1 Contents Teacher’s Role in the Reading Apprenticeship Framework: Aid by the Side or Sage by the Stage 3 (original) (raw)
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"When you read, there should be a little voice in your head like a storyteller is saying it. If it's not there, then you're just lookin' at the words." LaKeisha, a ninth grader, describing the new way she thinks about reading "I understand the book more now. Before, it didn't make sense to me. I read differently now… Now I read in between the lines. I basically get into the story, into the heart of itlike reading deeper into what it is saying." Jason, a ninth grader, describing how he now reads his history book Recently, federal and state policy mandates have legislated particular instructional methodologies and allocated professional development dollars with the aim of assuring that American children learn to read independently by grade three. While strengthening early literacy instruction is certainly a worthy goal, the most recent NAEP results suggest that attaining advanced literacy is and has been the greater problem facing American students (see, for example, Gee, 1999). Many politicians, educators, and members of the public seem to believe that this investment in early literacy will pay automatic dividends in accelerated literacy learning, enabling children to make the leap from learning to read to reading to learn, and even further, to reading to solve complex and specific problems, with ease. We know from our work in middle and high school classrooms that this is just not so.
A major challenge of today's standards-based assessment movement targets the need to address and improve the achievement of struggling readers. As teacher education programs must prepare content teachers to address the challenges of teaching students who lack reading skills, we need to prepare our pre-service teachers to help students make meaning while reading any text. To accomplish such a goal, comprehension instruction must be explicit, direct, and effective. As VanDeWeghe (2004b) notes, even though students may still need development as readers at the secondary level, there may be confusion surrounding where reading instruction is addressed in the secondary curriculum. After talking with our cooperating teachers and tracking student teaching performances of our secondary English candidates, we believed that our pre-service teachers needed more effective preparation. To present important content conceptualizations, we realized our preservice teachers must explicitly teach and use comprehension strategies with multiple texts at varying levels of difficulty. The purpose of this paper is to discuss the pilot of Gettysburg College's redesign and implementation of a reading apprenticeship model developed in collaboration with two practicing secondary English teachers. After field testing at the secondary level, the model was transported to the college level for preparing secondary English pre-service teachers.
The Effects of "Reading Apprenticeship" On Teacher Instruction and Student Learning
2018
Thesis (Ed.D.) - Indiana University, Department of Literacy, Culture, and Language Education, 2018Many high-school students lack the specific subject matter knowledge, vocabulary, and reading strategies they need to learn from complex texts. Secondary teachers need professional development to improve content literacy instruction. This qualitative case study explored the impact of the Reading Apprenticeship Improving Secondary Education (RAISE) on three teachers and their students over an eight-month period. The teachers in this study attended RAISE workshops and received in-school coaching designed to help them recognize their own subject matter expertise and to apprentice students into the discourse and practices of historians through metacognitive inquiry. The teachers also learned how to support students in building identities as readers who could solve reading problems and persevere in learning from complex texts. The study was conducted at two Midwestern high schools, one rural...
Reading & Writing Quarterly, 2019
This 12-week mixed-methods study examined an 8th-grade English language arts curriculum designed to increase participants' (N ¼ 62) reading comprehension and reading motivation. Data consisted of demographic information, pre/post standardized reading comprehension scores, reading motivation survey scores, and participants' periodic semistructured written reflections. We used the quantitative data to describe changes in reading comprehension and reading motivation and found a significant increase in participants' scores. The qualitative data on participants' experiences revealed several constructs directly related to evidence-based theoretical and practical research in the field of adolescent literacy as well as several emergent themes related to implementation. The results suggest improvements in participants' reading comprehension and reading motivation through the implementation of an English language arts curriculum embodying social constructivism and cognitive theories with embedded research-based instructional practices supporting adolescent learning: explicit strategy instruction; text-based collaborative practices; and a partnership among a researcher, literacy specialist, and novice teacher. Theory and research driving literacy program development When reading and learning theories drive research-based pedagogical practices in developing middle school literacy curricula, an increase in reading comprehension and reading motivation should occur (Heilman, Blair, & Rupley, 2002; Nichols, Young, & Rickelman, 2007), including among middle-level students who struggle with reading (Edmonds et al., 2009). Few research studies have examined motivation and comprehension while honoring students' voices, especially the voices of adolescent readers who struggle with reading (
Developing Literacy in the Secondary Classroom
2017
Today’s secondary classrooms are increasingly diverse places and skilled English teachers need to be able to develop flexible teaching strategies that can be adapted to best serve diverse learners with divergent needs. This textbook for pre-service teachers gives them pragmatic guidance on the major aspects of literacy teaching, and how to draw insight research and apply it in diverse classrooms. Key coverage includes: · The fundamental aspects of teaching reading and writing to adolescent learners. · How to intelligently select and use literature with secondary students. · Multi-literacies and the use of technology in English teaching. · Assessment strategies for the classroom. · Teaching techniques for developing reading comprehension. This is essential reading for anyone training to teach English in secondary classrooms, and for recently qualified teachers looking to sharpen their practice.
Society for Research on Educational Effectiveness, 2016
Background / Context: Nationally, two-thirds of high school students are unable to read and comprehend complex academic materials, think critically about texts, and synthesize information from multiple sources, or communicate what they have learned (NAEP, 2013). Without a substantial change in their academic literacy, U.S. high school students face continued academic problems in high school and college because they are unable to handle the quantity and complexity of assigned reading (ACT, 2012). The Reading Apprenticeship instructional framework was developed two decades ago to help teachers provide the literacy support students need to be successful readers in the content areas. It has since reached over 100,000 teachers in schools across the country, at the middle school, high school and college levels. In 2010, the program developers received a "Validation" grant from the Department of Education's Investing in Innovation Fund (i3) competition to scale-up and conduct a randomized controlled trial of the intervention through a project called Reading Apprenticeship Improving Secondary Success (RAISE). RAISE worked with high school teachers in three subject areas: English, history and biology. Previous RCTs have tested the efficacy of the Reading Apprenticeship framework and the professional development model in smaller efforts with more closely monitored implementation. These studies demonstrated strong positive effects on teacher practice resulting from the professional development-most notably, teachers' increased use of reading comprehension strategy instruction, metacognitive inquiry routines, and collaborative learning structures in their classrooms. They also showed positive effects on students' literacy and content-area achievement, motivation, and engagement (
2016
Recent times have seen an increase in the use of literacy, and in many cases, the substitution of literacy where reading was once the term of choice. A deep curiosity about these shifts by professional organizations, a range of stakeholders, and the program descriptions at institutions of higher learning led to this essay. It is guided by three specific intentions: (a) to explore the varying (and often overlapping) definitions of literacy and reading in order to establish their substantive and subtle differences, (b) to ponder the implications of selecting one term over another or using them in combination, and (c) to spark questions for future research that would further clarify literacy, reading, and their individual and combined importance for the education of our nations’ youth. Improving the reading achievement for all students (and adults) has long been a national (and international) priority. More frequently than in previous times, literacy replaces reading as the label to fr...