reading between the lines

Reading Between the Lines, What the ACT reveals about college readiness in reading

"We and others have documented that improving college and workplace readiness is critical to developing a diverse and talented labor force that will ensure our nation's economic competitiveness in a growing global economy." Callen and Finney 2003; Cohen 2002; Somerville and Yi 2002

Based on a 2005 ACT standardized test of high school graduates, approximately 51% tested are ready for college level reading. Only 51% met the benchmark. Keep in mind the benchmark represents the level of achievement required for students to have a 75% chance of earning a C or better or a 50% chance of earning a B or better. W also need to keep in mind that certain groups of students are not ready for college reading or work force. Male students, African American students, Hispanic American students Native American students and those students who come from families with a household income less than 30 thousand dollars per year. These students are more than likely not ready for college level reading.

More frightening to me is the information gathered from the EPAS(explore, plan,act system). The data showed that in2005 62% of 8th graders tested were college ready for reading. Same cohort of students tested again in  the 10th grade had slightly increased readiness, however by the time the same cohorts tested in the 12th grade a smaller percentage (of the same group) were ready for college reading.

WHAT HAPPENED???
State standards were reviewed. The findings were that state standards in reading were insufficient or non existant. Meaning specific rigor for reading in high school could be the problem. ACT research also found that 28 of 49 states with standardsin reading fully defined grade level reading THROUGH the 8th grade. and 60 %(29) states do not have grade specific reading achievement standards. This is frightening.

Low teacher expectations and\or lack of teachers teaching reading skliis may be another reason for low motivation to read on grade level. Low teacher expectation can prevent some students form being taught necessary reading skills for college and work.

ACT research has found a strong impact of taking more rigiorous courses while in high school.-particularily  those courses in English, math and science. Additional courses in social studies alone did not have as great of an impact on the readiness of ACT tested students. The research also noted it was not the number of additional rigorous courses taken but the questions being asked. Bottom line being able to read is what matters.

The ability to understand complex textual elements in a text and understanding both implicit and explicit material was the clearest difference between those ready for college and those who were not . The article defined complex text with these six aspects: RSVP
relationship, richness, structure, style, vocabulary, and purpose.
State standards do not address these six aspects.

Not only are there Six million of our nation's secondary students below reading level and more than three thousand high school drop out, colleges are not much better off. 11% of students entering post secondary schools are enrolled in remedial reading courses. An alarming 70% of those students who took one or more remedial courses did not earn a degree of certificate within eight years. Greene(2000) found the shortage of literacy skills costs the United States, businesses and unprepaired students 16 million dollars due to decreased productivity and remedial costs.

What to do?
We need to strengthen our instruction in all courses by incorporating complex reading material. Students will have to make an effort in and out of school to generate comprehension of complex text. however school will have to play the primary role in providing materials and experiences needed for collge or work place reading skills. Teachers will have to give more opportunities to develop skills necessary for college and work by offering challenging material across the curriculum-not just in English classes.

Teachers will need guidance and support to strenghten reading instruction and to incorporate complex texts and strenghten assessment in all content areas. This means professional development which is costly.

The nation Governors Association recommended comprehensive literacy plans be developed in each state(2005), incorporation of reading expectations into state standards across the curriculum grade by grade and increasing complexity.
They Association also suggested encouraging local efforts to support schools and increased funding for school programs that improve middle and high school reading achievement. Remember this was in 2005.


we as educators need to be able to diagnose reading deficiencies and intervene earlier(before high school)
we as educators need to pursuade students to read challenging texts
we as educators need to be able to systematically assess college readiness in reading and evaluate progress
we as educators need to incorporate complex reading materials into all high school courses-Not just English

It seems we as educators have a tremendous task set before us if we want not only our students to be successful but for our nation to be successful.It is frightening to think that we literally and figuratively hold the future in our hands.

Printable reading games

I was looking for inspirational reading quotes to post at our school. I ran across this website. Looked to have free and printable word games, phonics games and comprehension strategies. Geared for elementary.
printablereadinggames.com 

read aloud project

I enjoy art history as much as I enjoy painting. With that in mind I bought a book Studio Projects in Art History. It is a simple way to incorporate history with art. Over the years my students have enjoyed the duality of the projects. The lesson I want to share is concerning the Italian Renaissance.
Students should have a slight background knowledge, but teaching high school is different than teaching lower grades. I begin reading excerpts to the class lasting approximately 8 minutes. We discuss what was read and finding other definitions for the vocabulary in the reading. We view maps of the region and even discuss what was happening in other parts of the world at the same tim. That's always an eye brow raiser.
In this particular lesson we discuss:
humanism,Renaissance, medieval(not midevil), Classical past, purpose, linear perspective , shading, foreshortening and grids.
We cover several standards in this lesson :
VAHSDRCU.2-UNDERSTANDING ART HISTORY IMPACT ON CREATIVE PROCESS
VAHSDRPR1-INCORPORATING ELEMENTS AND PRINCIPLES OF ART
VAHSDRAR.2-CRITIQUES USING PROPER DIALOGUE
VAHSDRMC.4-ANALYSING ORIGIN OF OWN IDEAS IN RELATION TO COMMUNITY,CULTURE,AND WORLD
If i dug deeper and wante dto pull out more I am sure we could go across the entire curriculum, but i stop here.

after our discussion we get to create. We do three to four projects referring back to the Renaissance and turning it it to a modern experience. My question to students is how is linera perspective improtant to us today.  answers range to the obvious- art production to medical advances in viewing the inside body to the weather channel. I do teach a wide range of thinkers in class.

If anyone would like to take a look at the book, just let me know. It can be modified for any level reguardless of prior knowledge.

how one school got it right

I really enjoyed the Yale web page and when I read the article about Dylan, tears came to my eyes. The article was an excerpt from his middle school promotion speech. He wrote about the support he had from his teachers and from his classmates. He described his dyslexia to the audience how in the fourth grade he decided to let his classmates know he was going for help from a reading specialist. Pretty gutsy for a 4th graded. He owned it, was not ashamed of it. Likewise his class mates began to one up the other. One needed glasses, one had sleep problems. The teacher had helped him with his talk to the class and it gave way to class discussion. There was no date on the article, but they had a post at the end. Dylan was a seventeen and a junior in high school. He thanked his time, teacher and friends at Marin County Day School for the progress he was able to accomplish. The MCDS was not a specialized school for language based learning when Dylan was a student but now has a department of learning specialists supporting students who need academic remediation. On a cross curricular note. Dylan ( at age 17) stated he believe it was the school's core values that created the support he needed to stay confident and accept learning differences.

dyslexia article

I would like to say thank you to Sally Shaywitz for writing this article so the common person could understand the information being given.  The article dispelled the age old myths of dyslexia and gave hope to the 20 % of people who have been diagnosed. Everything Shaywitz wrote about we have discussed in class. I guess one of the most fascinating parts of the article was the discussion of the boy, Percy, who was diagnoses with dyslexia in 1896.  Not only was the time frame interesting but the explainaton that Percy was in no way inferior to others his age.We assume all too often that if you cannot read you are not smart. Percy was one of many who proved that wrong. I was impressed with the list of "famous" people who have learned to cope with dyslexia and have more than rewarding lives. I also found the reading interesting in that women and men have differences in phonological representation for reading.
QUESTION: When is dyslexia caught in the school system? From what I gathered from our discussion in class, a child has to be diagnosed by a psychiatrice. Is it hard to figure out who may be potiently at risk?