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The Simple View of Reading. Bruce Rosow, Ed.D. March, 2013. I. Setting the Stage:. National Report Card: NAEP PISA: International Student Assessment The Simple View of Reading Learning to Read Decoding Comprehension. NAEP Reading: National Results. NAEP Reading: National Results.
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The Simple View of Reading Bruce Rosow, Ed.D. March, 2013
I. Setting the Stage: • National Report Card: NAEP • PISA: International Student Assessment • The Simple View of Reading Learning to Read Decoding Comprehension
Wide Disparity Among Sub-groups • The NAEP and state assessments show large achievement gaps between subgroups of students disaggregated by race/ethnicity, and poverty status. At 4th grade the gap between: White and African American students is 27 % White and Hispanic students is 24 – 26 %. High to Low SES students is 23 – 25 % McCombs et al, RAND Report, 2004
2011 Urban District Results (Washington, D.C.) – Reading scores of fourth- and eighth-grade students in 21 urban public school districts on the 2011 National Assessment of Educational Progress (NAEP) followed the national trend by remaining mostly flat, with no significant change from 2009.
SAT and ACT Since the 1960’s verbal scores on the SAT have declined by about .5 SD. On the ACT, barely 50% are able to read adequately to manage college and work-place tasks.
SAT TAMAR LEWIN Published: NY Times September 24, 2012 • For the high school class of 2012, the average score on the critical reading section of the SAT college entrance exam, 496, was down 1 point from the previous year, as was the average writing score, 488. • Also unchanged: only 43 percent of the 1.66 million test-takers achieved the benchmark score, 1550, that indicates readiness for college. • Among students whose parents have bachelor’s degrees, though, 60 percent were college ready.
SAT / ACT Dr. Danielle Thompson The state with the best scores on ACT and SAT tests is at 42% proficiency. This means that 42% of the students who take the test make the benchmark score. Meeting benchmark is correlated with having a 50% chance of obtaining a 'B' in a college course and a 75% chance of getting a 'C.' The top state was New Hampshire. North Dakota only has a 21% proficiency level, Tennessee is 18%.
Program for International Student Assessment (PISA), 2009 http://nces.ed.gov/surveys/pisa/ http://nces.ed.gov/pubs2011/2011004_1.pdf
PISA 2009 ReadingLiteracy: OECD • U.S. average score of 500 not measurably different from the OECD average score of 493 • 6 OECD countries had higher average scores. • 14 were not measurably different from the United States. • 13 had lower average scores. SOURCE: Fleischman et al. (2010). Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context (NCES 2011-004) . 14
PISA 2009 Reading Literacy: All • Among all participants • 9 had higher average scores than the United States. • 16 were not measurably different. • 39 had lower average scores. SOURCE: Fleischman et al. (2010). Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context (NCES 2011-004) . 15
Scores of U.S. 15-year-old students on combined reading literacy scale at selected percentiles: 2000, 2003, and 2009
PISA 2009 Reading Proficiency Levels • Highest proficiency level is level 6. • Below level 2 students may not be able to consistently “make valid comparisons or contrasts” based on even a single feature in the text or consistently “recognize the main idea in a text unless it is prominent” in the text. • At level 4 students are described by PISA as capable of “difficult reading tasks” and “critically evaluating” a text. SOURCE: Fleischman et al. (2010). Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context (NCES 2011-004) . 17
U.S. at the OECD Average for Key Proficiency Levels in Reading • 18 percent scored below level 2 (not measurably different from OECD). • 30 percent scored at or above level 4 (not measurably different from OECD). SOURCE: Fleischman et al. (2010). Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context (NCES 2011-004) . 18
Percentage distribution of 15-year-old students in the United States and OECD countries on combined reading literacy scale, by proficiency level: 2009 SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2009.
Average U.S. Reading Score Unchanged From 2000 • There was no measurable change in the U.S. average scores over time. • There was no measurable difference between U.S. and the OECD average scores in 2000 or in 2009. • OECD averages are based on 27 OECD member countries that participated in 2000 and 2009. 495 SOURCE: Fleischman et al. (2010). Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context (NCES 2011-004) . 20
Dr. Danielle Thompson The big message I took away from it was that we in the U.S. are doing nothing. We are not learning form the mistakes of others (e.g. Korea) or from the success of others (e.g. Finland). And, there are success in Korea to gain from too. The data of the PISA tests was pretty much buried when it came out and Thomas Friedman and Michael Mandelbaulm talk about that in their book That Use to be Us. I guess as a country we don't like to be seen as failing.
What is Good Enough? • To read comics in the newspaper, the basic level may be enough. • To digest thoughtful essays from which responsible citizens must understand the issues to become informed voters, at least a proficient level would be required. Caccamise et al., 2005
What is Good Enough? • To reach higher levels of academic achievement requiring such abilities as literary criticism and understanding of science and technology, levels of proficiency must be reached. Caccamise et al., 2005
If a child in a modern society like ours does not learn to read.. • Well enough to comprehend • Effortlessly enough to render reading pleasurable • Fluently enough to read reflectively and broadly across all content areas
If a child in a modern society like ours does not learn to read.. He/her chances for a fulfilling life, by whatever measure- academic success, financial success, the ability to find interesting work, personal autonomy, self-esteem- are practically nil E. Mcpike (1995)
If a child in a modern society like ours does not learn to read.. • 25% of the adult population in the US are functionally illiterate (U.S. Dept. Labor) • In the general population between a third and half of all adults have only very basic literacy skills. (Carlisle, 2002) • 70% or more of low SES, minority children fall behind early and are not likely to catch up to grade level
The Higher Education Income Gap Educational attainment, which created the American middle class, is no longer rising. The super-elite lavishes unlimited resources on its children, while public schools are starved of funding. This is the new Serrata. An elite education is increasingly available only to those already at the top. Bill Clinton and Barack Obama enrolled their daughters in an exclusive private school. CHRYSTIA FREELAND, NY Times, October 12, 2012
The Higher Education Income Gap The reality is that it is those at the top, particularly the tippy-top, of the economic pyramid who have been most effective at capturing government support — and at getting others to pay for it. CHRYSTIA FREELAND, NY Times, October 12, 2012
The Higher Education Income Gap Exhibit A is the bipartisan, $700 billion rescue of Wall Street in 2008. Exhibit B is the crony recovery. The economists Emmanuel Saez and Thomas Piketty found that 93 percent of the income gains from the 2009-10 recovery went to the top 1 percent of taxpayers. The top 0.01 percent captured 37 percent of these additional earnings, gaining an average of $4.2 million per household. CHRYSTIA FREELAND, NY Times, October 12, 2012
Between 1973 and 1998 • In skilled blue-collar, clerical, and related professions the percentage of workers who were high school dropouts fell by two thirds while the percentage of workers with some college or a college degree more than doubled. • In less-skilled blue-collar service the percentage of workers who were high school dropouts fell by nearly half while the percentage of workers with some college or a college degree tripled Reading Next Report, 2004
Changing Literacy Demands The 25 fastest growing professions have far greater than average literacy demands, while the 25 fastest declining professions have lower than average literacy demands. Barton, 2000 as cited in the Reading Next Report, 2004
Juvenile Detainees: • Illiteracy is perhaps the strongest common denominator among individuals in corrections (Kidder, 1990) • The average reading level nationally for ninth grade youth in correctional facilities is fourth grade (Project Read; 1978).
Juvenile Detainees: While poor reading skills and poor academic performance are not direct causes of criminal activity, adolescents who have deficits in these areas are disproportionately represented in correctional institutions. Some studies have explored the correlation between illiteracy and criminal behavior. They have found that individuals with a low literacy level are at greater risk for criminal behavior and incarceration (Bureau of Justice Statistics, 1997).
Vermont Juvenile Detainees: CHSVT • Typically, 50 % of the students under the age of 22 have a prior special education history. • Typically 60- 75% of the students under the age of 21 enrolled in CHSVT are not functionally literate. • This year the number of enrolled students was 486. Mary Koen, CHSVT, 2005
Juvenile Detainees: • In order to reduce crime rates and recidivism of students with disabilities and ethnic minorities in juvenile corrections, correctional educators need to incorporate programs that place a strong emphasis on literacy development. Advocates for correctional education believe that education prevents crime (Pell, 1997).
Reading is the Reason That Most “LD” Children Are Identified • At least 85% of the “LD” population are on IEP’s for serious reading problems and related issues with spoken and written language • Most of these children are identified for services after 3rd grade
The Importance of Early Intervention There was striking continuity in emergent literacy skills from pre-K to kindergarten. Individual differences were set by age four and quite stable thereafter. Lonigan, 2003
Meaningful Differences A majority of children who are judged to have a reading disability at grade 2 continue to have this classification at grade eight. Scarborough (1998)
Meaningful Differences Only about 5-10% of children who read satisfactorily in the primary grades ever stumble later, and 65-75% of children designated as reading disabled early on continue to read poorly throughout their school careers (and beyond). Scarborough, 2001. Cited in Carlisle, 2002
Children Don’t Catch Up… • Once children fall behind, they are likely to stay behind and the gap is likely to widen • C. Juel, 1994 (Harvard Graduate School of Education) • J. Torgesen, K. Stanovich, F. Vellutino (NICHD) • A. Biemiller (Toronto) • R. Good, E. Kame’enui, D. Simmons (U. of Oregon) • S. Shaywitz and J. Fletcher (Connecticut Longitudinal Study)
In other words… Once behind, children who are poor readers do not catch up, unless we intervene specifically and intensively enough to match their need for systematic, direct, explicit instruction. Moats, 2004
Children who are poor readers do not catch up If we do not catch students early (by 2nd grade at the latest), improvement in their relative standing is much less likely and costs much more. Although many reading disabilities can be remediated or ameliorated by the end of first grade with systematic, explicit, phonics-emphasis instruction (Ryder, Tunmer, & Greaney, 2008; Mathes, Denton, Fletcher, Anthony, Francis, & Schatschneider, 2005) intensive effort on the part of teachers and students is required to achieve modest gains once students are beyond kindergarten and first grade. Moats, fall, 2012
Children who are poor readers do not catch up Morris, Lovett, Wolf, Sevcik, Stinbach, Frijters, & Shapiro (2012) recently showed that high school poor readers can improve .5 standard deviations in reading after expert, intensive, closely monitored, theoretically sound, comprehensive, integrated instruction was delivered for 70 hours. The teachers in these studies were experts in the subject matter, were well trained in the methodology and remedial strategies, and worked with well-defined populations of students. Moats, fall, 2012
Children who are poor readers do not catch up Aspects of reading instruction promoted by the CCSS (reading of harder, complex texts; reading aloud; reading in the content areas; writing arguments) may be appropriate for older students who already know how to read and write, but may serve only to frustrate less-skilled students if the text is impossible for them to read independently and if insufficient attention is devoted to building the requisite language skills that enable improvement. Moats, fall, 2012