RAI Spring Seminar Cork 2011 Ciara Bowe

Transcription

1 RAI Spring Seminar Cork 2011 Ciara Bowe

2 Background Received Pre-service training AFTER introduction of 1999 English Curriculum Comprehension received little / no attention Dissatisfied with reading lessons Approach similar to own schooling: Teacher / Text generated questions AFTER reading Testing not teaching comprehension

3 Definition Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text and the stance the reader takes in relationship to the text. Pardo (2004) Meaning

4 Study Aims Main purpose: to explore children s reading motivation and perceptions of themselves as readers, following twelve weeks of explicit CSI. If CSI had an effect on children s perceptions of themselves as readers and their motivation to read? If a CSI programme impacted on children s desire to read and their participation in reading lessons? If certain groups of children (e.g. children with SEN; children from disadvantaged backgrounds etc.) were more or indeed less affected by a CSI programme than their peers?

5 International Research Three waves (Pressley, 1998) 1. Single comprehension strategies assessed 2. Short-term programmes using a few strategies. Children were taught to co-ordinated the strategies as they read. 3. TSI (Transactional Strategies Instruction): a longterm classroom based approach, involving explicit and direct teaching of the cognitive processes involved in understanding a text.

6 Comprehension Strategies Durkin (1978/9): first brought attention to fact that comprehension was been tested rather than taught. Variety of strategies appeared since Some approaches: Up to 45 in a single year Shift to a more thorough teaching of fewer strategies Block and Duffy (2008) 9 validated strategies

7 Synthesis Prediction Monitoring Comprehension Evaluating Strategies Re-reading Summarising Questioning Inference Generating mental images

8 Motivation Behaviourism (Extrinsic) Humanism (Intrinsic) Social-Cognitive (Intrinsic & Extrinsic) Expectancy Value Self-efficacy Selfperception

9 Motivation & CSI: Research Lack of international research with regards to motivation and CSI Under umbrella of literacy usually

10 Motivation & CSI: Research Recent findings: Importance of being strategic to ensure success Reading and motivation are complementary Importance of emphasising notion of play rather than work = reading becomes self-fulfilling activity Importance of sharing learning intention / benefits of CSI with children increases motivation to participate Self-efficacy invigorates motivation Highly-engaged, self-determining readers, who are architects of their own learning

11 CSI: Ireland 1971 Curriculum Bottom-Up Model of Reading 1999 Curriculum Development of higher comprehension skills from middle classes on. Only Prediction from Junior Infants 2 nd Class Skills not strategies only 5 correspond with validated international research Scarcity of information

12 Irish Documents Learning Support Guidelines, 2000 Most research based information Limited information on instruction 14 strategies PPDS One article at time of research Skills not strategies

13 Study: Sample Convenience sample: Researcher = Class Teacher Single Sex (Boys); Deis Band 2 25 Pupils 7 pupils with SEN 3 pupils attend Learning- Support ADHD DCD Behavioural Language Disorder Sensory Impairment 2 high-risk (SCP)

14 Intervention Consent Base-line Questionnaire 12-week explicit CSI Results & Findings Postintervention Questionnaire Research Diary

15 Building Bridges of Understanding, Mary Immaculate College Building Bridges V First Steps: Reading Based on current international research All strategies were internationally recognised Based on Wave 3 research School-wide programme Very teacher-friendly: Recommends literature, supplies anchor charts

16 Intervention 3 read-aloud sessions per week, across 12 weeks Minimum 30 mins per session Recommended Picture books Small scale-study across a short duration

17 Prediction Clarifyin g Making Connections Declunking Strategies Questioning Inferring Visualisation

18 Results: Reader Self-Perception Scale (RSPS) Information provided by children: Low, Average, High Self-perception 4-factor scale: Progress Observational Comparison Social Feedback Physiological States

19 Progress

20 Class Progress Profile

21 Observational Comparison

22 Class Observational Comparison Profile

23 Social Feedback

24 Class Social Feedback Profile

25 Physiological States

26 Class Physiological States Profile

27 Overall analysis of RSPS results Despite short term nature of intervention small positive changes occurred Changes mostly for those with lower initial selfperceptions Progress saw most change More Intrinsic motivation?

28 Questionnaires Showed improvement in understanding of characteristics of good readers Showed an increased range of strategies to deal with words they did not know (No-one was strategy-less post-intervention) Supported RSPS findings: overall subtle change in attitude and self-perception Indications of more intrinsically motivated readers

29 Enjoyment of CSI You learn and you find words you never saw before It made me a better reader. More open-minded to books makes reading easier Very interesting Only negative commented mentioned: I like it cos it wastes time Didn t see it as work!

30 Enjoyment of CSI Should other children learn strategies? They [other children] can think aswell as we do People who don t like reading might start to like it 15 children used strategies at home They are handy I stop to think more than I used to. All would like to learn more strategies

31 Research Diary / Observations Children assumed more responsibility and authority in classroom discourse The most active and involved children changed: Good readers Shy but strong Weaker readers All Initial Concerns: Strong readers becoming less vocal. Not challenged enough? Already doing them [strategies] CPMs Shy children Balance

32 Strategies in Action Prediction: Basic: I predict her name is Jessie Schema on Anne Frank so This will be hard I think the cats will be involved in rescuing the people from the camp or the train Predictions cannot be wrong: I predict the step-mom will pretend to look for the buttons from the memory string, but when she finds them she doesn t tell the girl because she wants to hurt her. Different genres: Did you notice, teacher, the way it is really hard to make predictions in this book, because there isn t a lot going on really, BUT there is a lot of pictures in my head

33 Strategies in Action Making Connections: Text-to-Text: Friend or Foe is kinda like Narnia cos the boys are send away from the city cos of bombs and stuff. Text-to-Self (Basic): My aunt s name is Jessie. Text-to-World: That is like with Martin Luther-King Questioning: I wonder why the thermometer was broken? Was it broken when the doctor left the house? I wonder why Ms. Bowe has us reading so many books about World War 2!

34 Strategies in Action Visualisation: I can hear birds chirping in the distance as they are flying back to their nests It s not raining, but it s early in the morning and the grass is wet under my feet I can see the stranger staring at the soup confused. He eats it and he burns his tongue. He gets a shock. He blows on it and then he can eat it. Challenging strategy: Not much happens, just lots of descriptions. It s a bit weird like that Different but boring

35 Strategies in Action Clarification: Help each other. Every one asks, everyone helps The farmer is definitely a man, its says he I think we all need clarification on who the stranger is, but I don t think we can clarify it yet. I think we need to read on. Inference: Easily confused with prediction: I m inferring the stranger is superman. I am inferring that the Grandad is dead, beacuase they told us they can t bring him to Boston and the picture shows them standing at a grave

36 Strategies in Action De-clunking: What s a neckerchief? Look at the rest of the word it s like a handkerchief but around your neck A strategy used a lot during other reading activities Other comments: Yesterday when I was reading I used predicting and it actually was easy and helped me I can t wait to find out who the stranger really is! Ever since we started learning about prediction and stuff I didn t really like reading that much before and now I love it.

37 Children with SEN Contributed with increased confidence Excellent and regular use of strategies RSPS results reflect this Why? Developing strategies along-side fluency, de-coding etc. As recommended in research See their contributions as valid Emphasis not on technical elements of reading Can enjoy story, but contribute also Experiencing success

38 Case Study: Shy child Frequency of involvement did not increase over 12- weeks Intervention too short? Approached teacher after session I have a prediction More comfortable on one-to-one basis Shyness? Indifference? Lack of understanding? Seemed to have good understanding intervention period too short?

39 Case Study: At Risk Child Identified by SCP Pre-questionnaire: Did not like reading: Boring RSPS results: Low in all four-sources pre-intervention Post-Intervention: Average improvement in all 4 categories Increasingly more involved in read-aloud sessions Asked for books from class library to bring home I like it, like it s fun.

40 Teacher s Perspective Overall positive experience Enjoyed teaching CSI lessons Saw rewards on daily basis Clear improvement in reading comprehension Improvement in motivation to read Social benefits Challenges: Balancing contributions Time-scale Resources Putting faith in a new programme Shy children Visualisation

41 Social Benefits Class with history of social problems Many unsuccessful programmes Circle Time Despite initial over-dominance took no extra measures Saw a gradual improvement in communication skills, listening skills, and patience levels. Responding to each other: While I think that is a really interesting point you have made, I think a little differently about it.

42 Conclusions Understanding and internalising the cognitive process of reading can have a positive effect on motivation to read. Generally: positive effect on children s perceptions of themselves as readers Many like reading more and felt they were making more progress More confidence in dealing with texts. Universal Improvement in comprehension

43 Conclusions Most positive changes occurred with: Weaker readers, Children with SEN Children from disadvantaged backgrounds Communication and social skills improved.

44 The Future? Long-term programme All strategies, including TSI Whole school approach / policy needed All ages / class-levels All abilities Professional Development: Train-the-Trainer Resources: picture books

45 CSI: Ireland Larger-scale studies needed in Ireland Teachers need more information / professional development in quality programmes Better Numeracy and Literacy for Children and Young People

46 Final Thought. I now like reading