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Reading Improvement

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Rei Luzardo

on 1 March 2017

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Transcript of Reading Improvement

Scores for the percentage of students in the lowest Q1 making learning gains since 2004-2010 have consistently been slightly higher in reading than in math.
Data Trends
Scores for the percentage of students making learning gains since 2004-2010 have consistently been lower in reading than in math.
Scores for the percentage of students making learning gains since 2004-2010 have consistently been lower in reading than in math.
When comparing all the category of scores collected each school year, percentage of students meeting high standards in reading are the lowest score consistently since 2004-2010
We are living and teaching during the greatest communication revolution since the 15th century invention of the printing press. We are accustomed to being both told and shown, simultaneously. For our students communication is equally dependent upon print-text literacies and image literacies (iPods, the Internet, film, comic books, television, text messaging, hyper-linking, cell phones, interactive gaming, graphic novels, and so on).
Why Comic Books?
Clip from Disney Channel's AntFarm
In recent years comics have gained an unprecedented level of recognition, being transformed into Hollywood blockbusters, popping up on bestseller lists (as “graphic novels,” the name for their more grown-up incarnation) and garnering literary accolades from the Pulitzer Prize (for Art Spiegelman’s Maus) to the Guardian First Book Award for Chris Ware’s Jimmy Corrigan.
Various well-known writers and leaders give comics the credit for helping them develop an interest in reading. Archbishop Desmond Tutu has stated that, "One of the things that my father did was to let me read comics. I devoured all kinds of comics. People used to say, "That's bad because it spoils your English," but in fact, letting me read comics fed my love for English and my love for reading. I suppose if he had been firm I might not have developed this deep love for reading and for English?"
According to an article by Harrison Howe, in the Education Insider News Blog, the creator of many of the most beloved comic book titles of all time, Stan Lee, claims that teachers have been reporting to him the positive effects of comic books in education, since the early 1960's. Teachers have indicated they saw improvement in grammar and composition in children who read comic books. Studies show that comics can help young and beginning readers better understand narrative concepts, story structure and character development.
One mother reported that her sons were "notoriously unmotivated to read and had to be urged, coaxed, cajoled, threatened and drilled in order even to stay in super slow group in reading" until they discovered comics. She reports that her eldest son...devoured what seemed to tons of the things ... The motivation these comics provided was absolutely phenomenal and a little bit frightening. My son would snatch up a new one and, with feverish and ravenous eyes, start gobbling it wherever he was - in the car on the way home from the market, in the middle of the yard, walking down the street, at the dinner table. Over a period of time, this love of reading was transferred to other forms of literature, as well.

—"The Decline of Reading in America, Poverty and Access to Books, and the use of Comics in Encouraging Reading,"
by Stephen Krashen
The extensive use of images in a comic book requires readers to develop two kinds of literacy: visual literacy and comics literacy. Visual literacy is the ability to interpret the meaning of various kinds of illustrations. It involves all the processes of knowing and responding to a visual image, as well as all the thought that might go into constructing or manipulating an image. Comics literacy refers to the ability to understand a sequence of events or images, to interpret characters’ non-verbal gestures, to discern a story’s plot and to make inferences. Comic books allow children to develop many of the same skills as reading text-based books such as connecting narratives to children’s own experiences, predicting what will happen next and inferring what happens between individual panels
Visual Literacy
and Comics Literacy


Comic books can help children with learning or reading difficulties. Research highlights how a number of the features found in comics can be of benefit to those with dyslexia and similar challenges, particularly the left-to-right organization of comics' panels, the use of upper case letters, and the use of symbols and context to help with comprehension. As well, the research indicates that learners who can read well and those with reading problems are equally attracted to comics. ELL students benefit by reading comics, due to the visual aspect of the medium. They can readily surmise what is happening from the graphic panels and may soon begin to tie in the language, as well.

—Lessons in Learning: More than just funny books: Comics and prose literacy for boys
Children with learning disabilities
and lack of language proficiency

The Comic Book Project (http://comicbookproject.org/)
An arts-based literacy and learning initiative designed by a New York City education researcher to help children develop their literacy skills by writing, designing and publishing their own comic books. Created in 2001, the program encourages students to write and draw about their personal experiences and interests, thereby engaging them in the learning process.
Additional resources
RESOURCES
Canadian Council On Learning (2010). More than just funny books: Comics and prose literacy for boys. Retrieved from http://www.ccl-cca.ca/CCL/Reports/LessonsinLearning/LinL20100721Comics.html

CTVnewsEdmonton (2010). The Benefits of Comics in the Classroom. Retrieved from youtube.com/watch?v=DTgaqVOIOfQ

Disneychannel (2012). ANTswers-Clip-ANT Farm-Disney Channel Official. Retrieved from youtube.com/watch?v=uMaC35xuIxk

Foster, R.S. & Gerde, V.W. (2008). X-Men Ethics: Using Comic Books to Teach Business Ethics. Journal of Business Ethics, 77 (3), 245-258. doi: 10.1007/s10551-006-9347-3

Frilyasanti, R. & Basthomi, Y. (2011). Adapting Comics and Cartoons to Develop 21st Century Learners. Language in India. Retrieved from http://www.languageinindia.com

Howe, H. (2011, August 4). Reading Comic Books May Help Students Do Better in School. Education Insider News Blog. Retrieved from http://education-portal.com/articles/Reading_Comic_Books_May_Help_Students_Do_Better_in_School.html

Krashen, S. (2005, February). The "Decline" of Reading in America, Poverty and Access to Books, and the use of Comics in Encouraging Reading. Teachers College Record. Retrieved from http://www.sdkrashen.com/articles/decline_of_reading/all.html

Monnin, K. (2012, February 27). Why Get Comics into Schools and Schools into Comics? Reading With Pictures. Retrieved from http://readingwithpictures.org/2012/02/27/why-get-comics-into-schools-and-schools-into-comics/

Nunnery, J.A., Ross, S.M., & McDonald, A. (2006). A randomized experimentalevaluation of the impact of accelerated reader/reading renaissanceimplementation on reading achievement in grades 3 to 6. Journal of Educationfor Students Placed At Risk, 11(1), 1-18.

Putnam, S.M. (2005). Computer-based reading technology in the classroom: Theaffective influence of performance contingent point accumulation on 4th gradestudents. Reading Research and Instruction, 45(1), 19-38.

Resnick, Sanislo, & Oda (2010). ATOS Readability Formula. Retrived from http://www.renlearn.com/textcomplexity/atosformula.aspx
Comic Book Reading Improves Grammar & Composition
"Letting me read comics fed my love for English and my love for reading." —Desmond Tutu
Comics: They Are Not
Just Kids' Stuff Anymore

There are many children who were reluctant readers until they discovered comics.
When Comics Meet Kryptonite
The definitive book on the newest research linking graphic narratives and literacy learning, includes lesson plans and strategies for teachers who wish to use comic books as a learning tool.
1.Increase Reading scores for students in lowest 25% (Q1)
Improving Reading through Comic Books program.

Program introduced through Intensive Reading classes in grades 6th-8th.

2. Increase Reading scores across the board for all
students in grades 6th-8th.

Implement Accelerated Reading program during Homeroom class for all students.
Action Plan: Target Reading
2009-10 409 Overall Points = D School

Focus on increasing Reading Score by at least 9 points in each reading category…..

2010-11 452 Overall Points = C School
Why Accelerated Reader?
The Accelerated Reader (AR) program creates enthusiastic readers while enhancing the teaching experience. They utilize the ATOS readability formula, the perfect tool to support the text complexity demands of the Common Core.
Takes into account the most important predictors of text complexity
- average sentence length
-average word length
-word difficulty level
-total number of words in a book or passage
ATOS Readability Formula
This program helps students:
-Personalize and guide
independent reading
-Develop lifelong readers and learners
-Tap into unlimited quizzes
and enjoy online support
-Increase parental support with
web-based, school-to-home
communications
-Equip your students to meet
the rigors of state standards and CCSS
With this program teachers can:
1. Excite students.
2.Utilize reliable, objective data.
3. Help every student master standards. Students receive a large amount of reading practice with immediate feedback. As a result, students become capable of reading increasingly complex texts at high levels of understanding and scores improve on state tests.
4. Improve students’ attitudes for learning. Success spurs enthusiasm, higher attendance, fewer discipline problems, and better attitudes.
5. Challenge all students. Students are guided to books where the level of difficulty is neither too hard nor too easy—and the level at which optimal learning takes place.
Nunnery, Ross, and McDonald (2006) found that students who participated in a classroom that implemented School Renaissance including AR had higher growth rates than those in the control rooms. They found that the growth rate ranged from +0.07 to +0.34 across grade levels.
These organizations agree that AR is effective in improving students’ reading achievement:

What Works Clearinghouse
Florida Center for Reading Research
National Center on Student Progress Monitoring Northwest Regional Educational Laboratory National Dropout Prevention Center
Our Projections
Lowest 25% (Q1) students in grades 6th-8th will be placed in Intensive Reading Classes

All Intensive Reading classes will receive Classroom Tool Book Kits, from the Stan Lee Foundation, for the Comic Book Pilot Program

Reading Coach and Intensive Reading Teachers will attend two days of training the first week of school

Additional Trainings will be available throughout the school year on Webcast under Pilot Comic Book
Comic Book Program Implementation
Consist of twenty complete lessons with lesson-by-lesson guidelines.

Each lesson is designed to cover two weeks:
It has reading, vocabulary, and writing exercises, along with comic book exercises and other handouts for students.

A set of 30 comic books are included in a classroom set.
Classroom Tool Box Kits
Students are assessed after every third lesson through a link provide by the pilot program, to keep track of student progress and regression.

Supplemental lessons are provided to students who regress.
Assessment

• Author’s Purpose

• Cause and Effect

• Compare and Contrast
• Features

• Main Idea
Comic Books are used with state standards-based curriculum:
Meeting State Standards
Contact the district to see if they have a license if not contact Renaissance to purchase one.
Once the license has been acquired then make sure to follow the chart
Accelerated Reader (AR) Implementation Plan
Star Test
ZPD (Zone of Proximal Development)
and GE (Grade Equivalent)
Sit with student and go over scores and set a goal for the quarter
• Understand Accelerated Reader, STAR Reading
• Schedule time for reading practice
• Use the Student Reading Log.
• Take Status of the Class daily.
• Check the TOPS Report immediately.
• Review the Diagnostic Report weekly.
• Intervene promptly to ensure successful reading.
• Set student reading goals.
• Create a system of motivators.
Keys to Success
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