Snow Day by Lester Laminack

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Snow Day by Lester Laminack
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Snow Day by Mike Ford

• I have a snow day
• Hip Hip Hooray!
• My school called to say stay home today.
• Plenty of free time
• Headed my way
• I have a snow day
• So in bed Ill stay.

• Then my brain begins to function
• The fog lifts
• Im not alone
• Everyone in my familys home
• I see my free time slipping away
• I call my school back
• Let me come in today!

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Inside Recess by Mike Ford

• Im growing weary of inside recess.
• I want my kids to go outdoors.
• Theres been kicking and biting
• Theres screaming and fighting
• And thats just the teachers on first floor,
• Im growing tired of inside recess.
• I want my kids to go outside.
• I dont care if theyre
• Warm or dry
• Since its better than seeing their teacher cry.

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Don't Forget the FUNdamentals of Reading
Insights and Ideas for Motivating Readers

• Presented by
• Michael P. Ford, Ph D
• Professor of Reading Education
• College of Education and Human Services
• University of Wisconsin Oshkosh
• Oshkosh, WI USA 54901
• FORD_at_UWOSH.EDU
• [phone]

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An Opening Thought

• The Answer Machine
• By Brod Bagert

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What do we mean by FUNdamental?

• FUN may not be the right word
• Programs with Intellectual Vitality (Katz, 1979)
• A focus on
• Engagement vs Entertainment
• Uncovering vs Covering
• Intrinsic vs Extrinsic
• Dispositions vs Skills

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Appleton Second Grade Teacher Nancy Decker

• I began with the shared book The Girl Who Love
  Wild Horses Then we read Hawk Im Your Brother
  We learned something about the Native American
  culture. We compared and contrasted these two
  stories. This led us to a book brought in a by
  child called Where the Buffalos Begin which led
  us to studying the bison and its habitat and
  adaptations. This led us to the Native American
  relationship to the bison and the near extinction
  of the bison by the white hunters, as well as
  change in the habitat with the west ward movement
  of the European settlers. This led us to reading
  a biography of Sitting Bull and learning about
  the Sioux Indian struggle for survivalWe got
  involved in real life dreams and excitements. We
  learned about heroes who would not trade for
  easier wishes Rudy Sato in Hawk I'm Your
  Brother wanted to fly and he wouldnt trade for
  earier wishes neither would Sitting Bull,
  neither would General Custer and now were
  reading about Martin Luther King who also
  wouldnt trade for easier wishes.

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Engagement

• Engagement is the visible outcome of motivation,
  the natural capacity to direct energy in the
  pursuit of a goal.
• Wlodkowski Ginsberg,1995

• ENGAGEMENT
• Success is within reach x
• Valuing the outcome x
• Feeling safe

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Is ENGAGEMENT the primary issue?

• ENGAGEMENT in High Impact Exemplary Teacher
  Classrooms
• 90 X 2

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What is this thing called balance?

• by Jill Fitzgerald
• in The Reading Teacher
• October 1999

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What is Balanced?

• Three broad categories of students knowledge
• Local knowledge
• Global knowledge
• Affective knowledge
• Not separate or discrete but interconnected

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What is Balanced?
The teacher arranges instruction and
learning opportunities so that the students can
acquire or create as many kinds of knowledge as
possible.
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Framework for Reading Adapted from National
Reading Panel, 2000 Put Reading First, CIERA, 2001
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Study Questions 'No Child' Act's Reading
PlanLauded Program Fails To Improve Test
ScoresBy Maria Glod (Washington Post -- May 2,
2008)

• Teachers in Reading First classrooms spent about
  10 minutes more each day on instruction in the
  five areas emphasized by the program than
  colleagues in schools that didn't receive program
  grants, the study concluded. There was no
  difference when children were tested on how well
  they could read and understand material on a
  widely used exam.
• "There was no statistically significant impact on
  reading comprehension scores in grades one, two
  or three," Grover J. "Russ" Whitehurst, director
  of the Institute of Education Sciences, the
  Education Department's research arm, said.
• Whitehurst said there are other possible
  explanations. One, he said, is that the program
  "doesn't end up helping children read." He said
  the program's approach could be effective in
  helping students learn building-block skills yet
  not "take children far enough along to have a
  significant impact on comprehension."

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Study Questions 'No Child' Act's Reading
PlanLauded Program Fails To Improve Test
ScoresBy Maria Glod (Washington Post -- May 2,
2008)

• "It's possible that, in implementing Reading
  First, there is a greater emphasis on decoding
  skills and not enough emphasis, or maybe not
  correctly structured emphasis, on reading
  comprehension," he said. "It's one possibility.

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What does it take?

• Skill
• Disposition

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So are you

• teaching someone to learn to read?
• or
• teaching someone to be a reader?

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Framework for Reading Adapted from National
Reading Panel, 2000 Put Reading First, CIERA, 2001
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• NCLB is like a Russian novel. Thats because
  its long, its complicated and in the end.
  Everybody gets killed.
• Scott Howard
• Former Superintendent
• Perry, Ohio

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Vocacabana by Mike Ford

• I started reading
• There was no meaning.
• I saw words on that first page
• That meant nothing to my brain.
• Nobody taught me vocabulary
• So when I took a running start
• And I tried with all my heart
• Nothing I did made sense
• I couldnt make a dent
• I tried one word after another
• But it was nonsense.

• I needed vocab
• Vocabulary
• The key to unlocking word meaning
• Just teach me vocab
• Vocabulary
• So getting the meaning form words I am reading
• Will be easy
• And this might be fun.

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Goal Self-directed, lifelong readers

• Skill
• Access
• Momentum

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LevelsPotential Gaps in of Total Reading Time
(Best Case Scenario)
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Access and NAEP Scores

• Among the best predictors of the NAEP
  performance was the number of books per students
  in the school library. Access to print in general
  was a powerful predictor of NAEP scoresAccess to
  books was a significant predictor of reading
  achievement even when poverty was controlled,
  however, which strongly suggested that access to
  books is the crucial factor (McQuillan, 1998).

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Importance of Access

• A strong research base supports the importance
  of access to books. Children who are allowed to
  self-select to read and who have access to varied
  sources of print materials in their classrooms,
  school libraries, town libraries and at home,
  read more and read more widely both for pleasure
  and for information. Children who do a
  substantial amount of voluntary reading
  demonstrate positive attitudes toward reading and
  those students tend to be the best readers.
• Providing Books and Other Prints Materials
• for Classroom and School Libraries
• International Reading Association (1999)

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The Reading Literacy of U.S. Fourth-Grade
Students in an International Context

• Results From the 2001 and 2006 Progress in
  International Reading Literacy Study (PIRLS)

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PIRLS US Performance2001 vs 2006
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PIRLS US Performance2001 vs 2006
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Frequency of Reading Outside of School(PIRLS
2006)
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• The average score on the combined reading
  literacy scale for U.S. students who read stories
  or novels every day or almost every day (558) was
  higher than the average score for students who
  read stories or novels once or twice a week
  (541), once or twice a month (539), and never or
  almost never (509).

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Characteristics of High ImpactExemplary Teachers

• 1. Instructional Balance
• 2. High Density
• 3. Scaffolding
• 4. Self-regulation
• 5. Reading-writing Integration
• 6. High Expectations
• 7. Effective Management
• 8. Ability to Clearly Articulate

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Characteristic 6High Expectations for All
Students

• All students are capable vs child/home
  rationalizations for some
• Accepted maturational differences but also tried
  to influence maturational differences
• AVOID OVERLABELLING AND UNDERTEACHING

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Characteristics of High ImpactExemplary
Intermediate Reading Teachers

• 1. Extensive Reading
• 2. Diverse Grouping Patterns
• 3. Attention to Skills
• 4. Background Development
• 5. Writing Instruction
• 6. Diverse Assessments
• 7. Content Integration
• 8. Attention to Motivation

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A Comparison of Innercity Children's
Interpretations of Reading and Writing
Instruction in the Early Grades in Skills-Based
and Whole Language Classrooms

• Acquiring the disposition for learning may be
  the most critical occurrence in the early
  gradesthe prognosis for children who are
  engrossed in books at the first grade level and
  who think of themselves as readers and writers
  and are mindful of their weaknesses appears
  hopefulthose who in first grade have already
  disengaged from literacy instruction appear to
  have already begun the pattern of turning away
  from school.
• Karin L. Dahl and Penny A. Freppon in Reading
  Research Quarterly, (Jan/Feb/Mar, 1995), pp.
  50-74  

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Hickman, G. (2008). The Differential
Developmental Trajectories of High School
Dropouts and Graduates. Journal of Education
Research. in press

• Students who drop out of school don't do so
  impulsively but instead may fall into a dropout
  trajectory as early as kindergarten. "Educators
  may be overlooking important developmental
  trajectories exhibited by students prior to
  entering high school," said Gregory Hickman, who
  directed the undergraduate research. "Dropouts
  miss an average of 124 days by eighth grade."

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Were either running toward pleasure

• or away from trouble!
• (Fritz, 2008)

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The Issue of Identity

• Anything but Lazy New Understandings about
  Struggling Readers, Teaching and Text
• by Leigh Hall
• 2006 IRA Outstanding Dissertation
• Conclusion
• The ways in which each student transacted with
  the reading task demands of his/her classroom
  were influenced by
• his or her perceptions of his or her abilities as
  a reading,
• how he or she wanted to be seen as a reader and
• his or her desire to comprehend and learn from
  text.

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So are there any school-based factors that cause
students to stop seeing themselves as readers
and/or writers?

• What causes students to disengage from even the
  best literacy instruction?

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School-based Factors

• A limited vision of literacy
• A limited vision of texts
• Grouping practices
• Leveling systems
• Instructional methods
• Classroom discourse
• Assessment processes

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Rethinking our visions of literate lives
Rethinking our visions of readers texts

• It is quite clear when moderated effectively,
  the intersection of pop culture, technology and
  literacy may provide many teachable moments.
  Moving in this direction might begin to blur the
  line between real world learning and school
  learning.

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On the other hand

• If schools co-op students pop culture and
  technologies, will they begin to be seen as
  school tasks?
• Will students pursue them less?
• If they did, what would they turn to during their
  free time?
• Would they create a subversive culture of reading
  and discussing books as way to keep their
  distance from us adults?

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Rethinking Classroom Discourse

• Teachers language orchestrates the
  possibilities that children can imagine for
  themselves and others. Sometimes the ways
  teachers use language can be seductively
  forceful. When we ask children What are you
  doing as a writer today we dont offer the
  possibility of not being a writer.
• Peter Johnston
• 2004-2005

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Emilys Story by Kathy Champeau

• Emily My brain just wont work
• Kathys fear Internalization of failure
• Kathys realization Emilys brain was not HER
  she was asking for help to make it work better
• Kathys response Emily to get you brain to
  learn this you need to do
• Emily a few days later I can get my brain to
  work

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Rethinking Assessment
High Stakes Testing Narratives of the Cost of
Friendly Fire Peter Johnston And Kathy
Champeau Paper presented at NRC
2009 Collateral damages Consequential Validity

• Common themes in 200 family stories
• 1. Psychological trauma (esp. anxiety about
  children) stress
• 2. Stress on relationships
• 3. Hopelessness, loss of agency (esp. the ability
  to protect children)
• 4. Loss of respect for own child
• 5. Reduction in available family time (homework/
  test prep time)
• 6. Parent advocacy
• 7. Damage control
• 8. Family resources spent on remedial classes or
  home schooling

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? ? Strange Test in the Day ? ?

• She examined me
• With such a strange test
• I dont really see
• How this assessment
• Tells you much about me
• And how Im learning to read.
• I thought shed cramp her hand
• With all her timing
• I didnt understand
• She said, Stop whining.
• Dont worry about making sense.
• Just worry about your speed.

• She just DIBELed me
• And now she gets to roam our halls scott free
• As she tells kids
• Lets put our books aside
• And give these things a try
• Then well finally have a chance
• to see our test scores rise.
• Scooby, dibble, doo!

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• Academic motivation is a fragile commodity.
  For academic motivation to remain high, students
  must be successful and perceive that they are
  successful. The policies of most elementary
  schools are such that most students will
  experience declining motivation perceiving that
  they are not doing well, at least compared to
  other students. More positively, much is being
  learned about how to reengineer schools so that
  high academic motivation is maintained.
• Michael Pressley

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So what does the research say about motivating
readers?

• Is multi-faceted and complex
• Is developmental
• Is situational

• Varies across different classroom contexts
• Impacted by personal and social variables
• (Pressley, 2005 Guthrie and Wigfield, 1997)

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• Any one who thinks there is only one way to
  motivate readers
• Has never worked with TWO children
• And it makes me wonder whether they have ever
  worked with ANY children?

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• Good question
• Which is the best way to motivate children to
  read?
• Better question
• How many different ways can we find to motivate
  children to read?
• The best way to have a good idea is to have lots
  of ideas. -- Linus Pauling--

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The problem with single approaches to motivation

• Any approach has strengths and weaknesses
• Exclusive use of any one approach magnifies its
  weaknesses
• Exclusive use privileges some readers but not all
• Single approaches fail to account for changes in
  motivation factors over time
• When mandated, single approaches disarms teachers
  from being adequately equipped to motivate all
  children who happen to be their responsibility in
  any given school year.

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Dimensions of Childrens Motivation for Reading
and their Relations to Reading Activity and
Achievement

• Baker Wigfield
• Reading Research Quarterly
• Oct/Nov/Dec, 1999

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Stronger Correlations betweenMotivation and

• Self-efficacy (.25)
• I am a good reader.
• Grades (.25)
• I read to improve my grades.
• Curiosity (.23)
• I like to read about new things.
• Recognition (.23)
• I am happy when someone recognizes my reading.

• Compliance (.23)
• I read because I have to.
• Involvement (.21)
• I read to get involved with books.
• Challenge (.20)
• I like hard challenging books.

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Weaker Correlations betweenMotivation and

• Importance (.15)
• Reading is important to me.
• Competition (.10)
• I like being the best in reading.
• Social (.04)
• I like to talk to my friends about what I am
  reading.

• Negative correlation
• between motivation
• and
• Work avoidance (-.25)
• I dont like reading when it is hard.

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Seven Profiles

• I hate reading
• I dont like reading
• Im not very good at reading
• Reading is not very important to me.
• I like reading competitions if I can win.
• My teacher says reading is important.
• I love reading.

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So what do you do with

• Assure student success
• Avoid letting failures persist
• Scaffold student learning
• Create a safe classroom context for reading
• Provide reading experiences that can be valued
• Provide attributional training

• The I hate reading Students
• The I dont like reading Students

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Attributional Theory
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Listen to the language

• It only remends me what a dope I am its not
  very fun.
• Id rather say reading is stupid than maybe
  admit I might be stupid
• How did you do?
• I dont know, they havent graded it.
• Tommy won the spelling bee again. Hes so lucky.
• Biology Test

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Even luck isnt that lucky
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Attributional Training

• 1. Encourage students to attribute their success
  to their efforts
• Involve in self monitoring
• 2. Encourage students to believe intelligence is
  ever changing
• Extensive use of pre/post
• 3. Failure is a natural part of making progress.
• If at first you dont succeed..

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The Development of Childrens Motivation in
School Contexts

• Wigfield, Eccles Rodriguez
• Review of Research in Education
• 1998

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So what if we were more intentional about Affect?
What would Affective Knowledge Outcomes look like?
We will foster readers who have

• Strong beliefs in their general abilities
• Strong expectancy for success
• Strong beliefs in the ability to complete a
  specific task (ie, self efficacy)
• An internal locus of control

• Internalized reasons to engage self in task
• Personal interest
• Self-regulating behaviors
• Prosocial goals

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So who are you as a reader and writer?

• Be memorable!
• I can remember a teacher I had who really loved
  reading.
• Agree 77
• Disagree 13
• Unsure 10

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Being Memorable
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A Final Thought