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Increasing Reading Engagement and Comprehension through Accountability

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Rachel Barenie

on 13 November 2013

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Transcript of Increasing Reading Engagement and Comprehension through Accountability

Created by: Rachel Barenie
Increasing Reading Engagement and Comprehension through Accountability
EDUC 528: Practicum in Reading
Dr. Choice
Stetson University

Student Background
Choice
Interest
Independence
Accountability
Literature Review
Deeper Involvement
Research Questions
Interventions
Introduction:
Identifying the Issue

A student in my kindergarten class exhibits a lack of reading engagement during Daily 5.
*Does not differentiate between the Daily 5 choices
*Has difficulty choosing and staying in one spot
*Desires to distract the teachers and peers to gain attention
*Does not become interested in the books he has chosen
Evidence:
Non-Educational Factors:
*Qualifies for the Families in Transition (FIT) program
*Lives with grandparents, mother transitions in and out of the home
*Family does not read at home or complete homework
*Absent often due to recurring lice problems

Educational Factors:
*Did not attend a Pre-Kindergarten program
*Does not enjoy reading
*Developmental Reading Assessment (DRA)
November: Level A (Frustration)
January: Level A (Instructional)
*Florida Assessments in Reading (FAIR)
September: 22% Probability of Reading Success
January: 12% Probability of Reading Success
Engagement
is the level of cognitive involvement invested in a process. Learners become mentally, emotionally, and even physically submerged in a task when they are highly engaged. Consequently,
engaged readers are intrinsically motivated to read frequently and find reading interesting and fun.
Students who are highly engaged readers demonstrate greater levels of reading achievement than students who are less engaged. Furthermore,
engagement in reading helps students overcome obstacles in their lives, such as less varied educational experiences or low socioeconomic status
(Kelley & Clausen-Grace, 2009). It is evident that engaged readers are ideal readers. Therefore, research on reading engagement is abundant.
The following articles highlight choice, interest, independence, deep involvement, and accountability as essential and intertwined factors that lead to engaged reading.
Each article provided strategies that incorporated into my interventions.
Vieira and Grantham examine how young readers’ perceived sense of control may predict their reading engagement (2011). They claim that
when tasks are accompanied by a sense of choice, positive attitudes increase.


Therefore, an environment which promotes choice can facilitate reading engagement. In addition,
a young reader who experiences choices in his or her own life may better relate to choices presented to characters in stories.
When children relate to the characters, their involvement in the story increases; fostering engagement (p.326-327).
Pam Allyn displays the link between choice and reading interest through her top-ten list of strategies to help struggling readers (2012). As she emphasizes providing students with control of their choices, she also offers teachers with resources and materials to spark interest and lead to a love of reading.
She suggests matching texts to readers’ interests and passions, providing time for dialogue, and creating an environment which promotes joy, discovery, imagination, and information
(p.19-21).

*Identify what will be taught
*Set the purpose
*Brainstorm expectations using an “I” chart
*Model desirable behaviors and least desirable behaviors
*Model good choices
*Practice and build stamina
*Stay out of the way
*Signal to end quietly
*Check in as a group to reflect (p. 173-174).
“Both reading interest and reading involvement include the activation of feelings and/or thoughts” (p.325). Vieira and Grantham explain the cognitive process of comprehension, and how it involves more than merely understanding the words. An involved reader understands
story themes, characters, their feelings and actions, and eventually is able to emotionally relate and identify with characters as involvement increases
(p.326-327).
James Damico describes a classroom in which the readers are seen as
“puzzle solvers, text and genre investigators, and potential authors”
(2005, p. 644). He discusses how developing learning opportunities in which students engage with rich texts to create and revise meaning, reflect upon meaning, and even debate meanings, holds students accountable for their reading. He suggests that questioning is an excellent strategy for connecting students with the text, and making them accountable for what they have read (Damico, 2005).
Boushey and Moser provide steps to teaching independence, which include:
*Reading Conference Schedule

*Daily Conferences with teacher

*Held accountable for weekly
text selection through retelling
Data Collection
Data Instruments
Research Questions
Source 1:
Daily 5 Interview

Source 4:
Fairy Tale Retelling Rubric

Source 2:
Teacher Observation/
Anecdotal Records

Source 3:
Daily 5 Self Reflection
*How does increased understanding of expectations impact reading engagement?

*How does consistently holding students accountable through self-reflection impact reading engagement?

*How does increasing reading engagement during Daily 5 affect deeper involvement and understanding of texts?
Daily 5 Interview
Teacher Observation/Anecdotal Records
Daily 5 Self Reflection
Student Example
Fairy Tale Retelling Rubric
Rubric
Reflection
*This experience demonstrates the importance of looking at all of the factors that may impact reading engagement.

*The targeted student needed explicit instruction in how to make good choices, choose interesting books, and gain independence. The addition of daily conferences was extremely beneficial in achieving these factors.

*Once accountability through self reflection and reading response were introduced, the student's reading engagement increased significantly.

*When reading engagement increased, the student's connection to the texts he was choosing was evident in his retelling. His oral language, vocabulary, and comprehension improved over a five week period.

*As literacy leaders, we need to encourage teachers to create a classroom environment which focuses on choice, interest, fostering independence, text connection, and accountability if we want engaged readers who are able to gain and construct meaning complex texts.
Sources
Allyn, P. (2012). Taming the wild text. Educational Leadership. 16-22.

Applegate, A. & Applegate, M. (2010). A study of thoughtful literacy and the motivation to read. The Reading Teacher. 64(4). 226-234.

Boushey, G. & Moser, J. (2012). Big ideas behind daily 5 and CAFÉ. The Reading Teacher. 66 (3). 172-178.

Clausen-Grace, N. & Kelly, M. 2009. Facilitating engagement by differentiating independent reading. The Reading Teacher. 63 (4). 313-318.

Damico, J. (2002). multiple dimensions of literacy and conceptions of readers: toward a more expansive view of accountability. The Reading Teacher, 58, (2) 644-652.


Vieira, E. & Grantham, S. (2011). Perception of locus control facilitate reading engagement. Reading Psychology. 32, 322-348.
*How does increased understanding of expectations impact reading engagement?

*How does consistently holding students accountable through self-reflection impact reading engagement?

*How does increasing reading engagement during Daily 5 affect deeper involvement and understanding of texts?
Results
Results
1st work sample
Final work sample
Why do we do Daily 5?

What are the student expectations?

What are the teacher expectations?

Is following the expectations important?

What does the word "independent" mean to you?

Are you independent during Daily 5?

What can your teachers do to help you succeed as a reader?

Do you like to have choices?

What types of books do you like most?

Do you like to conference with your teachers?
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