University of Kansas Center for Research on Learning Connecting the Dots …Adolescent Literacy…Effective Classroom Practice…Effective Intervention Practices… Patricia Sampson Graner, PhD KUCRL SIM Regional Updates 2008-09 pgraner@ku.edu pgraner@ku.edu. 2009

University of Kansas Center for Research on Learning Kent State If you are a struggling reader, all you have to do is look tough and say nothing, then you will become invisible.  - Richard Vacca pgraner@ku.edu pgraner@ku.edu. 2009

Five Recommendations for Improving Adolescent Reading Vocabulary Direct Explicit Instruction Text Meaning & Discussion Increased Motivation & Engagement Intensive Interventions Five Recommendations for Improving Adolescent Reading pgraner@ku.edu Kamil, Borman, Dole, Salinger, Torgesen (2008)

Recommendation 1: Provide Explicit Vocabulary Instruction University of Kansas Center for Research on Learning Recommendation 1: Provide Explicit Vocabulary Instruction Make it a part of reading, language arts, & content classes. Strengthens independent skills of constructing meaning of text NJCLD: To consider for Sw/LD Decoding Vocabulary pgraner@ku.edu pgraner@ku.edu. 2009

1. Vocabulary Instruction: Actions University of Kansas Center for Research on Learning 1. Vocabulary Instruction: Actions Dedicate class time regularly Repeat exposure – orally and in written context Provide students with opportunities to use vocabulary Instruct vocabulary strategies for independent student use pgraner@ku.edu pgraner@ku.edu. 2009

University of Kansas Center for Research on Learning SIM Interventions: 1. Vocabulary building Content Enhancement Routines Question Exploration Framing Concept Mastery Concept Comparison Concept Anchoring Vocabulary LINCing Learning Strategies LINCS Vocabulary Strategy Word Mapping Strategy Inference Strategy Fund. Of Paraphrasing and Summarizing pgraner@ku.edu pgraner@ku.edu. 2009

Improves students’ reading comprehension to make sense of text Recommendation 2: Provide Direct, Explicit Comprehension Strategy Instruction Instruct in routines & procedures to make sense of text Model and provide explanations Provide opportunities for active participation Improves students’ reading comprehension to make sense of text pgraner@ku.edu

2. Explicit Comprehension Strategies: Actions University of Kansas Center for Research on Learning 2. Explicit Comprehension Strategies: Actions Have available a variety of text of varying reading levels Model content specific strategies Clarify the goal not just the process Front load and teach the strategy with the content in mind NJCLD: For Sw/LD: Composing Higher Order Language skills pgraner@ku.edu pgraner@ku.edu. 2009

SIM Interventions: Content Enhancement Planning Routines (3) 2. Explicit Comprehension Strategies Content Enhancement Planning Routines (3) Concept Routines (3) Framing Routine ORDER Routine Question Exploration Routine Learning Strategies Paraphrasing Strategy Fund. Of Paraphrasing & Summarizing Self-Questioning Strategy Inference Strategy STRUCTURE Your Reading pgraner@ku.edu

Recommendation 3: Provide Discussion of Text Meaning & Interpretation University of Kansas Center for Research on Learning Recommendation 3: Provide Discussion of Text Meaning & Interpretation Build deeper understanding of author’s meaning, reasoning, or conclusions. Build higher order thinking skills NJCLD Spelling, Composing, Metalinguistic awareness Provide clearly scaffolded & sequenced instruction/remediation Systematic approaches incorporated Improves students’ reading comprehension and making sense of text pgraner@ku.edu pgraner@ku.edu. 2009

3. Extended Discussion of Text Meaning and Interpretation: Actions Develop questions that link content (units, lessons, courses) Model through think aloud how to explain positions, reasoning, counterarguments. Recognize good reasoning. Establish safe, supportive setting that invites discussion pgraner@ku.edu

University of Kansas Center for Research on Learning SIM Interventions: 3. Text Meaning and Interpretation Content Enhancement Planning Routines (3) Concept Routines (3) Learning Strategies Paraphrasing Strategy Planning Routines (3) Concept Routines (3) Framing Routine ORDER Routine Question Exploration Routine Paraphrasing Strategy Self-Questioning Strategy Inference Strategy Possible Selves pgraner@ku.edu pgraner@ku.edu. 2009

Praise effort not knowledge Recommendation 4: Increase Student Motivation & Engagement in Literacy Learning Build student confidence in ability to comprehend and learn from content area texts Praise effort not knowledge Focus students on authentic, personally meaningful learning goals pgraner@ku.edu

University of Kansas Center for Research on Learning 4. Increase Student Motivation & Engagement in Literacy Learning: Actions Provide informational feedback. Give students voice and choice Set high performance goals connecting instructional practice and student performance. Connect students with an adult at the school Provide informational feedback. Give students voice and choice re: materials, topics, forms of communication, demonstration of learning. Set high performance goals connecting instructional practice and student performance. Connect students with an adult impacts students’ response to school. pgraner@ku.edu pgraner@ku.edu. 2009

SIM Interventions: Content Enhancement Planning Routines (3) 4. Motivation and Engagement Content Enhancement Planning Routines (3) Learning Strategies Self Advocacy Possible Selves Learning ExpressWays pgraner@ku.edu

Recommendation 5: Provide Qualified Specialists to Conduct Intensive Individualized Interventions for Struggling Readers Pinpoint literacy profile through diagnostic tests to select intervention Accelerate literacy development of students at-risk through identification of strengths and challenges. pgraner@ku.edu

Explicitly use graphic organizers 5. Provide Qualified Specialists to Conduct Intensive Individualized Interventions for Struggling Readers: Actions Follow the program: explicit steps, guided instruction, student interaction, self-regulation, and transfer. Explicitly use graphic organizers Implement less intensive strategies in content areas and scaffold use. Access resources pgraner@ku.edu

Content Enhancement Learning Strategies SIM Interventions: 5. Experts and materials Content Enhancement Learning Strategies pgraner@ku.edu

University of Kansas Center for Research on Learning Content Literacy is the door to content acquisition & higher order thinking. pgraner@ku.edu pgraner@ku.edu. 2009

University of Kansas Center for Research on Learning Don’t mistake a clear view for a short distance – Grand Canyon hiking advice pgraner@ku.edu pgraner@ku.edu. 2009

University of Kansas Center for Research on Learning Building Blocks for Content Literacy HIGHER ORDER SUBJECT MATTER STRATEGIES SKILLS LANGUAGE pgraner@ku.edu pgraner@ku.edu. 2009

University of Kansas Center for Research on Learning HIGHER ORDER A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC) SUBJECT MATTER Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels) Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods) Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences) Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies) STRATEGIES SKILLS LANGUAGE pgraner@ku.edu pgraner@ku.edu. 2009

Intense-Explicit Instruction (RTI) University of Kansas Center for Research on Learning Intense-Explicit Instruction (RTI) LEVEL 3/4/5 Pretest Describe Commitment (student & teacher) Goals High expectations Model Practice and quality feedback Controlled and advanced Posttest & reflect Generalize, transfer, apply LEVEL 1 Cue Do Review LEVEL 2 “I do it!” (Learn by watching) “We do it!” (Learn by sharing) “Ya’ll do it!” (Learn by sharing) “You do it! (Learn by practicing) pgraner@ku.edu pgraner@ku.edu. 2009

Proficient readers are “good at” or have… University of Kansas Center for Research on Learning Background knowledge Text/knowledge structure Vocabulary Learning strategies Fluency Sight word vocabularies Word recognition Level 1 Level 1, 2, 3 Level 3, 4, 5 pgraner@ku.edu pgraner@ku.edu. 2009