Dr. Katherine McKnight & Dr. Richard M. Cash will demonstrate and provide examples of how adolescent reading improvement can occur when a self-regulatory model is paired with strategic reading instruction that fosters self-efficacy and independence. Specific case studies from high poverty contexts that include rural and urban school settings will be featured in this presentation.
Breakfast Sponsored by:
Closing the Achievement Gap in the Common Core Era: Self-Regulation and the Struggling Adolescent Reader
The NAEP data indicates that over 60% of high school students are not reading with proficiency (CCSS, 2010). This means that many of our high school students are not college and career ready. Simply, they lack the basic ability to effectively read text for information. This is a staggering statistic that is even higher for students of poverty. Providing students with reading strategies at the high school level is only one component in seriously addressing the achievement gap.
In addition to strategic reading, a critical component in achievement, is the effectiveness of the learner’s application of and focus toward self-regulation and self-efficacy; both are necessary for turning struggling readers into active and independent readers. Through a review of promotion and prevention orientation of self-regulation and the current paradigm for promoting adolescent reading proficiency, the presenters will examine how these models are complementary and essential for college and career readiness.
Furthermore, correlative work by Dweck (2006) evidenced that people who believe that their intelligence and abilities to be either a fixed trait or a malleable quality that can be cultivated through learning and effort. The presenters will demonstrate and provide examples of how adolescent reading improvement can occur when a self-regulatory model is paired with strategic reading instruction that fosters self-efficacy and independence. Specific case studies from high poverty contexts that include rural and urban school settings will be featured in this presentation.
Struggling adolescent readers who develop promotional strategies toward self-regulation while incorporating effective reading strategies are more likely to become college and career ready. The time is now for assisting struggling readers in developing persistence, patience, and perseverance toward reading, learning and their future success.
In this session, the presenters will first introduce a self-regulation model and demonstrate how it provides the effective and behavioral context in which the powerful cognition that the balanced literacy model can be achieved. The presenters will share multiple school contexts (Indianapolis Public Schools and Xenia, Ohio Public Schools) from their work to demonstrate the positive potential of this model.
Dweck, C.S. (2006). Mindset: The new psychology of success. NY: Ballantine Books.
National Governors Association Center for Best Practices, Council of Chief State School Officers, (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. (p. 38). Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers.
Friday, June 20, 2014 8:00 AM - 4:00 PMCentral Time
National Louis University122 S. Michigan Ave.2nd Floor AtriumChicago, Illinois 60603USA3122613809