009 High School Redesign Institute, Baton Rouge
NOT ALL OF THEM ALL THE TIME
April 22, 2009 High School Redesign Institute, Baton Rouge
READING NEXT available:
http://www.all4ed.org/publication_material/adlit
WRITING NEXT available (same location
April 22, 2009 High School Redesign Institute, Baton Rouge
COGNITIVE TARGETS
NAEP 2009
Locating /Recalling
Integrating/ Interpreting
Critiquing/ Evaluating
April 22, 2009 High School Redesign Institute, Baton Rouge
COGNITIVE TARGETS
NAEP 2009 PISA 2009Locating /Recalling
Integrating/ Interpreting
Critiquing/ Evaluating
Accessing and retrieving
Integrating and interpreting
Reflecting and evaluating
April 22, 2009 High School Redesign Institute, Baton Rouge
NAEP 2009 READING FRAMEWORK
http://www.nagb.org/publications/frameworks/reading09.pdf
April 22, 2009 High School Redesign Institute, Baton Rouge
DIFFERENT TYPES OF RECOMMENDATIONS
Consensus READING NEXT
Evidence-based Practice Guides Meta-analyses
April 22, 2009 High School Redesign Institute, Baton Rouge
STRONG EVIDENCE
Studies with high internal and external validity
Systematic review of research that meets WWC standards
No contradictory evidence of similar quality
April 22, 2009 High School Redesign Institute, Baton Rouge
STRONG EVIDENCE
Several well-designed, randomized controlled trials or quasi-experiments that generally meet WWC standards
One large, well-designed, randomized controlled, multisite trial that meets WWC standards
No contradictory evidence of similar quality
April 22, 2009 High School Redesign Institute, Baton Rouge
MODERATE EVIDENCE
Studies that support strong causal conclusions but generalization is uncertain
Studies that support the relationship but where causality is uncertain
Experiments or quasi-experiments meeting WWC standards with limited generalizability
No contrary evidence
April 22, 2009 High School Redesign Institute, Baton Rouge
MODERATE EVIDENCE
Comparison group studies not meeting WWC standards but
(a) consistently show enhanced outcomes
(b) have no major flaws
Correlational research with strong statistical controls for selection bias
No contrary evidence
April 22, 2009 High School Redesign Institute, Baton Rouge
LOW EVIDENCE
Expert opinion
derived from strong findings or theories in related areas.
based on evidence that does not rise to moderate or strong levels.
April 22, 2009 High School Redesign Institute, Baton Rouge
Recommendation Level Of Evidence
Explicit Vocabulary Instruction
STRONG
Explicit Comprehension Instruction
STRONG
April 22, 2009 High School Redesign Institute, Baton Rouge
Recommendation Level Of Evidence
Discussion Around Text
MODERATE
Motivation and Engagement
MODERATE
April 22, 2009 High School Redesign Institute, Baton Rouge
Recommendation Level Of Evidence
Intensive and Strategic Tutoring
STRONG
April 22, 2009 High School Redesign Institute, Baton Rouge
FIVE RECOMMENDATIONS
First three are about strategies teachers can incorporate into instruction.
The fourth is about strategies for improving students’ motivation and engagement.
The fifth is about remedies for struggling readers—usually not in class.
April 22, 2009 High School Redesign Institute, Baton Rouge
PROVIDE EXPLICIT VOCABULARY INSTRUCTION
Devote time to explicit instruction
Expose new words in multiple contexts
April 22, 2009 High School Redesign Institute, Baton Rouge
PROVIDE EXPLICIT VOCABULARY INSTRUCTION
New vocabulary in multiple contexts
Independent vocabulary learning
April 22, 2009 High School Redesign Institute, Baton Rouge
POTENTIAL ROADBLOCK
Teachers may not know how to select words to teach, especially in content areas.
April 22, 2009 High School Redesign Institute, Baton Rouge
ONE SOLUTION
Vocabulary should be selected on the basis of how important the words are for learning in a discipline, NOT the tier in which the word is located.
April 22, 2009 High School Redesign Institute, Baton Rouge
DIRECT EXPLICIT COMPREHENSION STRATEGY INSTRUCTION
Select carefully the text to use when teaching a strategy.
Show students how to apply strategies to different texts.
Use text appropriate for the reading level of students.
April 22, 2009 High School Redesign Institute, Baton Rouge
DIRECT EXPLICIT COMPREHENSION STRATEGY INSTRUCTION
Use direct explicit instruction lessons to teach strategies.
Provide the appropriate amount of guided practice.
Talk about comprehension strategies while teaching them.
April 22, 2009 High School Redesign Institute, Baton Rouge
POTENTIAL ROADBLOCK
Most teachers lack the skills to provide direct and explicit comprehension strategy instruction.
April 22, 2009 High School Redesign Institute, Baton Rouge
ONE SOLUTION
Professional development in explicit instruction of comprehension strategies will assist all teachers (language arts and content-areas) in teaching. Coaching is a good example.
April 22, 2009 High School Redesign Institute, Baton Rouge
EXTENDED DISCUSSION OF TEXT MEANING AND INTERPRETATION
Select engaging materials and develop stimulating questions.
Ask questions to provide continuity and extend discussion.
Use a specific “discussion protocol.”
April 22, 2009 High School Redesign Institute, Baton Rouge
META-ANALYSIS
Murphy, K., Wilkinson, I., Soter, A., Hennesey, M. & Alexander, J. (In Press). Examining the effects of classroom discussion on students’ comprehension of text: a meta-analysis. Journal of Educational Psychology.
April 22, 2009 High School Redesign Institute, Baton Rouge
THREE TYPES OF DISCUSSION
Efferent Unpacking the facts of the text
Aesthetic Expressive—affective response
—“say what you think” Critical/Analytic
Debate ideas Interrogate the text, author, issue
April 22, 2009 High School Redesign Institute, Baton Rouge
CONCLUSIONS
Few approaches increased literal or inferential comprehension and critical-thinking and reasoning.
Efferent discussions increase student talk and comprehension more than other types.
The amount of time was related to success.
Greatest effects for below-average and average ability students.
Putting students into groups to talk is not enough to enhance comprehension and learning.
April 22, 2009 High School Redesign Institute, Baton Rouge
POTENTIAL ROADBLOCK
Teachers lack the skills in behavior management, discussion techniques, or critical thinking to guide productive discussion and analysis of text meanings.
April 22, 2009 High School Redesign Institute, Baton Rouge
ONE SOLUTION
Content-area teachers should experience these kinds of discussions themselves as a way of learning what it feels like to participate in effective, open discussions.
April 22, 2009 High School Redesign Institute, Baton Rouge
INCREASE MOTIVATION AND ENGAGEMENT
Meaningful and engaging content learning goals around the essential ideas of a discipline.
Provide a positive environment that promotes student autonomy in learning.
April 22, 2009 High School Redesign Institute, Baton Rouge
INCREASE MOTIVATION AND ENGAGEMENT
Make literacy experiences more relevant.
Promote higher reading engagement and conceptual learning.
April 22, 2009 High School Redesign Institute, Baton Rouge
POTENTIAL ROADBLOCK
Some teachers think that motivational activities must entertain students and often create “fun” activities that are not necessarily focused on learning.
April 22, 2009 High School Redesign Institute, Baton Rouge
ONE SOLUTION
Teachers should closely connect instruction and student performance to learning goals.
April 22, 2009 High School Redesign Institute, Baton Rouge
INDIVIDUALIZED INTERVENTIONS FOR STRUGGLING READERS
Screening assessments to identify students with reading difficulties.
Formal and informal assessments to pinpoint students’ instructional needs.
Intervention that provides an explicit instructional focus for each student.
April 22, 2009 High School Redesign Institute, Baton Rouge
INDIVIDUALIZED INTERVENTIONS FOR STRUGGLING READERS
Greater instructional need, more intensive intervention.
Intensity of interventions is related to size of instructional groups and instructional time.
April 22, 2009 High School Redesign Institute, Baton Rouge
POTENTIAL ROADBLOCK
Some middle and high schools may not have the specialized personnel, time, and resources to conduct efficient screening to identify students’ reading needs.
April 22, 2009 High School Redesign Institute, Baton Rouge
ONE SOLUTION
Results from standardized tests can be used to determine which students are reading below grade level. Classroom teachers can administer group screening tests that will identify students who may have reading problems.
April 22, 2009 High School Redesign Institute, Baton Rouge
PRACTICE GUIDES
Available at:
http://ies.ed.gov/ncee/wwc/pdf/ practiceguides/adlit_pg_082608.pdf
http://dww.ed.gov
DWW Goal
Translate research-based practices into practical
toolsthat support and improve
classroom instruction
Website Tour
Research base/Instructional presentations Expert interviews
• School site videos and slideshows• Interviews and sample materials from schools
• Tools and templates to implement practices
http://dww.ed.gov