the reading gap · •high-frequency words “recognizing phonic patterns is essential to...

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BeckyJennings

Director ofProfessionalServicesConsultant&CertifiedTrainer

STRUGGLING ADOLESCENT

READERS:STRATEGIES

ANDSOLUTIONS

AdolescentLiteracy;APositionStatementoftheInternationalReadingAssociation (2012)

“Adolescentsenteringtheadultworldinthe21stcenturywillreadandwritemorethanatanyothertimeinhumanhistory.Theywillneedadvancedlevelsofliteracytoperformtheirjobs,runtheirhouseholds, actascitizens,andconduct theirpersonallives.Theywillneedliteracytocopewiththefloodofinformationtheywillfindeverywheretheyturn.Theywillneedliteracytofeedtheirimaginationssotheycancreatetheworldofthefuture.Inacomplex andsometimes evendangerousworld,theirabilitytoreadwillbecrucial.Continualinstructionbeyondtheearlygradesisneeded.”

NAEP 2015RESULTS

64% of fourth-grade and 66% of eighth-grade students DID NOT perform at or above the Proficient level in reading

http://ww w. na ti o nsrep or tcar d. gov /rea di ng_ma th_ 20 15 /#reading?grade = 4

TheReadingGap FoundationSkillsofReading

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ADOLESCENT READING RESEARCHWHAT DOESN’T WORK

• K-3Strategies andpractices• Phonemic Awareness training• Passive repetitive practice• Sight words• Slow labored reading• Answering ?=comprehension• Literacy instruction is theresponsibility ofELA teachers only

WHAT WORKS• Ageappropriate instruction• Word study &decoding strategies• Engaging activities andmotivation• Word meaning &decoding strategies• Fluency instruction• Comprehension skills &strategies fordeeper understanding

• Literacyneeds tobeconnected to allcontent and the realworld

Research-BasedRecommendationsforEffectiveAdolescentLiteracyInstruction(NCET)

• Identifyat-riskstudentsearlyandprovideeffectiveintervention

• Direct&explicitinstructionusingmulti-modal texts

• Differentiatedinstructionspecifictoindividualneeds

• Engaging&motivationalmaterials• Summativeandformativeassessments

• Technologythatprovideslearner-centeredrelevantactivities

• Reach Designed for adolescent readers grades 4-10• Research-based explicit, individualized instruction• Embedded placement, fluency, and progress monitoring

assessments• Adaptive Intelligence Technology individualizes and

differentiates instruction based on student need• Highly motivating, engaging multi-modal content• Responsive to needs of students and teachers• ELL supports & fluency training

A tool that meets the criteria

ResearchandAuthorTeamShane Templeton, Ph.D. (Phonics)

Foundation Professor of Literacy StudiesUniversity of Nevada, Reno

Timothy Shanahan, Ph.D. (Comp., Vocab., Urban Ed & Diversity)Professor of Urban Education, University of Illinois at Chicago

Timothy Rasinski, Ph.D.Professor of EducationKent State University

Ben Brady (Students At-Risk & Student Engagement )Executive DirectorChildren’s Literacy Foundation

Andrew Morr ison (Literacy Expert & Software Development )President, Altis Avante CorporationFounder of Earobics

Altis Reach provides instruction in four key areas

§PHONICS§VOCABULARY§COMPREHENSION§FLUENCY

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Assessments

1. Initial Placement Assessment• Tool for placement within the Reach program• Lexile levels are used to match reading ability with text difficulty

2. Progress Monitoring• Level assessments automatically administered every 6 weeks

3. Fluency Assessment• Oral reading fluency (ORF) administered by teachers every three units• 1:1 administration• Phonics and Vocabulary activities allow students to listen to modeled

reading, record, playback and save recording

ReachassessmentsdevelopedbyMetaMetricsAssessments

DifferentiatedInstruction BasedonStudentNeed

• IndividualizedInstruction• Adaptivetechnologydifferentiates andprovidessupportsbasedonreal-timedata

• Explicitinstructionatstudentlevel

PhonicsInstruction• PhonicsStructuralAnalysis• WordAttackstrategies• Spellingpatterns• High-Frequencywords

“Recognizing Phonic patterns is essential to decoding.”~ National Reading Panel

PhonicsActivities VocabularyInstruction• Vocabularywordsinmultiplecontexts

• Morphology• Idioms• Homophones• MultipleMeaningWords• TierII&IIICoreAcademicWords

WHAT MAKES REACH UNIQUE?

v Most curriculum & interventions use ACT/SAT word lists created 30 years ago

vResearchers spent 1.5 years to identify real-world words encountered in day-to-day life

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Vocabularyactivity:Morphology

ComprehensionInstruction• MakingInferences• Summarizing• MakingPredictions• ActivatingPriorKnowledge• Questioning• UnderstandingtheText• MainIdeaandDetails• MonitoringUnderstanding• Text Structures

Comprehension

FluencyInstruction• VarietyofPassages

• Providesmodeledreadingü Echoreadingü PacingPracticeüFluencyrecording

• HighFrequencyPhrases

vStudentsrecord,playbackandpracticemodeledreading

vTipsareprovidedtohelpstudentsdevelopprosodicfeatures ofmodel

vRecordingscanbesubmittedtoteacher forreview andevaluation

Fluency

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“Motivation can determine whether adolescents engage with or disengage from literacy learning.” National Council of English Teachers;Adolescent Literacy; A Policy Research Brief

Research-BasedRecommendationsforEffectiveAdolescentLiteracyInstruction(NCTE)

• Identifyatriskstudentsearlyandprovideeffectiveintervention

• Direct&explicitinstructionusingmulti-modal texts

• Differentiatedinstructionspecifictoindividualneeds

• Engaging&motivationalmaterials• Summativeandformativeassessments

• Technologythatprovideslearner-centeredrelevantactivities

Reach“Iloveit!Ithinkit’sthebestoftheprogramswehavetried.ItputmeattherightlevelsoI’mnothavingtostartatthesamelevelaseveryoneelsedoingthingsthatareeithertooeasyortoohardforme.It’schallenging,butatalevelthatICANdo,andIfeellikeit’shelpingmelearnquickly.”-Studentage16,readingatthe2-3rd gradelevel

“Mystudentsdon’twanttostopReachtrainingwhenmyclassisover.They’dliketospendmoretimeintheprogram.”- TeacheratRitenour SchoolDistrict

BeckyJennings

Director ofProfessionalServicesConsultant &Certified Trainer

bjennings@edtechpartners.com314-432-0222

Resources• AdolescentLiteracy Resources;http://www.adlit.org/researchbytopic/c124/• AdolescentLiteracy: APositionStatementof theInternationalReadingAssociation(2012);https://www.literacyworldwide.org/docs/default-source/where-we-stand/adolescent- literacy-position-statement.pdf?sfvrsn=8

• EffectiveInstructionforAdolescentStrugglingReaders;http://www.centeroninstruction.org/effective-instruction-for-adolescent-struggling-readers---second-edition

• NationalCouncilof Teachersof English.AdolescentLiteracy; APolicyResearchBrief ;http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief .pdf

• OntheJobLexile Requirements–NationalAdultLiteracyStudy(MetaMetrics)• http:/ /s lideplayer.com/s lide/7255120/2 4/ imag es/13/On-

the+Job+Lexile+Requir eme nts+Na tio nal+ Adul t+Lit eracy +Stu dy.jpg

• Altis ReachResearch Base. Altis Reach: Anintensivereadinginterventionsolutionforstrugglingreadersgrades 4-10.