1. WHAT DO ADOLESCENTS NEED TO READ? AND WHAT SHOULD WE DO TO HELP? Michael L. Kamil Stanford University

2. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY NEW TO NCLB SCIENCE Once in Elementary Once in Middle School Once in High School

3. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY LEARNING STANDARDS--NEW Content area literacy standards Few current standards qualify What reading skills are required in each discipline?

4. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY A HISTORY QUIZ: How many men waded ashore with William the Conqueror in 1066?

5. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY ANSWER Meanwhile William had assembled an invasion fleet of approximately 600 ships and an army of 7000 men. Source: http://en.wikipedia.org/wiki/Norman_Conquest

6. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY A CHEMISTRY QUIZ How many molecules of hydrogen and oxygen are needed to make water?

7. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY Answer H 2 O Source: ???

8. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY DIFFERENT DISCIPLINES REQUIRE DIFFERENT READING SKILLS See Standards for Middle and High School Literacy Coaches, International Reading Association http://www.reading.org/downloads/resources/597coaching_standards.pdf

9. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY INTERACTION How does this affect Teaching? Teacher education? Professional development? Policy?

10. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY BIOLOGY ASSESSMENT ITEMS

14. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY HOW MUCH READING DOES EACH ITEM REQUIRE?

15. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY Prentice-Hall Biology

17. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY Holt Biology

20. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY GENERAL READING ASSESSMENT

21. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY

22. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY 11. Which statement below best states the author’s attitude toward the desert? A The desert is a dangerous place. B She is comfortable in the desert. C The desert is a good place for Sam to play D She feels like a stranger in the desert.

24. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY SCOTT FORESMAN 6 th GRADE CALIFORNIA HISTORY (Readability = 6.8)

25. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY DIFFERENT DISCIPLINES REQUIRE DIFFERENT READING SKILLS See Standards for Middle and High School Literacy Coaches, International Reading Association http://www.reading.org/downloads/resources/597coaching_standards.pdf

26. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY Literacy in Science Example Students should learn to read and/or write presentations that use scientific knowledge to explain, argue, or defend conclusions, theories, and ideas.

27. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY CONCLUSIONS Reading is the key skill Reading content texts is difficult Increasing achievement a little is NOT GOOD ENOUGH We know enough to make this work

28. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY Some Conclusions Standards call for tests of content Standards do not call for measures of reading of content material Skills and abilities often taught in K-3 are insufficient for 4-12 and beyond

29. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY WHAT MORE DO WE NEED? Content literacy standards Assessments of those standards Preparation of teachers and coaches

30. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY RECAP Independent functioning individuals Life-long adaptable learners Options for post-secondary education

31. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY RAISE EXPECTATIONS INCREASE CAPACITY MEASURE AND REPORT PROGRESS

32. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY INTERACTION How does this affect Teaching? Teacher education? Professional development? Policy?

33. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY WHAT SHOULD WE DO? A great deal of evidence NATIONAL READING PANEL

34. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY Alphabetic Principles Phonemic awareness is far less effective after first grade Phonics loses its potency as students progress from second to sixth grade

35. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY Vocabulary and Comprehension Vocabulary Research on students above 3 rd grade Comprehension Research on students above 4 th grade

36. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY Teacher Professional Development PD improves student achievement if Gain in teacher knowledge Changes in teacher behavior Coaching has to work but... (Not NRP)

37. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY Fluency Fluency practice improves reading USR DOES NOT improve reading

38. mkamil@stanford.edu June 11, 2007 NENYCC Symposium, Albany, NY THE END