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Presentation on theme: "Before we begin: If listening using your computer, make sure your microphone is muted If listening using a telephone, press #6 to make sure you are muted."— Presentation transcript:

1 Before we begin: If listening using your computer, make sure your microphone is muted If listening using a telephone, press #6 to make sure you are muted The webinar will begin shortly and will be followed by a live chat This webinar will be archived on read.wisconsin.net Webinar Housekeeping

2 A Read Wisconsin Resource Improving Reading Instruction for Struggling Adolescent Readers

3 Todays Purpose 1.Identify the state of adolescent literacy 2. Identify several evidence-based strategies that have been proven effective with adolescent struggling readers to improve both vocabulary and comprehension 3. Identify potential sources for high-interest reading materials that are both age and skill appropriate for adolescent struggling readers 4. Provide a list of resources to learn more about struggling adolescent readers Todays Purpose

4 Read to Lead A large portion of the Common Core State Standards in ELA for 6-12 th grade focus on Vocabulary and Comprehension –Reading Standards for Literature 6-12 –Reading Standards for Informational Text 6-12 –Language Standards 6-12 Connection to the Common Core

5 Read to Lead 1.Identify the state of adolescent literacy Goal 1

6 Read to Lead In 2009 the NAEP assessed 12 th graders in reading and mathematics Scored 2 points higher than 2005, but 4 points lower than 1992 Only 38% of 12 th graders were at or above proficient Score gaps between White and Black and White and Hispanic had no significant difference than previous years The National State of Adolescent Literacy

7 Read to Lead As a state, WKCE results indicate that we are doing better than the national average. Of 10 th graders taking the Reading portion of the WKCE 48.6% are advanced 29.6% are proficient 12.8% are basic 7.8% are at minimal performance levels This indicates that 20.6% of our 10 th grade students are still not at proficient levels of reading. Adolescent Literacy in Wisconsin

8 Read to Lead 1. The literacy demands we place on adolescents have changed drastically 2. Instruction has not kept pace with demands 3. The nature of adolescents struggle widely vary 4. This results in intervention being complicated and multifacetedit must be guided by assessment results (Deshler et al., 2007) The Reality of Adolescent Literacy

9 Read to Lead 2. Identify several evidence-based strategies that have been proven effective with adolescent struggling readers to improve both vocabulary and comprehension Goal 2

10 Repetition –Lists of words are less effective than text embedded in text. –Organize vocabulary into categories –Students will learn better if they are actively trying to learn the meaning versus being given a definition Active Engagement –Mental pictures –Act out words –Use the word in writing (Kamil, 2003) Research Based Vocabulary Instruction

11 Technology –Computers can be helpful in delivering instruction –Allow students to receive individualized instruction at their own pace and often involve active participation Direct & Indirect –Teach Tier II words directlywords that are neither so common students already know them or words that are rare and wont be useful »Tier I Examples: girl, table, run »Tier II Examples: fortunate, coincidence, roam »Tier III Examples: interquartile, plethora, fidelity –Expose students to vocabulary through rich dialogue and reading (Kamil, 2003) Research Based Vocabulary Instruction

12 Monitoring using fix-up strategies –Students monitor their understanding –If they dont understand they use fix up strategies like look back, restate, look ahead, etc. Cooperative Learning –Students work together in small groups and learning is student led vs. teacher led Graphic Organizers –Semantic networks, concept maps, text maps –Before, during, or after reading (Kamil, 2003) Comprehension Strategy Instruction

13 Story Structure –Identifying parts of story (setting, characters, rising action, etc.) Question Answering/Generating –QARstudents are taught that questions can be answered by looking at text or by prior knowledge –Teach students where to look for answers Summarization –Have students extract the most important information from text and identify the main idea (Kamil, 2003) Comprehension Monitoring Strategies

14 3. Identify potential sources for high-interest reading materials that are both age and skill appropriate for adolescent struggling readers Goal 3

15 Motivation and engagement are critical to adolescent learning (Deschler et al., 2007) Diverse Texts (informational and literary) Variety of age-appropriate reading levels Culturally relevant Help students find engaging materials at their reading level Motivating Materials

16 AdLit.org booklists with reading levels Hip Books Orca Soundings series Faeron Lifetimes series Take Ten Books Urban Real Life series Sundance Publishers Dont forget to ask your librarian or visit the CCBC! Finding Age and Skill Appropriate Books

17 Combine content and evidence-based strategies based on the needs of adolescent readers as determined by ongoing assessment Motivate students by engaging them in high-interest, age appropriate books at their instructional level Prepare adolescents for the literacy demands of life in the 21 st century Effective Interventions

18 Be familiar with the ELA Common Core State Standards Utilize evidence-based practices Use engaging materials that motivate students What you can do?

19 AdLit.org Coxhead, A. (2000). The Academic Word List. Denton, C., Bryan, D. Wexler, J., Reed, D., & Vaughn, S. (2007). Effective Instruction for Middle School Students with Reading Difficulties: The Reading Teachers Sourcebook. Dallas, TX: The Meadows Foundation. Deshler, D. D., Palincsar, A. S., Biancarosa, G., & Nair, M. (2007). Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices. Newark, DE: International Reading Association. Kamil, M. L. (2003). Adolescents and Literacy: Reading for the 21 st Century. Alliance for Excellent Education. Kamil, M. L., et al. (2008). Improving adolescent literacy: Effective classroom and intervention practicesA practical guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Educational Sciences, U.S. Department of Education. Word GenerationA Research-Based Vocabulary Program. Goal 4: Some Helpful Resources

20 Look for a survey about todays webinar Archived webinars available at: Upcoming Webinars

21 Thank You for Participating!

22 To submit questions or comments, click on the speech bubble that appears in the lower right of your window. A new window will appear to type your question/comment. Hit Ask A Question in the lower right to submit. We will respond to your comments/questions as we are able to, but if we receive a high volume, we may respond later via . Live Chat


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