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Post 1

Author: Robyne_Ridge
Date: 07-11-1999 01:50

I am currently working with adolescents who have low reading skills, poor work/study habits, perceived failure in exams and low self-esteem (not surprisingly!) -- boys and girls, but mainly boys.

Ages 12-15 -- first three years of high school here in New South Wales.

What is happening elsewhere? Has anyone had any success in "turning on to reading and writing" students in this age group?

Any solutions? Any comments on causes (so that we can eliminate them?

I'd really love to explore this issue further.

Robyne_Ridge

Reply 1a

Author: Diane_Hartwig
Date: 07-11-1999 13:43

Robyne,

I'd like to respond to your request in how to turn kids on to reading and writing. I too work with students who are generally considered low readers and writers. These are 11th and 12th grade students who attend a vocational school. I think the key to getting them excited about books is to allow them quite a bit of freedom of choice. I have had seniors read the book Hatchet which is considered a middle school book. Did I care? No, not really. They read the book and enjoyed doing it. These were students who were typically non-readers. I think often times we get caught up on the fact that our students are reading things that are below their level. My thought is as long as they are reading quality books, who cares what the grade level is? The more they enjoy what they are reading, maybe the more they will chose to read and eventually they will chose harder books. The same would go for their writing. Let them have several choices. Ask them what they like to write about. If you give them some say in what they do, they will be happier and become more responsible for their work. That's what I think anyway.

Reply 1b

Author: Robyne_Ridge
Date: 08-04-1999 07:57

Diane,

Thanks for your comments.

I followed up on Hatchet -- a great book, one I had not read before. (I now have -- could not put it down; Paulsen really captured my imagination, especially the cherries episode!)

My year 8 boys (aged 13-14) are now reading with great enthusiasm, not only Hatchet, but a number of other Gary Paulsen's in the Library.

We are talking about the issues raised; about how the heroes feel, about what it would be like to be placed in a similar situation. Your suggestion has certianly reaped rewards in my classroom. Many thanks.

Robyne

Reply 1c

Author: SUZANNE_THIEM
Date: 09-30-1999 17:30

Hi Robyne! Diane Hartwig is absolutely right! I would also like to share some other titles with you that many of my students have really enjoyed....Freak the Mighty, Go Ask Alice, Izzy Willy Nilly, Make Lemonade, Tangerine, Motown and DeeDee, Smack, Maniac Magee, Charlie and the Chocolate Factory(this tilte was suggested by a ninth grader sitting beside me). There are lots of others!!! If anyone out there can throw some more titles my way I would love to know what they are!

Reply 1d

Author: Robyne Ridge
Date: 03-01-2000 07:18

Dear Suzanne,

I didn't realise how long it had been since I'd checked out the List!

Thanks for your titles.

this year I am again working with reluctant readers in years 7 and 8, and the titles you have given me will be useful. I have ordered a copy of maniac magee which I hope to use later this year.

Currently we are working through The Machine Gunners, an English novel by Westall. Set in World War 2; the boys especially have identified with the main character.

We were lent a copy of the film and watched it after we were haaf way through the novel; it made great viewing,

Afterwards, a couple of the boys mentioned that they understood the novel better after they saw the film!

we are also using the novel as the basis for some writing work -- writing about character and setting. Generally I start with talk and then move to write.

It's exciting work.

Robyne

Reply 1e

Author: cheryl_mellen
Date: 04-17-2000 00:31

Dear Suzanne,

Let me suggest a few authors: John Marsden, Richard Peck and Robert Cormier. Also, Karen Hesse has a beautiful book called OUT OF THE DUST; Karen Cushman's CATHERINE CALLED BIRDY is good; and Ann McCaffrey's PERN series is popular. But if you are looking specifically for books wiht "boy appeal", try Paul Fleichman's BULL RUN or WHIRLIGIG, Sharon Draper's TEARS OF A TIGER, and Theodore Taylor's THE CAY.

Hope this helps!

Cheryl

Post 2

Author: William_Goldsmith-2
Date: 08-01-1999 08:46

I am searching for resources on the history of reading. So far, I have taped Barnes & Noble Out of Date Books, Nila Banton Smith's old history books, Gates, Dolch, Durrell, Betts, and Gray. I am also polling some folks around the country for leads.

I am looking at this independent study from two ways-
1- A twentieth century review of the History of teaching reading.
2- The influences upon our reading over the past 100 years.

I understand IRA is working on a history. Would like to hear more.

bg

Post 3

Author: Michele Stafford_Levy
Date: 09-28-1999 22:31

Hi folks,

Looking for a standardized reading program at the high school level. Seems to be pretty scarce. Seen any models in your travels? Know of any research or methods that are successful? I am mainly concerned with Language Arts. I am implementing Content Area Literacy strategies at the middle school but I need to look really far and wide for an initiative at the secondary. Plenty of writing programs out there. But high school kids are "a horse of a different color". BTW, these kids are low SES and 99% Hispanic--right smack dab on the Mexican border. NOt that it makes a diff, according to Title I and New Standards and Laruen Resnick. Any input would be appreciated.

Reply 3a

Author: Sherryl Shannon
Date: 11-08-1999 23:51

You are right about lack of programs. We are working on some models and strategies for our three local high schools right now. The biggest problem is getting content area teachers to buy into the use of reading strategies. They don't want to change what they are doing....the thing is....they wouldn't have to as most of them already teach reading, they just call it a bunch of different things. My building is the last to come on board, but the other two have formed what they call literacy teams, made up of English, Science, Math and History teachers. We will get the rest on board later.

As far as established programs, I don't think there are many. I was at the middle school for 5 years and am now at the high school with 9 and 11 graders. Good luck. Sherryl Shannon

Reply 3b

Author: Marlene_Darwin50
Date: 06-27-2000 17:19

I am changing the subject here slightly. I feel a great deal of concern about the actual role of the high school reading specialist. We seem to be at the whim of our school systems and administrators. I am very interested in doing an email interview of other high school reading specialists across the country. Please let me know if you would be willing to answer some basic questions about your role in the high school, about who makes the decision as to what your role should be, and what is that decision based on. This information will be synthesized together anonymously for purposes of a pilot study for my dissertation. I am specializing in adolescent literacy and feel that our role as high school reading specialists is a very important but often abused one. I am hopeful that my dissertation and subsequent articles will speak out and inform schools about the critical need to design our roles properly. You can email me at mdarwin@fc.fcps.k12.va.us I work in Fairfax County Public Schools in Northern Virginia.

Post 4

Author: Pat_Fenton
Date: 10-25-1999 11:15

Adolescent Literacy - We have new reading specialists positions at our middle schools. The teachers are asking for a "quality" assessment tool to track student performance and growth. We have looked at the Silvaroli, Ekwall, etc. and want something else. Are there any suggestions?

Reply 4a

Author: leslie_caine
Date: 11-07-1999 19:05

I believe that many students today have completely lost any motivation they once had to read. For instance, a student is told to read chapters one through five of a novel and then there will be a quiz on it. Although such tests are given by teachers in order to provide a letter grade or mark for the student, I believe this exercise causes the child to read the chapters ONLY because a mark is being placed on it, not because they are genuinely interested in the material. They strictly just read through the chapters in order to get through the quiz, rather than reading it for fun or pleasure. Once the test or quiz is over, any material they retained from the book is mostly forgotten.

Even when I went to school, I remember having to read various books that I personally would never have chosen. Of course, I would read the novel as I knew the teacher was shaping a lesson around it, but for no other reason. Today, looking back, I believe I would have got so much more pleasure out of such lessons if I was able to choose a book that genuinely interested me.

I feel that students should be able to chose fiction or non-fiction books at whatever reading level they feel comfortable with. Isn't it better to have a child enjoy reading a book that is below his or her reading level, rather than not reading at all? I think our main concern should be to get children reading by starting them with something they are at least interested in. If such freedom of choice were offerred, more adolescents may feel compelled to pick up a book.

Reply 4b

Author: Hannah_Boone
Date: 12-07-1999 00:12

In several courses I am currently enrolled in a topic of constant debate is "What is the most effective way to instruct adolescents in literacy events?" More specificaly, "How much choice should student's have in the texts that they read?" Throughout multiple discussions on this matter I currently believe that, although students should be exposed to certain genre's of text that they may or may not be exposed to on their own, student's should have control over at least fifty percent of the texts that they read for class. I believe this method of teaching enables both teacher and student to find enjoyment and personal connections within texts. In addition, a teacher's role should be to discover what a particular student's interests are and then lead that student to good authors in that genre. I realize that to be able to do this a teacher has to be extremely proficient in age-appropriate literature. Yet, I too believe that if few or no personal connections are made to literature students become easily bored, frustrated, and/or angry with education as a whole. Literature can be a way to foster such intense interest in a virtually endless amount of genres. It seems a shame to limit students to a select number of cirriculum-based/ cannonized texts that may or may not always engage student's imaginations.

Reply 4c

Author: william_moore
Date: 12-07-1999 21:55

Adolescents do know what they want read. The trouble is it is usually just what other adolescents are reading. I feel that we, as educators and models of learners, have to demonstrate and what they should be reading. One way is to assign a novel. You can assign several and then say coose one of mine and _______ of yours. Then they have a reason to yours and the motivation to their own choices. Of course you should ask that your choice be read first. Thanks for listening.

Reply 4d

Author: Robyne Ridge
Date: 03-01-2000 07:25

With less able readers I like to choose a book that I can work on in class -- read aloud, talk about what's happening in the chpater, do some vocabulary extension work

With more able students I indulge in a form of "choose your own" -- I give them a list of books from which they have to make their own selection; our lessons involve working on some generic questions about character, theme, setting and conflict, and they have to relate these questions to the novel/s they have chosen.

I am also working on the writing of a book review - based on an excellent unit on reviews from Heavener High School which I found on the Net.

We will be heading into discussion, oral arguments and formal debating from this unit -- all based on allowing them to choose books FROM THE LIST I HAVE GIVEN THEM.

So far we seem to be learning and enjoying it -- my main aim.

Robyne

Reply 4e

Author: jennifer_snevel
Date: 04-20-2000 16:04

In my reading endorsement classes, one of the things that we have really focused on is giving students a chance to feel successful at their instructional reading level. This is especially true for struggling readers. Rarely are they able to read and feel successful so they are left with frustration. I think one of the most important aspects of reading instruction should be allowing students to feel successful.

Reply 4f

Author: Jessica_trantowski
Date: 04-12-2000 14:34

I think your claims are valid. When I gave my students free time to read, they loved it. The book could be about anything and at any level. i found out a lot about my students and their behavior from what books they brought to class. By requiring them to bring a novel of their own to class, they constantly kept reading - and it was a book they enjoyed. There wasn't a requirement to finish a book they disliked or a page requirement. It was great!

However, I also think students need to learn how to analzye a book in a class setting. This prepares them for college and they are at a disadvantage if they don't do this at school. Reading and anaylzing a book together as a class will help them with communication, analytizing skills, and finding themes. A teacher can also help with vocabulary and difficult sections of a novel.

Reply 4g

Author: Kelly Foster
Date: 04-17-2000 13:35

It is so important to give students a chance to read materials that they choose. It really helps them to discover what their interests are and to take control of their learning and thinking. However, the tendency is to use more basic skills instruction with the lower ability readers. Why is that? Why do we thinking that by doing the choosing and thinking for them that these struggling readers will become better? It is crucial to provide these lower ability readers a chance to choose their own reading materials and discuss higher thinking questions. This will help them to see reading in the big picture, rather than just isolated skills taught separately.

Reply 4h

Author: Mary Bowen
Date: 04-19-2000 11:30

I think that it is a great idea for students to be allowed to bring their own choice iof novel to class to read. I had the pleasure of teaching a reading/writing seminar during my student teaching. This consisted of a class that met for one semester. It was an elective that was offered only to juniors and seniors. During this class, kids would bring their own book to read. Somedays, we would have simple reading days where we read for the entire period. Other days, we would focus on universal topics such as characterization, suspense, and point of view. The students would have to do the assignment based on their own books.

This class gave these students an opportunity that I wish I had. With all of the required work that I have to do for my own classes, I have a hard time finding the time to read what I want to read. I can't remember the last time that I had the freedom of just picking up a book that I wanted to read and sit down and read it without feeling guilty that I should be doing something else. I am sure that their lives aren't that much different. I have seen the workload that some of these kids have. I would have jumped at the opportunity to take a class like this.

Reply 4i

Author: Linda Pudenz
Date: 06-20-2000 14:56

This past year was my first year teaching 7th & 8th grade literature. I feel I had a very successful year. Things that I tried that seemed to work very well were Guided Choice selections which were based on the study of a theme or genre. Students were given a choice of five or six books of differing levels. I tried to always include a novel that could be auto/biographical and one that expanded upon cultural diversity with what ever topic we were working on at the time. Even though it was a limited choice, the control was in their hands,too. As we worked our way through the theme or genre students kept reading logs reflecting on personal thoughts they had, questions that the text raised for them, personal comments, etc. Every other day we met in a discussion group, shared our log entries, clarified any vocabulary words, and discussed their questions (I always had a few prepared also). In December and May they had time for self selction and wrote in their reading logs in letter format to me and I would respond back. I also used whole class instruction with poetry, we used mini-lessons for skills and strategies and I read novels to the students. On days when students weren't meeting they used their time to read. If we expect them to read I feel it's important to give them in class reading time. With the 8th graders I did a whole class novel in the spring to help prepare them for high school novel studies. I found that my students were very eager to make their selections, to get started and ESPECIALLY to interact with their peers in the discussion groups. I'd try experimenting with what works for you and what works for your students and go from there.

Post 5

Author: Rachel_Romano
Date: 04-04-2000 19:34

Greetings,

Does anybody know where I could get unbiased information/research on the effectiveness of "Junior Great Books"?

I know about their website. I'm just interested in some objective material and/or feedback.

Thanks so much

Rachel

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