1. WHAT IS GOOD LITERACY INSTRUCTION? Patricia A. Alexander University of Maryland Patricia A. Alexander University of Maryland Expanding Discussion to Issues of Learning and Academic Development

2. GOOD LITERACY INSTRUCTION IS ABOUT STUDENT LEARNING

3. ACHIEVEMENT = LEARNING In the current test-driven climate, it is easy to confuse performance on high-stakes, standardized tests with learning The type of instruction that may result in higher test performance for schools or classrooms can be detrimental to deep-seated or long- term learning Thus, achievement, as measured only by test scores, does not equate to learning

4. GOOD LITERACY INSTRUCTION FOSTERS ACADEMIC DEVELOPMENT GOOD LITERACY INSTRUCTION FOSTERS ACADEMIC DEVELOPMENT

5. What is Academic Development? Academic Development … … the systematic changes that occur as a result of formal education

6. The path to academic development in literacy requires continuing attention to students’ domain knowledge, interests, and their strategic processing No student can achieve competence in any academic domain without the strategies and skills to comprehend both traditional and nontraditional texts

7. THE MODEL OF DOMAIN LEARNING (MDL) DEPICTS ACADEMIC DEVELOPMENT

8. STAGES OF DOMAIN LEARNING Acclimation Competence Proficiency Early Middle Late

9. COMPONENTS OF THE MDL Subject-Matter Knowledge Learner Interest Strategic Processing

10. SUBJECT-MATTER KNOWLEDGE All knowledge that an individual has relative to a specific domain of study or a topic drawn from that domain. Types of Subject-Matter Knowledge –Domain Knowledge Breadth of knowledge –Topic Knowledge Depth of knowledge

11. LEARNER INTEREST Interest is the energizing of learners’ underlying needs or desires Individual or Personal Interest –Long-term investment or deep- seated involvement in a given pursuit, subject, or topic Situational Interest –Temporary arousal or attention that is triggered by conditions within the immediate context

12. STRATEGIC PROCESSING General cognitive or metacognitive/self- regulatory processes purposely invoked Two Types –Surface-Level Strategies Initial understanding Includes rereading or omitting unfamiliar words –Deep-processing Strategies Personalizing or transforming the message Includes comparison to prior learning or questioning the author

13. STAGES OF DOMAIN LEARNING Acclimation Competence Proficiency Early Middle Late TK DK D-PS II S-LS SI Surface-Level Strategies S-LS Deep-Processing Strategies D-PS Situational Interest SI Individual Interest II Domain Knowledge DK Topic Knowledge TK

14. WHEN IT COMES TO DOMAIN LEARNING, LEARNING TO READ AND READING TO LEARN ARE INSEPARABLE WHEN IT COMES TO DOMAIN LEARNING, LEARNING TO READ AND READING TO LEARN ARE INSEPARABLE …and their instruction should be likewise!!

15. MENTIONING = TEACHING Mentioning refers to the superficial treatment of essential content and strategies (Durkin 1978) The high-stakes curricula of current public education may promote mentioning over teaching Mentioning literacy components in domain instruction does not constitute effective literacy instruction It is time to return to meaningful literacy teaching embedded within the instruction of other academic domains