WHAT DO ADOLESCENTS NEED TO READ AND WHAT SHOULD WE DO TO HELP

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WHAT DO ADOLESCENTS NEED TO READ?AND WHAT SHOULD
WE DO TO HELP?

• Michael L. Kamil
• Stanford University

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NEW TO NCLB

• SCIENCE
• Once in Elementary
• Once in Middle School
• Once in High School

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LEARNING STANDARDS--NEW

• Content area literacy standards
• Few current standards qualify
• What reading skills are required in each
  discipline?

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A HISTORY QUIZ

• How many men waded ashore with William the
  Conqueror in 1066?

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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_Conqu
  est

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A CHEMISTRY QUIZ

• How many molecules of hydrogen and oxygen are
  needed to make water?

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Answer

• H2O
• Source ???

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• DIFFERENT DISCIPLINES REQUIRE DIFFERENT READING
  SKILLS
• See Standards for Middle and High School Literacy
  Coaches, International Reading Associationhttp
  //www.reading.org/downloads/resources/597coaching_
  standards.pdf

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INTERACTION

• How does this affect
• Teaching?
• Teacher education?
• Professional development?
• Policy?

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BIOLOGY ASSESSMENT ITEMS
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HOW MUCH READING DOES EACH ITEM REQUIRE?
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Prentice-Hall Biology
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Holt Biology
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GENERAL READING ASSESSMENT
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• 11. Which statement below best states the
  authors 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.

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SCOTT FORESMAN

• 6th GRADE CALIFORNIA HISTORY
• (Readability 6.8)

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• DIFFERENT DISCIPLINES REQUIRE DIFFERENT READING
  SKILLS
• See Standards for Middle and High School Literacy
  Coaches, International Reading Associationhttp
  //www.reading.org/downloads/resources/597coaching_
  standards.pdf

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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.

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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

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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

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WHAT MORE DO WE NEED?

• Content literacy standards
• Assessments of those standards
• Preparation of teachers and coaches

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RECAP

• Independent functioning individuals
• Life-long adaptable learners
• Options for post-secondary education

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• RAISE EXPECTATIONS
• INCREASE CAPACITY
• MEASURE AND REPORT PROGRESS

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INTERACTION

• How does this affect
• Teaching?
• Teacher education?
• Professional development?
• Policy?

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WHAT SHOULD WE DO?

• A great deal of evidence
• NATIONAL READING PANEL

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Alphabetic Principles

• Phonemic awareness is far less effective after
  first grade
• Phonics loses its potency as students progress
  from second to sixth grade

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Vocabulary and Comprehension

• Vocabulary
• Research on students above 3rd grade
• Comprehension
• Research on students above 4th grade

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Teacher Professional Development

• PD improves student achievement if
• Gain in teacher knowledge
• Changes in teacher behavior
• Coaching has to work but . . . (Not NRP)

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Fluency

• Fluency practice improves reading
• USR DOES NOT improve reading

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• THE END