Why Should Secondary Teachers Focus on Improving Student Reading Skills?

To be successful, efficient and proficient readers, students MUST be able to comprehend and comprehend well.
There is growing concern at the middle and secondary grades.
Need for more sophisticated skills
More complex academic texts
Rigorous new content area standards

UNFORTUNATELY

Fewer than 3 percent of 8th grade students demonstrated an ability to analyze and extend information, required for reading at an advanced level (NAEP, U. S. Department of Education, 2000).

Another 26 percent of 8th grade students performed at or below the level identified as basic, in which students comprehend primarily factual information.

A disproportionate number of students of color, English Language Learners (ELL), and students who are economically disadvantaged are represented among the struggling readers identified by low performance on the WASL and on the ITBS. These are the same students at high-risk of dropping out of school.

WHAT DO WE KNOW ABOUT ADOLESCENT LITERACY?

Adolescents who are reluctant readers or have difficulty in understanding or bringing meaning to print quickly fall into a spiraling vacuum of unsuccessful learning experiences.
"Teaching reading in the middle and secondary school isn¹t just an addition to an already bloated curriculum; it also provides the potential for teachers to use reading to create personally meaningful curriculum with students." (Bintz, 1997; p. 24)
Nearly 1/3 of our secondary students are seriously behind in reading; only a handful (> 5%) can be regarded as highly accomplished readers. Students in between can generally handle simpler reading tasks, but many have not yet developed the more sophisticated reading skills expected by their teachers and required by their textbooks. (Buehl, 1998)
The educational careers of 25 to 40 percent of American children are imperiled because they do not read well enough, quickly enough, or easily enough to ensure comprehension in their content courses in middle and secondary schools .Although difficult to translate into actual dollar amounts, the costs to society are probably quite high in terms of lower productivity, underemployment, mental health services, and other measures. (Snow, Burns, & Griffin, 1998, p. 98)
"Surveys of adolescents and young adults with criminal records indicate that at least half have reading difficulties, and in some states the size of prisons a decade in the future is predicted by fourth grade reading failure rates." (taken from a speech made by Reid Lyon to the Subcommittee on Education Reform on March 8, 2001)
According to adolescent learners, their motivation would increase if schools were places where they could experience success (the need for mastery), curiosity (the need for understanding), originality (the need for creativity), and relationships (the need for positive involvement with others). (Strong, Silver, & Robinson, 1995, p. 25)

WHAT DO ADOLESCENTS NEED AND DESERVE?

Environments that support their personal, social, and literacy needs. When this happens, they have greater opportunities for academic success (Mehan, Villanueva, & Lintz, 1996).
Motivation to read for enjoyment and information; they need to have specified reading times, access to a wide variety of intriguing material, choices in what they read/study, and teacher assistance and modeling (CAL, 1999; Center for the Study of Reading, n.d.; Guth & Heaney, 1998).
More authentic reading/writing that enhances their literacy skills (e.g., fluency, vocabulary knowledge, comprehension, communication) (Fielding & Pearson as cited in Guth & Heaney, 1998) and assessment that shows them their strengths and their needs and informs their teachers to design appropriate instruction (CAL, 1999)
Literacy instruction that is embedded with subject matter (Moore, 1998) and that builds both the skill and the desire to read increasingly complex materials (CAL, 1999).
Expert teachers who model and provide explicit instruction in multiple literacies and who understand the complexities of individual adolescent readers, respect and celebrate their differences, and respond to their characteristics (CAL, 1999).
Educational policymakers and curricular reformers who push us beyond the status quo of minimalist approaches and into the multiple literacies of the new millennium where teachers really care (Harste & Carey, 1999; Vacca & Alvermann, 1998). (International Reading Association)

WHAT IS THE STRATEGIC FRAMEWORK FOR THE WABS SECONDARY READING PROGRAM?

School-wide vision and commitment to literacy learning
A reading/literacy council
A vision of the school media center/library as the "hub" of the school
Reading/writing in the content areas
A school reading/learning specialist
Ongoing staff development
A read-aloud program
Adults who model engagement in literacy events
A school culture that supports, facilitates, and celebrates literacy learning
Ongoing assessment and evaluation (Irvin, J. (October, 1998). NASSP Bulletin)

HOW WAS THIS DEVELOPED?

Eleven districts pooled their resources together and established a team of secondary teachers, reading specialists and higher education curriculum directors.

Analyzed what research-based strategies work best
Reviewed materials and literacy strategies that have proven results
Leveraged district expertise and intervention strategies
Created and customized a training program that could be replicated throughout all districts.

WHAT DOES THE SECONDARY READING STRATEGIES INCLUDE?

Comprehension strategies
Vocabulary development
Questioning and inquiry strategies
Notetaking and graphic organizers for improved retention of content knowledge
Text feature analysis
Semantic mapping
Chapter review and predict
SCAN and RUN
SQ3R (Survey, Question, Read, Recite, Review)
Connecting Text-self, Text-text, Text-world
Think alouds
Read-alouds
Cooperative learning
Reciprocal teaching
Explicit instruction

HOW CAN YOU RECEIVE THIS TRAINING?

Secondary Reading Institutes can be delivered to your school district in a variety of formats:

- Secondary Reading Strategies can be delivered to full staff or content area teachers, in a variety of formats (e.g. 24 hours of training in half days, full days, and/or Saturday workshops) throughout the year.

- Summer Institute (3 days, typically scheduled 7:30 am to 3:30 pm)

- Coaching and support for school based teams

PRICE LIST

Secondary Reading Trainer Fee:
$1200 per day plus expenses (travel, lodging and meals) This includes one trainer for up to 30 participants for a 7 hour day

Secondary Reading Strategies Manual:
$45 per participant

Room rental and food for the participants is not included in this price.

Additional Secondary Reading Strategies Manual/ content-specific for science , math and social studies may be ordered for an additional fee ($45 per manual)

For further information or to arrange training contact:

Patricia Kile, Interim Executive Director patriciakile@opendoorconsult.com
425-408-7956 FAX 425-408-7955

Secondary Reading Institutes

Sample Agenda

	Group A	Group B	Group C
7:30	Key Findings and Strategies Understanding the Reading Process Model	Learning Environment and Understanding the Learner	Planning the Reading Task Research-based Instruction
9:30	Break	Break	Break
9:40	Planning the Reading Task Research-based Instruction	Key Findings and Strategies Understanding the Reading Process Model	Learning Environment and Understanding the Learner
12:00	Lunch	Lunch	Lunch
12:30	Learning Environment and Understanding the Learner	Planning the Reading Task Research-based Instruction	Key Findings and Strategies Understanding the Reading Process Model
2:30	Back home planning with team	Back home planning with team	Back home planning with team

	Group A	Group B	Group C
7:30	How Does Understanding Text Structure Aid Comprehension	Vocabulary Instruction: Relating, Representing and Reasoning With Words	But I'm a Content Area Teacher.What do you recommend for teaching vocabulary in my class?
9:30	Break	Break	Break
9:40	But I'm a Content Area Teacher.What do you recommend for teaching vocabulary in my class?	How Does Understanding Text Structure Aid Comprehension	Vocabulary Instruction: Relating, Representing and Reasoning With Words
12:00	Lunch	Lunch	Lunch
12:30	Vocabulary Instruction: Relating, Representing and Reasoning With Words	But I'm a Content Area Teacher.What do you recommend for teaching vocabulary in my class?	How Does Understanding Text Structure Aid Comprehension
2:30	Back home planning with team	Back home planning with team	Back home planning with team

	Group A	Group B	Group C
7:30	Student Strategies to Improve Understanding Part A & Graphic Organizers	Student Strategies to Improve Understanding Part B & Graphic Organizers	Reading and Writing Connection & Note Taking
9:30	Break	Break	Break
9:40	Reading and Writing Connection & Note Taking	Student Strategies to Improve Understanding Part A & Graphic Organizers	Student Strategies to Improve Understanding Part B & Graphic Organizers
12:00	Lunch	Lunch	Lunch
12:30	Student Strategies to Improve Understanding Part B & Graphic Organizers	Reading and Writing Connection & Note Taking	Student Strategies to Improve Understanding Part A & Graphic Organizers
2:30	Back home planning with team	Back home planning with team	Back home planning with team