Overview

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Overview

• What is the picture of reading
• 8-80?
• How well do students read G3-8?
• What do successful comprehenders in G3-8 look
  like?
• What classroom practices foster engagement in
  comprehension?
• Is there evidence for these practices?
• Implications What do I do now?

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How good are G 4 students at reading?

• NAEP data Grade 4 2003 total
• Below basic 37
• Below proficient 59

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Status of reading G4-12

• Over 8 million students in grades 4-12 are
  struggling readers.
• Every school day, 3,000 students drop out of high
  school.
• Only 70 of high school students graduate on time
  with a regular diploma.
• High school students in the lowest 25 of their
  class are 20 times more likely to drop out than
  the highest performing students.

Reading Next Advancement for Excellent
Education, October 2004
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International comparisons PISA 2000 26
countries 15 yr.Ranks of the USA

• Interpret text 15
• Retrieve from text 15
• Reflect on text 11
• Interest in reading 14
• Self-efficacy in reading 11
• Use strategies to read 10
• Preference for social reading 1 (tie)
• (nces.ed.gov)

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Status of reading among adults Accelerating
rates of decline in amount of reading (NEA)
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Judgmentpreliminary finding opinion conclusion

• 1. What is the picture of reading K-80?
• NCLB ushers in an urgency about comprehension
  improvement
• Surveys point to urgency about achievement,
  engagement, readership, literacy in our lifestyles

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Overview

• What is the picture of reading
• 8-80?
• How well do students read G3-8?
• What do successful comprehenders in G3-8 look
  like?
• What classroom practices foster engagement in
  comprehension?
• Is there evidence for these practices?
• Implications What do I do now?

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What is G 3-8 reading?

• NAEP item---
• text, question, response, data

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NAEP Watch Out for Wombats

• As we rode along the highway sixty miles
  northeast of Adelaide, Australia, a
  diamond-shaped sign suddenly loomed ahead. Watch
  Out for Wombats, it warned. We peered into the
  sparse scrub along the roadside and searched for
  the brown furry animals. In the distance, we
  spotted a mob of red kangaroos bouncing out of
  sight, and near the road a crowlike bird called a
  currawong was perched, but nowhere did we see any
  wombats.

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NAEP Watch Out for Wombats

• However, we later found out that this was not
  surprising because we were traveling during
  midday and wombats are active mostly at night. It
  wasnt until we visited the animal reserve that
  we finally saw out first wombat and learned more
  about this funny-looking creature.
• 9 more paragraphs

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Choose an animal, other than a koala, that you
know about and compare it to the wombat.
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How good are G 3-8 students at reading?

• NAEP data Grade 4 2003 wombats
• Proficient 79 acceptable
• Basic 62 acceptable
• Below Basic 33 acceptable

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How good are G 3-8 students at reading?

• NAEP data Grade 4 2003 total
• Below basic 37
• Below proficient 59

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Judgmentpreliminary finding opinion conclusion

• 2. How well do students read G3-8?
• Very far from criterion of proficient, as defined
  by NAEP.
• Superficially fact learning, but not conceptual
  knowledge gain

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Overview

• What is the picture of reading
• 8-80?
• How well do students read G3-8?
• What do successful comprehenders in G3-8 look
  like?
• What classroom practices foster engagement in
  comprehension?
• Is there evidence for these practices?
• Implications What do I do now?

16
What are the characteristics of good G 3-8
readers and how do they differ from struggling
readers?

• Sources
• Grade 4 students in instructional research in
  2003.
• Students read multiple texts-
• write about ecology rubric 1-6
• Interviews on reading motivation

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What are the characteristics of good G 3-8
readers and how do they differ from struggling
readers?---knowledge gain
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I know a lot about oceans and forests. One, I
know that they are different. One example is
that oceans cover most the world but forests do
not cover that much. Also, a forest is not made
of water but they are made of land whereas an
ocean is covered with water. Lastly, their
animals are very different. Some animals/plants
that are in a forest are the following squirrels,
bears, snakes, opussums, raccons, birds, wolves,
insects, grass, trees, leaves, and other plants.
Animals and plants that live in an ocean are
fish, sharks, dolphins, whales, plankton,
seaweed, and other aquatic plants. These animal
and plants survive by having shelter, having food
and water, getting enough oxygen, getting
sunlight, and having a good defense to get away
from an enemy. These animals help each other by
being food for other animals, protecting animals
from other animals, making a shelter for other
animals in exchange for something, and helping
other animals with stuff like cleaning their
teeth like if a fish goes in a bigger fishes
mouth he would be cleaning his teeth of plankton.
The little fish gets a meal and the big fish
gets clean teeth. (6)
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I know that rivers have a kinds of animals like
fish, bug and other animals. Grasslands are all
over the world. But they are hard to find. In A
river is not nuechy. Some animals were born in
clean water. Animal help each other by giving
food if they dont have nothing to eat. Animals
that live in A grassland have to eat grass but
some animals dont eat grass. A river is so fast
that we can hear the water. A river is different
because one has water and one dos not. A
grassland has grass and the other one have little
grass. A grassland has trees and one does not.
- (2)
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What are the characteristics of good G 3-8
readers and how do they differ from struggling
readers? Strategy--questioning

• If birds lived under water, what would they eat?
• What do carnivorous plants eat besides insects?
• How hot can an ocean get before it kills life
  there?

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What are the characteristics of good G 3-8
readers and how do they differ from struggling
readers? Strategy--questioning

• What is a grassland?
• Is there salt water in a river?
• How long does it take you to get to a grassland?

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What are the characteristics of good G 3-8
readers and how do they differ from struggling
readers? motivation to read
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Interviewer So do you remember how long it takes
you to read one of these books? Student Yeah,
about four days. I Four days? S Well, if you
read them til like ten oclock like I do. I You
do? If you stop at ten, what time do you
start? S Nine, I read for an hour. I So is it
hard to put down? S Yeah. And then my dad always
comes in and says, Okay, its time to put the
book down. I Because its time to go to bed? S
Yeah.
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• Interviewer How often at home or at school do
  you spend a lot of time reading books?
• Student I dont often really read at home.
• I Oh really?
• S Yeah.
• I Do you like to do other things at home
  instead?
• S Play games, watch TV, come outside, ride my
  bike.

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What are the characteristics of good G 3-8
readers and how do they differ from struggling
readers? motivations to read

• Interesttopics, authors, series
• Involvementimmersion, time spent
• Knowledge and information
• Choiceself-selection, control
• Efficacycan read hard words, texts
• Socialshare books, talk, cooperate

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Interest

• I think I read about all the books on my
  bookshelf about four times. I like reading about
  animalsReally I usually wont put no animal book
  down unless its really, really boringI love
  animal books a lot.

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Involvement

• I take bottles of water to my room, because when
  I start to read I dont come out of my room for
  about three hoursSometimes I even take books to
  the dinner table and read.

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Knowledge Information

• I just like to learn a lot. Its really fun for
  me and its just really cool that you can learn
  something that your parents dont even knowI
  like to teach teachers things that they dont
  know yet.

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Choice Self-determination

• When I pick out a book, usually its about
  something I likeI like picking them out myself
  because I always pick out a book that inspires me
  and that I like.

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Efficacy

• Usually the books in the library are a little
  too easy and I dont like easy books. I like
  challenging books.

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Social

• Sometimes Ill walk up to the teacher at the end
  of the day and when everyones left, Ill sit
  there and talk to her about it, and Ill ask her
  questions about the book.

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Motivation and Comprehension Chicken or Egg?

• Motivations
• Rubric for each 1-4 total 5-20
• Pre (Sept.) post (Dec.) 2003.
• Gates MacGinitie Comprehension
• Pre (Sept.) post (Dec.) 2003.

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Comprehension Level and Reading Interest
1
4
3
2
Interest December
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Comprehension Growth and Reading Interest
4
3
1
2
Interest September
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Association of Reading Achievement and Time
Reading for Grade 4 Students
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Construct from NAEP Questionnaire

• How often
• do you read for fun on your own time?
• does your teacher give you time to read books you
  have chosen yourself?
• does your teacher ask you to read silently?
• do you take books out of the school library or
  public library ?

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Conclusions

• G 4 Amount of eading engagement is more highly
  associated with NAEP reading achievement than
  demographic variables that represent traditional
  barriers to achievement.
• G 8 Reading engagement is more highly associated
  with NAEP than 3 years of secondary education.

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Judgmentpreliminary finding opinion conclusion

• What do successful comprehenders in grades 3-8
  look like?
• Gain conceptual knowledge
• Use strategies
• Have internal motivations to read
• Intract socially to learn from text
• Engaged Readers

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Overview

• What is the picture of reading
• 8-80?
• How well do students read 3-8?
• What do successful comprehenders in 3-8 look
  like?
• What classroom practices foster engagement in
  comprehension?
• Is there evidence for these practices?
• Implications What do I do now?

43
Increasing Comprehension Through Engagement

• Leslie Morrow use of literature (reading time),
  influenced by literature in instruction
• Mike Pressley focused, observable text
  interaction, influenced by outstanding teachers
  myriad practices
• Barbara Taylor David Pearson active reading,
  influenced by teachers challenging, high level
  questions

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Increasing Comprehension Through Engagement

• Diane Schallert writing-reading involvement,
  influenced by depth and features of text
• Martin Nystrand student discussion of text,
  influenced by social scaffolding
• Isabel Beck conceptual connection made thorough
  questioning authors
• Deborah Stipek secondary students school
  participation, commitment, motivation, influenced
  by classroom/school goal structure

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Teaching for engagement Principles of
instructional support for motivation

• Knowledge goals for reading instruction
• Hands-on experience
• Interesting texts
• Choice and control (autonomy support)
• Collaboration support for learning from text

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KNOWLEDGE GOALS IN A LONG-TERM THEME FOR READING
INSTRUCTION

• Motivation
• Content, stories, substance are interesting
• (skills are not interesting, inherently)
• Cognition
• Strategies are learned and used in domains
• (how do you know you summarized well?)

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REAL-WORLD INTERACTIONS CONNECTED TO READING

• Motivation
• Fascinating, curiosity-arousing
• Cognition
• Spontaneous knowledge activation, and questioning
  to learn

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CHOICE AND DECISION MAKING DURING READING
INSTRUCTION

• Motivation
• Choice is desirable control is empowering.
• Cognition
• How to select texts, topics, strategies,
  partners, self-monitoring is complex.

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COLLABORATING TO LEARN FROM TEXT

• Motivation
• Interacting socially is reassuring, enjoyable
• Cognition
• Interchange improves quality of comprehension,
  questions, summaries, etc.

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Collaboration in Reading
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INTERESTING TEXTS DURING INSTRUCTION

• Motivation
• Attentional, appealing, interest
• Cognition
• Encourages deep processing rewards comprehension
  strategy use

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Interesting Texts
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Scaffolding for Engagement

• Engaged readers select
• Topics appropriate to knowledge goals
• Tasks matched to accountabilities or task
• Time for interacting with text/task
• Strategies to comprehend or fix-up
• Collaboration for learning
• Related activity multi-media hands-on
• Self-expressions of knowledge or interpret

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Scaffolding for Motivational GrowthTeacher-direct
ed

• Teacher selects
• Text (basaloctopus )
• Topic (octopus description)
• Task (answer 3 fact questions)
• Time (20 minutes)
• Strategy (read-answer read-answer read-answer)
• Social arrangement, (solo)
• Related activity (rare)
• Evaluation of reading

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Scaffolding for Engagement Growth--1

• Teacher selects
• topic (solar system)
• task (explain one planet aloud)
• time (20 min.)

• Student selects
• text, (nonfiction book)
• strategy, (read discuss write)
• social arrangement, (pair trio)
• task evaluation, (drawlabel write paragraph)
• related activity (Hubble photosonline or not)

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Scaffolding for Motivational Growth2

• Student selects
• topic, (which planet, meteor, dust, etc.)
• task (learn facts explain movements)
• time (this task then, 40 min read novel)

• Teacher selects
• text, (which nonfiction book solar system)
• strategy, (read discuss write)
• social arrangement, (pair)
• task evaluation, (write paragraph)
• related activity (Hubble photosonline)

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Judgmentpreliminary finding opinion conclusion

• 4. What classroom practices foster engagement in
  comprehension?
• Knowledge goals knowledge
• Strategy instruction strategies comp.
• Collaboration support social interaction
• Choice and control motivation
• Interesting text motivation
• Hands-on experience motivation

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Overview

• What is the picture of reading
• 8-80?
• How well do students read 3-8?
• What do successful comprehenders in 3-8 look
  like?
• What classroom practices foster engagement in
  comprehension?
• Is there evidence for these practices?
• Implications What do I do now?

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Concept-Oriented Reading Instruction

• Direct Strategy Instruction
• Activate, Question, Search, Summarize, Monitor,
  Organize, Write
• Via Explaining, Modeling, Guided practice

• Motivate with Practices
• Knowledge goals
• Hands-on science
• Choice control
• Interesting texts
• Collaboration

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Research Method
Analysis by Synthesis Hierarchical
Instructional Design
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Does CORI Work?
CORI vs. Traditional Instruction

• 4 Experiments
• Year long CORI
• Grades 3 5
• 3 Schools 12 teachers
• Multicultural, Chapter I schools

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Does CORI Work?
CORI vs. Traditional Instruction

• CORI Advantages over Traditional in
• Reading Comprehension
• Reading Strategies
• Reading Motivation
• Guthrie, et.al. RRQ, 1996 ESJ, 1999 J.Ed.Psych,
  1998, 2000.

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Questions for Studies I-II2004

• To what extent does CORI, in comparison to SI,
  and TI increase
• Reading comprehension?
• Reading motivation?
• Reading strategy competence?
• Guthrie, Wigfield, et al., J.Educ.Psy., 2004

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Research Method
Analysis by Synthesis Hierarchical
Instructional Design
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Instructional Frameworks
Concept-Oriented Reading Instruction (CORI)

• Motivational practices
• Content goals for instruction
• Hands on experiences
• Choice and control
• Interesting text
• Collaboration

• Strategy instruction
• Activating background
• Questioning
• Searching
• Summarizing
• Organizing graphically
• Structuring stories
• Comprehension monitoring

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Instructional Frameworks
Strategy Instruction (SI)

• Strategy instruction
• Activating background
• Questioning
• Searching
• Summarizing
• Organizing graphically
• Structuring stories
• Comprehension monitoring

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Professional Development

• Days 10 summer 5 days fall
• Teachers do mini CORI (2.5 hours)
• Teachers do childrens strategies
• View videos of motivation support
• View videos of excellent strategy instruction
• Adapt Teachers Guide to children, books, goals
  in classrooms

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Study I II Method

• Designpretest, posttest equivalent groups
• Students260 third graders, in 4 schools, mixed
• Instruction12 weeks, 100 min. daily
• Professional development 10 5 days

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Study I, II Method
Pretest and Posttest Measures

• Multiple text comprehension 70 pages, 22
  sections, writing
• Passage comprehension 500 word pass relatedness
  of key words
• Gates MacGinitie comprehension
• Strategies activating background, questioning,
  searching for information
• Motivation self-reportteacher ratings

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CORI, SI and TI on Passage Comprehension
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CORI and SI on Multiple Text Comprehension (I)
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CORI, SI TI on Gates MacGinitie (grade
equivalent)(II)
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CORI and SI on Strategy Composite (activating
background, organizing, searching)
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CORI and SI on Reading Motivation
Composite(self-report)
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CORI and SI on Reading Motivations(teacher
ratings)
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Studies I and II Conclusions

• CORI surpassed SI and TI on passage comprehension
  (replication)
• CORI exceeded SI and TI on Gates MacGinitie
  reading comprehension
• CORI was higher than SI and TI on reading
  strategies
• CORI was higher than SI on reading motivations

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Research Method
Analysis by Synthesis Hierarchical
Instructional Design
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Discussion Inferences from Findings

• Hierarchical instructional design
• When motivational support is combined with
  strategy instruction and text interaction, CORI
  is value added for reading outcomes, compared
  to SI or TI.
• This value added may be due to all or some, or
  the interaction among motivational practices
  within CORI. We believe they are synergistic.
• Guthrie, et al., J. Ed. Psych. Sept, 2004

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Judgmentpreliminary finding opinion conclusion

• 5. Is there evidence for these practices?
• Limited studies are affirmative
• Case studies
• Laboratory studies
• Field experiments

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Overview

• What is the picture of reading
• 8-80?
• How well do students read 3-8?
• What do successful comprehenders in 3-8 look
  like?
• What classroom practices foster engagement in
  comprehension?
• Is there evidence for these practices?
• Implications What do I do now?

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Implications What do I do?

• Research base is incomplete.
• Tackle G 3-8 as a challenge of engagement.
• Implement 5 engagement-fostering practices, and
  SI, 3 hours daily.
• Invest in teams, books, curriculum.
• Shun reductionism of teaching.
• Hold ourselves accountable for students
  engagement in literacy.

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Before
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After
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Education is
not the filling of a pail,
but the lighting of a fire.
W. B. Yeats