Outcomes Understand STRUCTURE Your Reading - purpose, format, SIM context Know the materials available within it and the PD packet Generate ideas about how it might be useful to you

STRATEROUT INE STRATEGIC READING

Strategic reading is a planful approach to the task of constructing meaning from print. Strategic readers employ effective and efficient methods of interacting with the text at hand.

I’m 17 years old. Why did you wait until now to tell me you have to think while you’re reading?

…a structured teaching procedure that seeks to activate a student’s strategic approach. Teachers direct the routine at first, gradually turning over self-prompting to students.

It starts as a And grows up to be a In control of the teacher In control of the reader

Learning Strategies Curriculum STRUCTURE Your Reading Content Enhancement Routines

Why bicycles?

What is it? It is an explicit approach to teach strategic reading. It provides a framework that integrates research- validated components of proficient reading in a systematic way to enhance comprehension of text. It provides a context within which to teach specific reading strategies so that students can understand the role that individual strategies play in the total reading comprehension process. It also provides a package that helps students put together individual strategies that they have learned so that they know how to employ strategies before, during, and after reading.

What are the big ideas behind the strateroutine? You have to teach many students to be strategic readers. –What do strategic readers do? They think about the reading selection before, during and after reading. They know and use tools to help themselves understand what they read and prove that they understand. Teaching the integrated processes of strategic reading is an important goal. Teaching individual strategies is a part of that goal. The whole takes precedence over the parts.

Covert processes What goes on inside a student’s head What can I do to help myself understand what I’m reading?

What’s involved? Know how to implement a variety of strategies before, during and after reading. Rely on personally useful strategies. Know when, where and how to apply the strategies in specific situations. Learn discipline specific approaches to literacy.

Where does it fit within SIM? Offers a framework within which to package SIM Learning Strategies and teach students when to use the strategies they know. Provides a context and therefore a rationale for learning new strategies. Allows for inclusion of other research- validated strategies (not just SIM). Does not REQUIRE SIM professional development. It is actually a CLC microstructure; i.e. All 5 levels can be addressed using SYR as a framework.

A word about language… When we talk about this strateroutine we can shorten the reference to

How is SYR used? – At the beginning stages of teaching, the teacher describes, models and guides students’ use of SYR with the use of a worksheet. – As the students demonstrate proficiency with using the approach, the teacher’s involvement decreases, as she facilitates student self- prompting. – The ultimate goal is for the students to use the steps independently, without the worksheet, using the questions they learn as self-prompts.

Orients to the kind of thinking and level of detail necessary. Activates prior knowledge. Sets up expectations as to structure, content, resources available and unknown words.

Prompts a selection of best bet strategies based on material type and personal choice. Employs self- monitoring and repair. Harkens back to predictions made in previewing.

Strategy Menu Visual Imagery Self-questioning Paraphrasing Summarizing Questioning the author Making more predictions Identifying patterns in text Making connections Using visual aids Using graphic and other organizers Rereading Underlining/highlighting and Others

Establishes a personal connection with the material. Promotes social interaction around reading. Requires a response to the reading to demonstrate comprehension. Encourages attribution of success to being strategic.

SYR Worksheet Makes instruction explicit Is accompanied by an annotated list of strategies Provides an opportunity to gauge strategic reading progress (Can be scored) Must be faded for SYR to become a strategy for the students

Student Prompt Guide Reminds students of the process of strategic reading Contains the steps (in clusters). States the self-prompts (the questions they should ask themselves). Is used to introduce the process of strategic reading before using the worksheet. Then is used to transition from the worksheet. The SYR Bookmark is a portable version that can be placed in every book the student is reading.

Progression of STRUCTURE Your Reading From Structured Teaching to Student Use Teaching Routine Teacher Control Teacher Guidance Instruction Reading Level Visual Device (Worksheet) Teacher Cues for Student Self-Prompting Learning Strategy Student Control Independent Work Grade Level Internalization of Steps & Question Prompts Student Self-Prompting

Implementation Highlights Instruction is organized around student outcomes. You move on to the next phase when the student achieves that outcome.

Implementation Highlights Cue-Do-Review is the instructional procedure utilized at first; i.e. SYR is taught as a routine. –The 8 stage learning strategy instructional approach is embedded within teaching, although it is adapted.

Implementation Highlights After students learn the overall process you “ZOOM IN” on individual elements to build component skills and strategies; e.g. for students who don’t know strategies to use during reading, you might teach the Paraphrasing Strategy.

ZOOM IN Vocabulary Instruction

ZOOM IN Paraphrasing Strategy Instruction ZOOM IN Proficiency in Sentence Writing Strategy Instruction

Implementation Highlights SYR is designed for flexible implementation; i.e. The roll-out plan for a school can be individualized, depending on available resources and commitments. –It can provide the framework for an entire reading course. –It can be introduced by language arts or SPED teachers and be utilized by content teachers for textbook reading. –It can be introduced by content teachers for students who do not need the worksheet.

Implementation Highlights Instruction can be adjusted, depending on the time a teacher has to devote to SYR. It is an approach around which teachers can collaborate. –Language Arts teachers can teach SYR and interventionists can “ZOOM IN” to the components for which some students need more explicit instruction. –Speech-language pathologists can work with the teacher-implementer to “triage” students; i.e. identify who needs work on language underpinnings.

Implementation Highlights Preference is to first teach students how to “STRUCTURE Your Reading” as a process; I.e. what to do before, during and after reading –For students with serious decoding/fluency issues, echo and/or choral reading is utilized. Although the preference is to first teach students how to “STRUCTURE Your Reading” as a process you can begin by teaching students an individual strategy.

Implementation Highlights Integrates, listening, speaking, reading and writing. Instruction begins as whole group instruction and moves to differentiated instruction to address individual student reading levels and specific skill and strategy learning needs. You start with short, interesting reading passages. You can use this approach to teach narrative or expository text. Any materials can be used, including textbooks.

Key Elements of SYR Baseline strategy use and comprehension Progress monitoring Prompting step/question mastery and comprehension Data-based decision-making Student self-management Cue/Do/Review instructional procedure Nature of strategic reading »Modeling of strategic reading »Modeling worksheet use for those who need it

Key Elements of SYR Student engagement Guided-independent practice Materials matched to reading levels Text variety Fading the worksheet Vocabulary instruction Sub skills and strategy instruction (including language) Generalization and maintenance

Underlying Components of Strategy Use Self-talk Knowledge and skill prerequisites

Knowledge Skills Strategies Information you have Approaches you use to apply knowledge and skills wisely in specific situations Activities or procedures you are competent in using

Research Base Built on research-validated components Fieldtested, piloted Two year experimental study (random assignment to treatment and control groups)

Research to Date Middle school - Florida High School - Seattle Juvenile Justice System - New Mexico Clarksville-Montgomery - Tennessee Middle school - Virginia

Year One - VA Study

Primary Research Question Do students who are taught SYR in a middle school language arts class perform better on the Degrees of Reading Power (DRP) test than students in a traditionally taught language arts class? Secondary Research Questions Do students who are taught SYR use self- talk (i.e. ask themselves questions) more frequently when they read text than students in the traditionally taught class? Do students who are taught SYR employ strategies more frequently when they read text than students in the control group?

Measures Degrees of Reading Power (DRP) –group-administered –untimed –assesses how well students are able to reason with prose materials, –fiction and nonfiction passage. Metacognition in Reading Inventory (MIRI), –an informal inventory -400 word expository passages in science. –group administered –students to record information in two areas: (a) self-talk (asking questions during reading, (b) use of strategies before, during, and after reading a passage.

Results 6 th Grade (Dosage = 13.5 hrs.) Control group gained more than treatment group in overall reading comprehension (medium effect size). Treatment group gained more in strategy use than control group (large effect size). Treatment group gained more in questioning than the control group (large effect size).

Results 7th Grade (Dosage = 39 hrs.) Treatment group gained more than control group in overall reading comprehension (medium effect size). Treatment group gained more in strategy use than control group (large effect size). There was no difference between the groups in questioning.

Results 8th Grade (Dosage = 20.3 hrs.) Treatment group and control group showed only small gains in comprehension without significant differences between groups. There was no difference between the groups in strategy use. Treatment group gained more in questioning than control group (large effect size).

Conclusions SYR treatment groups had strategy gains or questioning gains (Strategies for grades 6 and 7; Questioning for grades 6 and 8). Gains in strategy use occurred with gains in comprehension on a standardized test where dosage was highest.

Conclusions Dosage likely plays a role in results, in terms of 7th grade treatment group’s improved comprehension. The teacher variable cannot be ruled out especially in 6th grade. 8th grade “itis” may account for results on DRP especially in light of the timing of post testing.

Further Analysis/Research Which is a stronger predictor of DRP scores –asking questions or using strategies? Are both strategies and questions needed for strategic reading? Social validity – Are students satisfied with the intervention? Do lower achieving students make more gains than higher achieving students? What impact does 2 years of instruction have on student gains?

“ SYR has been an amazing tool for both students and teachers. It is truly a complete reading or all encompassing reading method for adolescent students. The students I have worked with using SYR have gone from unaware, ineffective readers to metacognitive readers that approach a reading task with before, during, and after reading strategies in mind. As a Reading Specialist, I have LOVED working with SYR!! I also feel that SYR provides a structure for teachers to use to teach reading even if they don't have a reading background.” Kendall Hunt, Reading Coach Liberty Middle School & CLC Teacher Leader

Language & Related Cognitive Processes Motivation Personal and Social Connections Skills and Strategies Constructing Meaning from Print Word Recognition Comprehension