Reading Next
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The document outlines the key goals and elements of the 'Reading Next' initiative aimed at improving middle and high school literacy. It details fifteen essential components for effective literacy instruction and highlights the evidence backing these strategies from various publications. Additionally, it discusses the initiative's outcomes, limitations, and its influence on policy and funding for adolescent literacy education.
Reading Next
- 1. Example for Con PositionJohn T. Guthrie
- 2. READING NEXT:A VISION FOR ACTION AND RESEARCH IN MIDDLE AND HIGH SCHOOL LITERACYBiancarosa, G., & Snow, C.Alliance for Excellent EducationCarnegie Corporation 2004
- 3. Participants and GoalsAndres Henriquez, Convener Donald Deshler, David Francis, John Guthrie, Michael Kamil, James McPartland, PanelGoalsSpeak to policy makersUse legislators’ schema: problem—solutionAccessible languageConcrete recommendations for action
- 4. Messages ofReading NextProblems in adolescent literacyReading is inadequate for schooling, workplace, higher educationNAEP Grade 8 students; 1994; 30% above proficiency 2007; 31% above proficiency
- 5. Messages of Reading NextProblems in adolescent literacy1000 students drop out of school PER DAYLowest 25% in reading achievement are 20 times more likely to drop out
- 6. Messages of Reading NextSolutionsElements of successful middle school literacy instructionNot a program; not a single bullet
- 7. Messages of Reading NextFifteen (15) elements of successful middle school literacy educationInstructional improvements1. Direct, explicit comprehension instruction2. Embedded in content3. Motivation and self-directed learning4. Text-based collaborative learning5. Strategic tutoring
- 8. Messages of Reading NextFifteen (15) elements of successful middle school literacy education6. Diverse texts (electronic, others)7. Intensive writing8. A technology component9. Ongoing formative assessment of students
- 9. Messages of Reading NextFifteen (15) elements of successful middle school literacy educationInfrastructure improvements10. Extended time for literacy11. Professional development12. Ongoing, summative assessment of students and programs13. Teacher teams14. Leadership15. Comprehensive and coordinated
- 10. Research Evidence in Reading NextThe evidence for these elementsconsists of 117 publications such as: Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 815–60).White Plains, NY: Longman.Almasi, J. F. (1995).The nature of fourth graders’ sociocognitive conflicts in peer-led and teacher-led discussions of literature. Reading Research Quarterly, 30, 314–351.Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36, 350–77.Konopak, B. C., Martin, S. H., & Martin, M.A. (1990). Using a writing strategy to enhance sixth grade students’ comprehension of content material. Journal of Reading Behavior, 22, 19–37.
- 11. Research Evidence THAT COULD HAVE BEEN in Reading NextAlvermann, D. E., (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34, 189-208.Duffy, G., (2002). Visioning and the development of outstanding teachers. Reading Research and Instruction,41,331-344. Kamil, M., Borman, G., Dole, J., Kral, C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices. Institute of Education Sciences. USDE.Scribner, S., & Cole, M. (1981).The psychology of literacy. Cambridge, MA: Harvard University Press.
- 12. Research Basefor Reading NextPresuppositions to our knowledge baseWe emphasize the commonalities of the cultural-historical and the scientific perspectives.Evidence is optimal when the inferences from ethnographies and experiments converge and complement.
- 13. Research Basefor Reading NextCultural-historical: Activity theoryMichael Cole, Sylvia Scribner, Alexei Leont'evLiteracy is a form of culturally grounded cognition. Effective literacy practices are in the cultural milieu. Cognitive systems are adapted to environmental affordances. Literacy is shaped by the beliefs, goals, and behaviors of individuals in interaction with others . Tactics: Case Studies; Ethnographies; Semiotic studies; more
- 14. Research Basefor Reading NextScientific perspective: Strategic, engaged readingLiteracy is best learned in rich content domains.Teaching cognitive strategies benefits learners.Students’ commitment to literacy expands their authentic practices.Teachers who scaffold processes and practices foster learningTactics: Correlational; experiments; systematic classroom observations
- 15. Research Basefor Reading NextCultural-historical and Scientific perspectives are consistent with Reading Next: (2) literacy instruction embedded in content, (3) self-directed learning, (4) text-based collaborative learning, (6) diverse texts (electronic), (10) extended time for literacy.
- 16. Consequences of Reading NextEight (8) Striving Reader awards totaling $142M from 2006-2007,met criteria for successful inst. Reading Next had more than1,000,000 downloads by May 2009
- 17. Limitations of Reading NextDid children’s proficiency improve?Was teachers’ capacity enhanced?Were schools more successful?Did the field of adolescent literacy learn?Unknown Not the goals of Reading NextCongressional Action
- 18. Conclusions from Reading Next1. Literacy researchers (including 2 NRC members)2. Wrote explicit guidance for policy3. Drawing on a base of knowledge4. Delivered to policy makers5. In a partnership with political activists6. Positive result of $142 M for adolescent literacy7. Positive result of congressional recognition
- 19. ConclusionREADING NEXT is evidence in opposition to the resolution of this debate