WHAT SHOULD WE EXPECT FROM ADOLESCENT LITERACY?

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WHAT SHOULD WE EXPECT FROM ADOLESCENT LITERACY?

• Michael L. Kamil
• Stanford University

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IDENTIFYING THE GOAL

• Independent functioning individuals
• Life-long adaptable learners
• Options for post-secondary education

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TO REACH THOSE GOALS

• RAISE EXPECTATIONS
• INCREASE CAPACITY
• MEASURE AND REPORT PROGRESS

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• Ah, but a mans reach should exceed his grasp, Or
  whats a heaven for? . . .
• Robert Browning, Andrea Del Sarto

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READING IS THE KEY
ACT StudySchmeiser, 2006
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NAEP READING FRAMEWORK
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General Considerations

• Consistency with NCLB
• International Assessments
• PISA
• PIRLS
• Definitions

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RAND Reading Study Group

• Reading comprehension
• The process of simultaneously extracting and
  constructing meaning through interaction and
  involvement with written language
• Three elements the reader, the text, and the
  activity or purpose for reading

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PISA(Program for International Student
Assessment)

• Reading literacy is understanding, using, and
  reflecting on written texts, in order to achieve
  ones goals, to develop ones knowledge and
  potential, and to participate in society.

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PIRLS(Progress in International Reading Literacy
Study)

• Reading is . . . the ability to understand and
  use those written language forms required by
  society and/or valued by the individual. Young
  readers can construct meaning from a variety of
  texts. They read to learn, to participate in
  communities of readers, and for enjoyment.

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NAEP 2009 Framework

• Reading is an active and complex process that
  involves
• understanding written text
• developing and interpreting meaning
• using meaning as appropriate to type of text,
  purpose, and situation

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INTERACTION

• How does this affect
• Teaching?
• Teacher education?
• Professional development?
• Policy?

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Whats New

• Vocabulary assessment
• Contextualized
• Meaning vocabulary
• Application of understanding of word meanings to
  passage comprehension

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Vocabulary
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Whats New (contd)

• Differentiated texts
• Literary text
• Story
• Literary nonfiction (such as narrative essays,
  speeches, and autobiographies or biographies)
• Poetry

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Whats New (contd)

• Information text
• Exposition
• Argumentation and persuasive text
• Document and procedural materials

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DISTRIBUTION OF TEXT TYPES
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WHATS DIFFERENT

• Cognitive Targets
• Locate/Recall
• Integrate/Interpret
• Critique/Evaluate
• Use of texts students encounter

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COGNITIVE PROCESSES ASSESSED
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COGNITIVE TARGETS BY GRADE
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WHATS MISSING

• Fluency
• Earlier special studies
• Multimedia/electronic texts

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WHAT NAEP IS NOT

• NAEP does not yield individual scores for
  students
• NAEP does not yield individual composite scores
  for schools
• NAEP is not a voluntary, national test

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TWELFTH GRADE COMMISSION

• Low participation in 12th grade
• Revamp NAEP to predict success for
• College
• Workplace
• Military
• Assessments can already fulfill this goal

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• THE END