Engagement Model of Reading Development

1. Engagement Model of Reading Development John T. Guthrie, Professor Emeritus University of Maryland

2. Reading in South Africa • Education Progress - Standards of 2005 • Reading and Writing Journal • PIRLS* Survey with 70 Nations *Progress in International Reading Literacy Study, 2012 • NEEDU^ report - literacy recommendations ^National Education Evaluation and Development Unit. Report, 2012

3. Needs Assessment Reading in South Africa—2013 • Achievement grade 4—PIRLS survey • SA average below international mean • Similar to Qatar and Botswana • SA distribution was wider than most • Standard error = 7.3; typical was 3.0 • Top fifth in SA similar to top 10 countries • Bottom 40% had few books at home; parents not beyond secondary education; many home language is not the language of test

4. Pathways to reading achievement: NEEDU report recommendations -- 2012 • Increase learning time in classrooms • Emphasize higher reading comprehension (how and why questions) in grades 2-3 • Use graded sets of reading materials • Increase quantity of books available (each student reads 1 book per week)

5. Pathways to reading achievement: motivational needs Engagement and motivation grade 4 PIRLS 2011 SA Other* Concl. Student confidence 26% vs. 45% low Students liking reading 22% vs. 27% low Students highly disruptive 21 % vs. 11% high *Other = High scoring Western countries

6. Pathways to reading achievement: balancing motivational and cognitive needs Reading Instruction-PIRLS 2011- in High scoring countries—(Hong Kong; Finland) Skill and strategy teaching Use textbook— 90% of teachers Use workbook—60% of teachers Engagement and motivation support Moderate use – 60% of teachers Moderate experience—60% of students

7. Pathways to reading achievement: conclusions Achievement can improved through increasing reading engagement. Teachers may weave engagement and motivation support into instruction for reading skills and strategies at all grades.

8. Theoretical Foundation for Reading Engagement • Engagement model of reading achievement • International research on educational framework for increasing achievement. • Classroom supports for reading engagement, cognition and motivation. • Guthrie, J. & Klauda, S. (in press). Engagement and motivational processes in reading. In P. Afflerbach. Handbook of Individual Differences in Reading. New York. Routledge publisher. www.corilearning.com

9. Engagement Model of Reading Development Reading Achievement Components: Reasoning Literal Fluency Vocabulary

10. Engagement Model of Reading Development Reading Engagement Reading Achievement Components: Reasoning Literal Fluency Vocabulary Components: Effort Enthusiasm Persistence Self-regulation

11. Engagement Model of Reading Development Motivation in Reading Components: Intrinsic Efficacy Value Social Reading Engagement Reading Achievement Cognition in Reading Components: Reasoning Literal Fluency Vocabulary Components: Effort Enthusiasm Persistence Self-regulation Components: Word rec. Fluency Literal Reasoning

12. Engagement Model of Reading Development Motivation in Reading Classroom Instruction and Teaching Components: Intrinsic Efficacy Value Social Reading Engagement Reading Achievement Cognition in Reading Components: Reasoning Literal Fluency Vocabulary Components: Effort Enthusiasm Persistence Self-regulation Components: Relevance/choice Success Importance Collaboration Volume Components: Word rec. Fluency Literal Reasoning

13. Research Evidence for Model • Correlations---across all factors • Unique effects of motivation on engagement; and cognition on engagement. • Growth benefits of motivation on engagement and achievement • Experimental effects of classroom instruction on motivation, engagement and achievement. General-CORI; Specific-experiments.

14. Community and School Preconditions of Reading Engagement • Students in school, in class • Books available—students read 1 book per week • Students speak language of the books • Teachers focus on reading for understanding • Progress beyond ‘teacher-centered’ classroom (Nigeria study reported teacher read-aloud as prevailing motivation approach)

15. Community and School Preconditions of Reading Engagement • Attend school and class----Community brainstorm, transportation, parent involvement • Books at home and school---Funding for school and community libraries Home language and English • Language of classroom---- Bilingual education transition to English by end of year 2. • Promote reading for enjoyment at home and school---Reading campaigns, celebrations.

16. Classroom instruction and teaching: 5 engagement principles • Help students read together • Provide choices in reading • Show immediate benefits of reading • Match texts to student abilities • Enable students to read a lot Guthrie, J. T. (2013). South African Reading: Teaching practices K-12 for engagement and expertise. Unpublished manuscript. www.corilearning.com

17. Engagement principle #1 Help students read together Grades K-2 • Partners rhyme words; partners alternate reading pages of a story book; Grades 3-5 • Partners read same pages silently, and write a summary together Grades 6-12 • Partners separately identify 3 main points of a text and compare them and reasons for choosing them. Teams of 4 develop an opinion about a topic, write a persuasive essay and present to another team.

18. Engagement principle #2 Provide choices in reading Grades K-2 • Students choose a book for the teacher to read aloud Grades 3-5 • Students select one section of a history book to learn and teach to team Grades 6-12 • Students identify topic and select several texts to learn from and then write an integrative statement.

19. Engagement principle #3 Show immediate benefits of reading Grades K-2 • Teacher reads a story aloud; students state one thing they enjoyed. Students read page in an information book; report 1 amazing fact to a partner. Grades 3-5 • Have students state what they learned from a picture in comparison to a page of text on the same topic. Grades 6-12 • Have students write a statement explaining how what they read in a text connects to their observations or experiences outside of school.

20. Engagement principle #4 Match texts to student abilities Grades K-2 • 90 percent accuracy word recognition Grades 3-5 • 90 percent accuracy read aloud fluency Grades 6-12 • 90 percent accuracy in brief summaries of a page of text

21. Engagement principle #5 Empower students to read a lot Grades K-2: Expectations: On grade reader: Home = 30 min; School = 30 min. Total = 1.0 hr. Grades 3-5 : Expectations: On grade reader: Home = 30 min; School = 60 min. Total = 1.5 hr. Grades 6-12: Expectations: On grade reader: Home = 90 min; School = 90 min. Total = 3.0 hr. • Diverse books, magazines, internet for enjoyment, knowledge, usefulness Teacher support • Teachers provide time daily for independent reading, based on interest and curriculum. Teachers assign home reading daily.

22. Ben Carson: Youngster

23. Ben Carson • Age 10 Baltimore school • Lowest in class • Mother—TV 1 hour per day; Book 1 per week • Teacher – Rock, Obsidian • Class smartest • Harvard graduate • Neurosurgeon: Johns Hopkins University

24. Ben Carson: Neurosurgeon

25. Engagement principle– balancing motivational and cognitive instruction Cognitive instruction— • Word recognition, fluency, literal comprehension, reasoning with texts • Reasoning = inferencing, searching, structuring, integrating complex information Balance = Direct instruction in cognitive strategies is linked to five motivation practices Lowest achieving primary students (40%) benefit MOST from engagement principles (Pianta)

26. Cognitive processes of content literacy Reasoning--general • Identify text structure from cues • Form relations among concepts in text • Self-explain meanings • Identify text structure from cues • Diverse knowledge of genre and language Disciplinary reading—specific • History—author perspective, purpose • Science---myriad document and prose types

27. Strategy instruction in content literacyfrom Concept-Oriented Reading Instruction Direct instruction to enable students to: • Generate inferences between sentences. • Summarize (with Brown and Day procedure) • Concept map with pyramid and webs • Formulate questions • Search systematically for answers

28. Implementation plan for engagement practices

29. Professional Development • Professional development—provide teachers brief experiences as students with each engagement support • Educational leaders write unit of instruction with engagement support • Teachers plan in school teams to implement, slowly with coaching • Assessment: observers rate classrooms for reading engagement and expertise

30. Closing Summary • South African children and teachers have progressed in literacy. • Improvements in reading achievement and engagement are possible. • Theory and evidence reveal an approach to improvement. • Teachers can learn and apply five classroom principles of teaching for engagement. • Schools can create policies for further progress.

31. One engaged reader.

32. Closing thoughts • “Not a day goes by when I don’t read every newspaper I can lay my hands on, wherever I am.” • “Discussion sharpens one’s interest in any subject and accordingly inspires reading and corrects errors.” • “A bright future beckons. The onus is on us, through hard work, honesty and integrity, to reach for the stars.” -----Nelson Mandela