1. 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
2009

2. 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
2009

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

4. 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
2009

5. 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
2009

6. 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
2009

7. 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

8. 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
2009

9. 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

10. 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
2009

11. 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

12. 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
2009

13. 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

14. 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.
2009

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

16. 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.

17. 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

18. Content Enhancement Learning Strategies SIM Interventions:
5. Experts and materials
Content Enhancement
Learning Strategies

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

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

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

22. 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
2009

23. 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)
2009

24. 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
2009