Literacy Now

Upon years of research into best practices in reading, I unearthed an amazing approach to teaching reading that has been shown to consistently boost student performance. This secret could cause a stir across American classrooms if implemented widely. The editors of Engage have permitted me to share it for a limited time, in the hope that this highly-innovative teaching strategy catches the fancy of policymakers, the media and general public. It is a remarkable “reading makeover” that could save countless precious budget dollars while producing phenomenal results.

It has been shown to work with all ages. I have found that I can train teachers, administrators and parents how to easily and affordably implement this program in a matter of weeks. It has been shown to work from coast to coast, in both affluent schools and under-resourced ones, from the inner city to suburbs to rural areas. English language learners and special needs students have seen dramatic improvements in reading using this innovative method. There are even unconfirmed reports that many educators report significant increases in their job satisfaction when utilizing this technique.

So what exactly is this “reading makeover?”

It starts with you providing a variety of high-interest reading materials in your classroom, from magazines to digital books, newspapers to novels, poetry to informational texts.

But you already knew that, right?

And it should go without saying that the best way to improve students’ reading aptitudes and attitudes is by giving them plenty of opportunities throughout the day to actually read various texts and discuss reactions to these texts. This is commonplace in today’s schools, isn’t it?

We recognize that reading aloud to students of any age is one of the single best ways to engage students’ interest in reading. So that’s why you can go into any middle school or high school as well as elementary schools in America and see students absorbed in a teacher’s daily read aloud.

Right?

Sadly, this is not the case. A lot of really smart folks with good intentions have spent a lot of money searching for The Holy Grail of teaching reading, ignoring the solution that has been right under their noses all along. Some really good educators have quit their jobs in frustration, while concerned parents across the United States search for answers to how they can help their children succeed.

At the same time, scores of children have been bombarded with test preparation materials while being denied the very resources that have been shown to improve reading: interesting reading materials, time to read and discuss what they are reading in class, and daily read alouds.

One of the bummers about writing articles about the importance of reading to members of the International Reading Association is that it is preaching to the choir. So why devote any space to revealing best reading practices that everybody already knows about?

Well, there are plenty of folks (myself, included) who find themselves at the beginning of 2013 resolving to live healthier lifestyles, but how many of us will take action? I see so many educators who are fearful to devote any precious class time to reading for fun because they think it will seem they are wasting time that could be “better-spent” addressing Language Arts Standard 13.96.87. I constantly ask audiences attending my presentations the simple question: “What good is it teaching students how to read if they never want to read?”

Working with students of all ages, I have seen firsthand time and again that once students see reading as a pleasurable activity, they start to read more, and the more they read, the better they get at it. It does not matter if the students choose to read James Joyce or JAMES AND THE GIANT PEACH; people who read more, read better.

I am on airplanes virtually every week, and I cannot remember the last time I sat next to someone reading Dostoevsky, Moliere, or Shakespeare, but I sit next to plenty of folks who read USA TODAY, PEOPLE magazine, and FIFTY SHADES OF GREY. And that’s great! These are folks who choose to read rather than look at the back of an airplane seat or watch an airline’s edited version of the latest Jennifer Lopez movie. People who read make so much better conversationalists.

The secret to teaching reading rests in the title of this blog: Engage.

So I challenge administrators to engage their faculties by opening faculty meetings with great read alouds (and if you are an administrator reading this, I will gladly provide you with your own customized list).

I challenge teachers to talk about their favorite reading materials with students, ask students which genres and authors rock their worlds and read aloud a variety of texts to their classes, while also providing time in class for students to read different works.

I challenge schools to fund their libraries and stock shelves with titles that will appeal to broader audiences than those studying 18th century British literature.

I challenge parents to support their local independent bookstores and public libraries and make reading an integral part of their daily rituals. And I challenge policymakers who are so interested in reading research to start reading the research.

Folks, we know what to do. I used to always send my students home with one maxim: education is valuable, but execution is priceless. Are you up for the challenge? If you choose to provide your students with lots of interesting reading materials, facilitate time to read in class with discussions about what various individuals are reading, and read aloud a variety of great texts in your classroom, I guarantee that your students —however young or old—will become lifelong, passionate and more proficient readers.

Now make it happen.

Invited to speak to over 100 international venues last year alone, Dr. Danny Brassell is considered “America’s Leading Reading Ambassador.” He is part of the Invited Speaker Symposium, "Readin', Writin', and 'Rithmetic: Revisited Through the Common Core State Standards," with Ruth Culham, Steven Layne and Greg Tang at IRA's 58th Annual Convention, April 19-22, 2013, in San Antonio, Texas. Danny (www.dannybrassell.com) will also present a session on building home-school reading connections.

This post originally appeared on the Engage/Teacher to Teacher blog in January 2012.

In November 2012, the Pew Internet Project published the first of three reports designed to explore teachers’ views of the ways today’s digital environment is shaping the research and writing habits of today’s middle and high school students as well as the instructional practices that teachers use in their classrooms. The study compiled data from two main sources, including 1) an online survey of more than 2,000 middle and high school teachers drawn from the Advanced Placement (AP) and National Writing Project (NWP) communities; and 2) a series of online and offline focus groups with middle and high school teachers and some of their students.

The first report, titled How Teens Do Research In The Digital World, builds on prior research that has shown just how deeply search engines, mobile devises, and other Internet technologies are woven into the lives of today’s adults and teens. Some of the most interesting findings from this first report include the following: 

• Over three-quarters of survey participants (77%) say the impact of the Internet and other digital technologies on students’ research habits is “mostly positive.”  Virtually all teachers (99%) reported that “the Internet enables students to find and use resources that would otherwise not be available to them” and the majority of teachers (65%) believe that “the Internet makes students more self-sufficient researchers who are less reliant on adult help.“ For example, one teacher commented on the most positive aspect of being able to conduct research online with the statement, “Students have quick access to some of the best available research online…and when they come across information they don’t understand…the Internet allows them to conduct, quick, tangential searchers to learn needed information in support of their primary search.” In addition, a majority of teachers “somewhat agree” or “strongly agree” that the internet and digital technologies encourage learning by connecting students to more resources about topics that interest them (31% “strongly agree,” 59% “somewhat agree”), enabling them to access multimedia content (24% “strongly agree,” 52% “somewhat agree”), and broadening their worldviews (23% “strongly agree” and 49% “somewhat agree”).
  
  
• However, the findings are not all positive.  In fact, the large majority of teachers also agree to some extent that “the amount of information available online today is overwhelming for most students” (83%) and that “today’s digital technologies discourage students from finding and using a wide range of sources for their research” (71%).  When asked what was believed to be the most negative aspect of students today being able to conduct research online, one teacher commented, “Same as the positive! Students have access to a seemingly endless amount of information…They don’t know how to filter out bad information, and they are so used to getting information quickly, that when they can’t find what they are looking for immediately, they quit.”   Another wrote, “Students have a hard time reading online for extended periods of time. They get distracted so easily with the computer screen as opposed to salient, extended reading in books/texts.”
  
  
• Notably, the majority of teachers (60%) agree with the idea that “today’s digital technologies make it harder for students to find and use credible sources of information.” Teachers are concerned that students are not skilled enough in thinking critically about or synthesizing the information they find online. In fact, 93% of those surveyed somewhat or strongly agreed with the statement “courses or content focusing on digital literacy must be incorporated into every school’s curriculum.”  Some of the essential skills that teachers indicated students need for the future included judging the quality of information (91%), writing effectively (91%) and behaving responsibly online (85%). However, there was less agreement among teachers when it came to deciding when these skills should be taught and by whom.
  
  
• Perhaps the most troubling finding is that for many of today’s students, research has become synonymous with the fast-paced short term process of “Googling” to locate just enough information to complete the assignment as opposed to a slower long-term process guided by intellectual curiosity and discovery. In follow-up focus group discussions, many teachers noted that the time constraints that today’s students face in their lives more generally have begun to impact the very nature of what many would consider as “doing research.”

To learn more about current approaches used to teach critical research skills as well as secondary teachers’ concerns about the broader impacts of digital technologies on their students, you can access the full report at http://pewinternet.org/Reports/2012/Student-Research.

Julie Coiro is from the University of Rhode Island, jcoiro@mail.uri.edu.

This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).

University of Central Oklahoma Assistant Professor Julie Collins was just appointed an IRA Government Relations Committee Co-Chair with Pamela Hamman. In this Reading Today article, she shares her passion for teaching, her excitement for the upcoming IRA Annual Convention, and what she thinks legislators need to know about the education field today. 

When did you know you wanted to be a teacher?

I know that this will seem like a cliché, but one of my strongest memories from growing up is playing school in the basement. I had a desk set up and would use the school supplies that we were allowed to bring home from school at the end of the year. I remember always being the teacher and playing with neighborhood children, or stuffed animals and dolls, as the students. While I cannot say for sure that I knew at that point that I wanted to be a teacher, I know that it was the beginning of my intrigue with the art of teaching, copying what I observed my elementary school teachers doing every day in the classroom. Later, my love of working with children led me to major in Elementary Education, and then my desire to learn more about teaching my students to read proficiently led me back to graduate school.

Which books (from children's literature to professional) influenced your decision to become an educator? 

The first book that influenced me to become a teacher is Tales of a Fourth Grade Nothing by Judy Blume. My third grade teacher read this book aloud to our class and it created a happy memory for me, and an enduring example of the impact of teacher read alouds.

While I cannot think of any professional books that influenced me prior to becoming an educator, there are quite a few that have helped shape me into the teacher I have become during my practice. One that stands out to me is Invitations by Regie Routman. This book was selected to use as a book study with my elementary school faculty, and helped to shape meaningful changes in my literacy instruction, including strategies for spelling instruction that I teach to my graduate students today.

How did you begin your career, and what led you to your current position?

I started my teaching career in Oklahoma City Public Schools, teaching half day kindergarten at two different school sites. I taught in Oklahoma City for five years, teaching kindergarten and 2^nd grade. I changed districts to teach in Norman, OK, where I live, at that point, and taught 1^st grade and Transitional 1^st grade for three years at Jefferson Elementary School, before becoming the Title I Reading Specialist at that site. After fourteen years of teaching, I worked for three years at the Oklahoma State Department of Education in the Federal Programs Division and then in the Curriculum Division as the Director of Literacy. Following this, I spent three years as the Director of Elementary Language Arts in Putnam City Schools in Oklahoma City, OK. During this period I completed my Ph.D. in Instructional Leadership and Academic Curriculum in Literacy Education. I was able to teach as an adjunct instructor at the University of Oklahoma during these time periods as well. In August of 2008, I began my current position as an Assistant Professor at the University of Central Oklahoma in Edmond, OK.

You are the Reading Program Coordinator/Advisor at the University of Central Oklahoma. What does that role entail?

My role as Program Coordinator connects me to my students and to the International Reading Association. This position involves advising the students in our Masters of Reading Program from the time that they are admitted to graduate school through completion of their degree and completing their path to certification as a Reading Specialist. The position also involves overseeing the curriculum and assessment of our program to be sure that we are meeting the IRA’s Standards for Reading Professionals, Revised 2010. These standards are used for accreditation of reading programs across the country.

You just became an IRA Government Relations Committee Co-Chair (working with Pamela Hamman and Rich Long). What brought you to this position?

I am delighted to serve the International Reading Association as co-chair of the Government Relations Committee. Advocacy is a professional interest of mine, and I am thrilled to be involved with this committee. Committee membership is a terrific way for members to become more involved in IRA. I previously served on the IRA Classroom Teacher Award Committee. This experience provided interesting work for me on several levels. I was amazed that such a small number of applications were received for each of the awards that the committee facilitated. After serving on this committee for several years, I was appointed to the Government Relations Committee, and then was appointed Co-Chair for this year. Committee work provides an opportunity to work with members with a range of experience to facilitate the important work of IRA. I encourage members to check out this site which provides information about each of IRA’s committees, as well as a link to the form to volunteer or nominate a colleague to serve: /general/AboutIRA/Governance/Committees.aspx.

One of the responsibilities of the Government Relations Committee is scoring the Advocacy Award submissions from state councils. This is an important initiative encouraging IRA’s state councils to be involved in the advocacy process. We have quite a few state councils doing a terrific job with advocacy, but we have room for growth in this area. Information about the Advocacy Award can be found at /Resources/AwardsandGrants/council_advocacy.aspx. If you are involved with your state council and would like to help them become more involved in advocacy efforts, I encourage you to check out the information!

What do you think are the most important education issues and concepts for legislators to understand?

Wow, this is a loaded question! I believe that it is extremely important for teachers to become active in advocating for their work and their students. I think that it is important for legislators at the state and federal level to hear from teachers and know about their commitment to the work that they have chosen and to the students that they teach. There are important issues involving education being discussed at local, state, and federal levels, and it is important for policy makers to hear from the dedicated teachers across our country who are implementing the curriculum and assessment mandates. I have found that citizens are often hesitant to contact their legislators as people often do not think that their single voice will make a difference; however, legislators often do not hear from constituents and hearing from even a small number of contacts can influence them.

On a general level, the implementation of the Common Core State Standards is an important topic at the moment at the federal and state level as the majority of states have adopted the standards. Personnel in these states are currently working to transition to implementing these standards and the related assessments, which are being developed by two consortia. One of the most important things a teacher can do is to make personal contact with their legislators. Offer to provide information. Invite them to your classroom. Personal relationships can grow into advisory relationships through the trust developed. This contact can illuminate and personalize the information that the legislators are reading about in the bill proposals coming across their desks.  It is important for teachers to remember that they are the ones with daily experience with curriculum and assessment and their views are important! Share your opinions with your legislators about the investment of time that you have in ongoing professional development and preparation for teaching. As a teacher, educate yourself about the current conversations going on at your local and state level, as well as on the national stage. It is better to become informed and share your opinion through the process, than to learn of a new requirement after the fact when a bill proposal becomes a law.

What do you consider to be your proudest career moment?

My proudest moments are hearing from students about their accomplishments and how their education has influenced their careers. Hearing or reading a “thank you” from a student absolutely makes my day and is a reminder of the important work that I am involved with on a daily basis.

Will you be attending the IRA Annual Convention in San Antonio in April? If so, which sessions are you looking forward to attending?

Yes, I am looking forward to attending the annual convention in San Antonio.

The session that I am most looking forward to attending is the IRA Government Relations Committee Symposium: The latest updates from PARCC and Smarter Balanced Consortia - Important Common Core State Standards Connections for You! This session will feature representatives from both PARCC and Smarter Balanced discussing their progress in creating the assessments for the Common Core State Standards.  This is an important topic for all educators. Dr. Rich Long will also be providing information about legislative updates as well as updates on IRA Advocacy Activities. This symposium is scheduled for Monday, April 22 at 9:00 a.m.

Additionally, I am looking forward to the Research Sessions included throughout the convention. The Research Address, featuring Brian Cambourne, and two sessions featuring updates from the IRA Literacy Research Panel will be held on Saturday, April 20. Participants should also check the program for other research sessions scheduled throughout the convention.

As a teacher educator, what's the most valuable advice you can give to someone entering the field?

My first advice to new educators is to remember the passion that brought you to the profession to begin with, as that is what will help you find joy in your day to day work.

Second, do not forget the importance of life-long learning and ongoing professional development. Your initial teacher education prepared you to be an excellent beginning teacher. Do not feel that you need to have the answer to every question. A professional home in the International Reading Association can provide support for you throughout your career. Involvement at the local and state level will provide networking with colleagues and opportunities for growth in knowledge and leadership. Membership provides resources to support your ongoing learning through journals, books, and conference opportunities.

What do you like to do when you're not wearing your educator hat?

I enjoy reading, traveling, college sports, and spending time with my husband and son.

 

 

 

Being a teacher means embracing constant change. Yet all too often, teachers are told when, how and why to change. In this monthly column, Mrs. Mimi takes on creating change for herself by rethinking old practices and redefining teaching on her own terms.

Let me begin with a bit of a disclaimer…While you are reading this in the first moments of 2013, please know I am writing this just days after that tragic day at Sandy Hook Elementary in Newtown, CT.

I want to make a joke or two followed by something I hope you find relevant to your daily lives as teachers. I want to say something a little saucy and slightly over the line to make you laugh at the end of a long day. But I just don’t have it in me right now.

I’m sure you understand. Everything feels heavy. Perhaps because this happened in an elementary school of all places, perhaps because I am a teacher and I know what six is, perhaps because this happened too close to home for me, or perhaps because I am a mommy.

Does it matter?

Each month I try to think about a topic from our everyday classroom experiences and look at it in a new light. I do this mostly for selfish reasons as I have a perverse need to constantly have a project, but I hope some of you are able to get something out of it too. Right now, all I can think about is those teachers who were and are heroes. I imagine what that day must have been like, the thoughts that raced through their heads, their instinct to protect and act quickly and selflessly.

Among other things, this event is a cry for us to rethink how we address mental health in our country and in our schools. It is time to provide the support and guidance teachers need to more successfully deal with what appears to be a growing number of children with particular social and emotional needs all while teaching a reading lesson.

photo: networkosaka via photopin

But, for the teachers out there who are currently working with children who have mental health issues, I want you to rethink “being a hero.” I am talking about “being a hero” in the sense that I know many of us out there are afraid to ask for help when we are truly struggling with controlling or reaching a student. Many of us think that we were given this class and take pride in being able to handle things on our own. Others are afraid to admit they want help because they work in a school culture where teachers feel like they have to “prove themselves.”

It is not a sign of your failure as a teacher if you are unable to provide the type of environment our students suffering from mental illness deserve. You were not prepared for this. You are a hero even if you ask for help (and maybe especially if you ask for help).

So gather your class around you. Share a book together. Share your favorite memories from the school year thus far. And share the load by asking for help and making it known that teachers need support and guidance when working with children who struggle socially or emotionally.

You are already a hero.

Mrs. Mimi is a pseudonymous teacher who taught both first and second grades at a public elementary school in New York City. She's the author of IT'S NOT ALL FLOWERS AND SAUSAGES: MY ADVENTURES IN SECOND GRADE, which sprung from her popular blog of the same name. Mimi also has her doctorate in education from Teachers College, Columbia University.