1. BECOMING A POWERFUL READER KY Reading First: Literacy Cadre Based on Reading Next © 2004

2. SOUNDING THE ALARM “If you do not learn to read and you live in America, You do not make it in life.” -Patton & Holmes, The Keys to Literacy

3. SOUNDING THE ALARM “There aren’t two worlds, education and work; there is one world— LIFE. -Willard Wirtz

4. SOUNDING THE ALARM How much will you be worth? $18,000—Poverty Level $18,000—Poverty Level $10,712—Fast food worker $10,712—Fast food worker $19,169—High School dropouts $19,169—High School dropouts $28,645—High School graduates $28,645—High School graduates $51,554—College graduates $51,554—College graduates US Census Bureau

5. CAUSE FOR ALARM Every day, more than three thousand students drop out of high school. Alliance for Excellent Education 2003

6. DID YOU KNOW? Out of every 100 Kentucky 9 th graders...

7. DID YOU KNOW? Out of every 100 Kentucky 9 th graders... 65 graduate from high school...

8. DID YOU KNOW? Out of every 100 Kentucky 9 th graders... 39 enter college...

9. DID YOU KNOW? Out of every 100 Kentucky 9 th graders... 15 graduate from college. Kentucky Department of Education

10. CAUSE FOR ALARM More than eight million students in the United States are struggling readers. U.S. DOE 2003

11. CAUSE FOR ALARM Reading below grade level: 70% of 9 th graders 70% of 9 th graders 60% of 12 th graders 60% of 12 th graders Reading Next

12. CAUSE FOR ALARM “Very few older struggling readers need help to read the words on a page; their most common problem is that they are not able to comprehend what they read.” ReadingNext

13. What Prevents Most Students from Becoming Proficient Readers?

14. MOTIVATION CRITICAL FACTOR—if students are not motivated to read, research shows that they will not benefit from reading instruction. Disposes one to read or not to read All students who increased their intrinsic motivation also increased their usage of strategies. (Defined as the cluster of personal goals, values, and beliefs with regards to topics, processes, and outcomes of reading that the individual possesses.) --Adolescents and Literacy: Reading for the 21 st Century, Alliance for Excellent Education

15. BEHAVIORS OF MATURE READERS vs. STRUGGLING READERS

16. BEFORE READING MATURE READERS STRUGGLING READERS Use prior knowledge Start reading without preparingUse prior knowledge Start reading without preparing Understand the task/ Read without knowing assignment whyUnderstand the task/ Read without knowing assignment why Chooses appropriate Read withoutChooses appropriate Read without strategies considering how to strategies considering how to approach the material approach the material

17. DURING READING MATURE READERS STRUGGLING READERS Focus on what they Are easily distractedFocus on what they Are easily distracted are reading Monitor their Do not know they do notMonitor their Do not know they do not comprehension understand—read just to done done Anticipate and Lack strategies whenAnticipate and Lack strategies when predict problems arise

18. DURING READING MATURE READERS STRUGGLING READERS Use context to Do not recognizeUse context to Do not recognize understand new important words terms Organize and Fail to add newOrganize and Fail to add new integrate new information information

19. AFTER READING MATURE READERS STRUGGLING READERS Reflect on their Stop reading andReflect on their Stop reading and reading, summarize thinking major ideas, and seek information from other sources Feel success is due Feel success is dueFeel success is due Feel success is due to effort to luck

20. BEHAVIORS OF MATURE READERS vs. STRUGGLING READERS Mature readers are engagedMature readers are engaged Struggling readersStruggling readers are disengaged

21. BEHAVIORS OF ENGAGED READERS vs. DISENGAGED READERS ENGAGED READERS DISENGAGE READERS Are socially Are often social misfitsAre socially Are often social misfitsinteractive Seek to understand Will not ask for assistanceSeek to understand Will not ask for assistance Enjoy learning Are not comfortable inEnjoy learning Are not comfortable in school school Believe in their Have low confidenceBelieve in their Have low confidence reading abilities

22. BEHAVIORS OF ENGAGED READERS vs. DISENGAGED READERS ENGAGED READERS DISENGAGE READERS Are mastery Are low achieversAre mastery Are low achieversorientated Believe they can do it ProcrastinateBelieve they can do it Procrastinate Are strategic Lack strategiesAre strategic Lack strategies Are knowledgeable Lack knowledgeAre knowledgeable Lack knowledge Are intrinsically Are extrinsicallyAre intrinsically Are extrinsically motivated motivated

23. BECOMING AN ENGAGED READER Set personal goals or objectives Choose interesting texts to read and read often. Listen to fluent reading, everyday. Check and support your progress and get feedback. Participate in cooperative learning groups Reward effort and provides recognition