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Descriptors:
Reading Comprehension; Inquiry; Metacognition; Logical Thinking; Thinking Skills; Problem Solving; Intervention; Apprenticeships; Program Effectiveness; Biology; Science Teachers; Scientific Literacy; Faculty Development; Teaching Methods; Literacy; Science Instruction; Science Achievement; Cooperative Learning; Comparative Analysis; State Standards; Language Arts

Abstract:
This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers' instructional practices and students' achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology. ["Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development" was written with Sarah Madden and Barbara Jones.] (Contains 3 notes, 4 figures, and 12 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Programs; Apprenticeships; Secondary School Teachers; Faculty Development; Scoring Rubrics; Reading Comprehension; Reading Strategies; Program Evaluation; Performance Based Assessment; Student Evaluation; Performance Tests; Feedback (Response); Multiple Choice Tests; Biology; History; Metacognition

Abstract:
The main purpose of this study was to examine the effects of the Reading Apprenticeship professional development program on several teacher and student outcomes, including effects on student learning. A key part of the study was the use of an enhanced performance assessment program, the Integrated Learning Assessment (ILA), to measure student content understanding. The ILA instruments included multiple components that assessed student content knowledge, reading comprehension, metacognition, use of reading strategies, and writing skills in applied knowledge. An analysis of student scores using the ILA found little or no significant effects from the Reading Apprenticeship program on class-level student outcomes. However, the researchers found a significant positive effect on teachers' literacy instruction. Appendices include: (1) Biology ILA (Parts 1, 2, 3); (2) History ILA (Parts 1, 2, 3); (3) ILA Teacher Feedback Survey; (4) Metacognition Scoring Rubric; (5) Reading Strategies Scoring Rubric; (6) Writing Content Scoring Rubric; (7) Writing Language Scoring Rubric; (8) Writing Language Rubric Description; and (9) IRT-Based Analysis of Multiple Choice Tests of Content Knowledge. (Contains 28 tables, 5 figures and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Literacy Education; High Stakes Tests; Apprenticeships; Secondary School Teachers; Professional Development; Reading; Literacy; Content Area Reading; Middle School Teachers; Intellectual Disciplines; Writing Across the Curriculum; Models; Reading Strategies; Control Groups; Reading Processes

Abstract:
Middle and high school teachers across academic disciplines face increased pressure to address the Common Core State Standards (CCSS) for English language arts and for literacy in history/social studies, science, and technical subjects. This means that the responsibility of preparing students to read, write, talk, and think critically about complex texts and across such texts is no longer just the English teacher's job. Most secondary teachers already feel rushed to cover the subject matter content that will be assessed on current high-stakes tests. Many also feel that their primary goal of helping students build deep disciplinary knowledge has been sacrificed to the demands of superficial content coverage. The suggestion that they teach reading and writing as well as disciplinary content seems an impossible addition to an already-packed syllabus. Because most secondary teachers have not been successfully prepared to teach reading in their discipline, many no longer see reading as a viable way for most students to learn. Solutions to the challenge of bringing reading into content-area classrooms are more complex than teaching a set of isolated generic reading comprehension strategies such as summarizing and questioning. Indeed, years of research on teaching teachers to use such reading comprehension strategies point to meager returns. Since 1995, the authors have developed a set of inquiry-based professional development tools that leverage teachers' expertise as readers, writers, and thinkers in their own disciplines. Through these inquiries, teachers learn to apprentice their students to the practice of reading and comprehending complex subject matter texts. This article discusses the Reading Apprenticeship instructional framework and accompanying professional development which help teachers support secondary students to develop positive literacy identities and engage productively with challenging academic texts. Teachers working with the Reading Apprenticeship model often see a dramatic, positive transformation not only in students' literacy, but also in their engagement and achievement in academic disciplines. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy Education; Reading Difficulties; Secondary School Curriculum; Teaching Methods; Self Concept; Reading Instruction; Adolescents; Reading Motivation; Reading Skills; Constitutional Law; Federal Legislation; Educational Change; Males; Civil Rights; Grade 9; At Risk Students; Secondary School Students

Abstract:
This commentary invites Americans to confront what these authors view as the travesty that typically passes for literacy instruction for older youth in the United States who struggle with reading. In too many U.S. schools, these young people face an impoverished curriculum, receiving literacy instruction that is ill suited to their needs, or worse, receiving no literacy instruction at all. The authors invite Americans to consider, in contrast, teaching that helps young people to read a wide range of texts more effectively.They also ask Americans to reimagine instruction that acknowledges such young people and that helps them to acknowledge themselves, as thriving, literate, intelligent human beings with important contributions to make--including interpreting the First Amendment. In this article, the authors explain why they believe dramatic change is essential. They introduce one young man who struggles with reading but who has begun to thrive, and they consider the implications of the young man's growing success for future policy, research, and classroom practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Difficulties; Adolescents; Literacy; Reading Instruction; Writing Instruction; Core Curriculum; Secondary School Mathematics; Secondary School Science; Secondary School Curriculum; English Curriculum; History Instruction; Academic Achievement

Abstract:
Across the country, numerous efforts are currently underway to provide struggling adolescent readers with the high-quality interventions, materials, and instruction they need to bring their literacy skills up to grade level expectations. Over the last several years, a strong coalition of educators, researchers, policymakers, professional associations, and advocacy groups has worked to focus the attention of policymakers and the public on the plight of millions of America's students in grades four through twelve who are unable to read and write well enough to achieve even basic academic success. For policymakers, the challenge is no longer just to call attention to the nation's adolescent literacy crisis. Nor is it just to secure new resources to help middle and high school students catch up in reading, although the need for those resources remains critical. The challenge is also to connect the teaching of reading and writing to the rest of the secondary school improvement agenda, treating literacy instruction as a key part of the broader effort to ensure that all students must develop the knowledge and skills they need to succeed in life after high school. This report addresses one important way in which schools can and must improve the literacy instruction they provide to students in grades 4-12. More specifically, it focuses on reading and writing instruction in the academic content areas--particularly the areas of math, science, English, and history--that comprise the heart of the secondary school curriculum. At the same time, this report is meant to extend the discussion begun in a number of recent high-profile publications that have focused national attention on the topic of adolescent literacy, synthesized and expanded the existing knowledge base in this area, and recommended a variety of ways in which educators and policymakers can support better literacy instruction in middle and high schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Case Studies; Course Evaluation; Experimental Programs; Grade 9; High Schools; Pilot Projects; Reading Improvement; Reading Processes; Reading Research; Reading Strategies

Abstract:
Academic Literacy was a year-long course focused on reading strategy development for all ninth graders at Thurgood Marshall Academic High School in the San Francisco Unified School District. Course goals were to help students become engaged, fluent, and competent readers of the variety of texts necessary for them to master to be successful in high school and beyond. Three units--Reading Self and Society, Reading Media, and Reading History--provided the text materials and content of the course. Key components of the course were: sustained silent reading, reciprocal teaching, teacher think alouds, guided reading of exposition, "chunking" (breaking down complex sentences in expository texts to understandable bites), vocabulary building, metacognitive writing and talking about reading processes, and a focus on controlling attention and reading process. To evaluate the course's impact on student learning, standardized measures were collected from the entire ninth grade and a broader set of qualitative measures were collected in two of the four teachers' classrooms, selecting a subset of students in these classrooms for closer study. Both quantitative and qualitative measures were used. Additionally, intensive case studies of 8 of the 30 students were carried out. Results to date, interpretations, and recommendations are discussed. (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (152K)

Descriptors:
Instructional Effectiveness; Intervention; Reading Instruction; Secondary Education; Teacher Attitudes; Theory Practice Relationship

Abstract:
Sets up a dialogue on the topic of secondary reading interventions. Hopes to stimulate a conversation among diverse researchers and practitioners whose work would enable them to represent the best interests of a wide range of secondary students. Concludes with a redefining of secondary reading intervention. (SG)

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Descriptors:
Adolescents; Literacy; Metacognition; Reading Improvement; Reading Instruction; Secondary Education

Abstract:
In Reading Apprenticeships, teachers serve as "master readers" of texts, engaging in collaborative inquiry with students. Reading is demystified through metacognitive conversations that draw on readers' self-knowledge. Academically underperforming students gained an average of 2 years' reading growth in 1 academic year using the approach. (Contains 32 references.) (SK)

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