and Reassessing Literacy Tucker McLean Questions to Consider Who are reluctant readers and why are they reluctant What can we do as teachers to encourage and motivate reluctant readers Who are reluctant readers ID: 583074
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Slide1
Reaching Reluctant Readersand Reassessing Literacy
Tucker McLeanSlide2
Questions to ConsiderWho are reluctant readers, and why are they reluctant?What can we do as teachers to encourage and motivate reluctant readers?Slide3
Who are reluctant readers?Reluctant readers are a diverse group (Stringer 71)
If
we can’t place why a reader is reluctant it becomes increasingly difficult to try and engage them. We have to discern why they are reluctant in order to help them.
(
Hebb
22)Slide4
Why are these readers reluctant?Slide5
1. Readers Struggling with LiteracyThese are readers struggling with the foundational mechanics of reading and literacy itselfThese students often show signs of a limited vocabulary and minimal comprehension skills
Often feel
frustrated, confused and inadequate when it comes to reading
Some may feign disinterest or lack of motivation to hide embarrassment or shame at their difficulties with literacySlide6
1. Readers Struggling with Literacy (Continued)English
Language Learners
Difficulty in learning English means they could become self conscious in reading English literature
They may be more inclined to read literature in their native languageSlide7
What can we do to assist struggling readers?All readers need an environment that is safe,
supportive, and encouraging, yet challenging” (
Hebb
22).
We must interrupt cycles of negative thinking with carefully constructed successes (Frey and Fisher 9)
Scaffolding helps teens attempt relatively difficult reading they couldn’t and wouldn’t attempt on their own (Stringer 72)
High
interest/low-vocabulary nonfiction books can provide students with valuable, content-embedded information at a comfortable, comprehensible reading level, thereby allowing learning to advance while reading skills are developed.
(Frey and Fisher 14)Slide8
What can we do to assist struggling readers? (Continued)Using cross-cultural themes, ELLs can connect with
a genre to allow for
comparison and contrast
Try promoting a home/school connection where reading is done at
home
Reading
aloud can provide an example of good oral language, allowing students to gain experience in group listening and allow them to expand their vocabulary
(Frey and Fisher 15)Slide9
Methods for Bettering ComprehensionAlternative Mediums to bridge gaps between texts:Graphic Novels
Audiobooks
EBooks
Alternative Genres:
Folktales/Mythology
Song
Nonfiction
Offering Activities that Appeal to Different Learning Styles
Book Circles
Role-play
Reading AloudSlide10
2. Unmotivated ReadersStatistically speaking, reading interest and motivation
peaks
in grade
1,
and
declines
after that
(
Mckenna
quoted in Frey and Fisher 7)
What are some potential reasons readers are unmotivated?Slide11
Self-conscious/fear of failure UnchallengedBored
Emotional disturbances
Family disruption/lack of
exemplary role models
Peer pressure
Cultural background might discourage
it
Students could
have previously been given the impression that they are poor readers, so they internalize it as fact, known as “learned helplessness” (Stringer 73)
Reasons Students may be Unmotivated (
Hebb
22)Slide12
The Adolescent BoyAccording to the 2006 handbook Connecting with Reluctant Teen Readers:43% of adolescent boys don’t read, or only read what they have
to
57
%
of adolescent boys
enjoy
reading
A
literacy
–
T
he
state of being able to read but being uninterested in doing
so (Larry
Mikulecky
)
It isn’t an issue that boys won’t read, only that we aren’t engaging them with the readings we’re providing
(Jones, Hartman and Taylor quoted in Jeffery 2009)
2
. Unmotivated Readers (Continued)Slide13
How might we help readers who are uninspired, uninterested and unmotivated?Talk amongst your tables for a few momentsSlide14
Pleasure Reading
School
Reading
The Traditional Divide between
School Reading and Pleasure ReadingSlide15
Reconciling School and Pleasure ReadingBoth classic and traditional literatures often address controversial ideas and topics, but, because classic texts have an accepted place in literary history, the material is often considered educational and safe for students. Writers of YA literature regularly explore the reality of being a teenager today, and issues of sexuality, violence, drugs, and depression frequently emerge. Without the weight of history behind them, YA titles and their authors more readily come under attack.
(Glenn et. Al 10)Slide16
“In the exploration of the given theme, the YA text plays a central role in supporting reading, writing, thinking, and speaking skills among students, all while creating opportunities for students to deepen and enrich their understanding of big ideas, themselves, and others.” (Glenn et. Al 11)
Reconciling School and Pleasure Reading (Continued)Slide17
Building a bridge between “the classics” and more contemporary titles in the context of a thematic unit allows for richer discussionTry and consider “designing the literature curriculum thematically from questions of high interest for
adolescents and infusing
this study with YA titles that offer contemporary takes on age-old problems and encourages a deeper understanding of literature and the larger world.” (Glenn et. Al 12)
Reconciling School and Pleasure Reading (Continued)Slide18
How do we judge the educational value of literature?Talk amongst your tables for a few momentsSlide19
Pick Texts That Interest ThemBy letting students have a say in what they read we show respect for their choicesIf a student shows some semblance of self-efficacy, allow them some autonomy. Make every reading experience one they can learn
from
This independence as an effect counters any “learned helplessness”
This isn’t to say we shouldn’t direct or guide their reading, only that we should try and find the merit in any of the reading students engage in
By drawing out the themes and elements in what students are reading we could
e
nable them to become cognizant of the reading they consume everyday
Try the “I’ll read
yours,
if you read mine” mentalitySlide20
“Let Them Read ‘Trash’: The Power of Marginalized Texts to Promote Imagination, Satisfaction and Social Action”
–Jeffery D. Wilhelm
Horror
Romance
Dystopia
Fantasy
Science Fiction
Shock
/Dark Fiction
Series Books
Mystery
Historical Fiction
Manga
/Graphic
NovelSlide21
Teaching Trash ActivityIn groups of three you will be appointed what is traditionally considered a “lowbrow” literary
genre
that is popular amongst adolescents to contemplate how
you would teach
that genre to students
Try and consider the educational merit in these potentially problematic texts
How might you teach a text in this genre? What are the accompanying challenges? What opportunities might this reading create? Slide22
Reaching Reluctant Readers through Multiliteracies Against this changing communicational landscape, which can be typified by diversity and plurality, the dominant view of literacy as a universal, autonomous, and monolithic entity is at best dated and in need of reconsideration (
Jewitt
244)
Mulitieracy
sets out to stretch literacy beyond the constraints of official standard forms of written and spoken language to connect with the culturally and linguistically diverse landscapes and the multimodal texts that are mobilized and circulate across these landscapes. (
Jewitt
245
)
The classroom construction of literacy occurs through the legitimation and valuing of different kinds of texts and interactions (
Jewitt
248)Slide23
Visual Texts Reimagining LiteracySlide24
The Graphic Novel“For the reluctant learners, film is a way to demystify the sometimes esoteric world of the metaphoric where most literature resides” (Smilanich
605)
Film
How do images create meaning? How and why are techniques are used?
Video Games – Interactive StorytellingSlide25
Electronic Texts“Teachers are wise to tap into the tools used by teens voluntarily” (Adams 58)Slide26
What do new technologies allow us to do in a classroom setting?These forms of media allow us to be consumers
and
creators of
content
Many
digital mediums allows us to write and publish something
instantaneously
We can work collectively and collaboratively
‘The Classroom’ can extend outside of schoolSlide27
Reading for Different PurposesIn order to gain experience, students need opportunities for frequent reading, both focused, guided reading and “free”
reading
(
Hebb
22)
Reading
and writing are connected, mutually reinforcing processes. Rather than ends in themselves, they are a “single act of literacy,” with shared cognitive processes that should be taught together for the purpose of extending thinking, expanding learning, and transforming knowledge. (
Hebb
22
)Slide28
Twitter David Mitchel – Serialized StorytellingCollaborative Stories – Teju Cole
Flash
Fiction
“
For sale: baby shoes, never worn
”
– Attributed to Ernest Hemingway
“An
Englishman enlists in the Foreign Legion: to avoid spending Christmas with his mother-in-law
.”
– Author
Teju
Cole
“I am happy the leaves are growing large so quickly. Soon they will hide the
neighbor
and her screaming child”
– Author Lydia DavisSlide29
How should we evaluate new media/technology when developing methods of teaching?Talk amongst your tables for a few minutesSlide30
Challenges to Using Technology in the ClassroomOur use needs to be directed and focused
We need to ensure
students learn ethics and etiquette with new technology
We
have to
plan the lesson in consideration of our objectives,
then
see
if there are applications where technology can augment the subject
matterSlide31
In Closing…Readers are often reluctant for varying reasons, be it disinterest or difficulty with language itself, and they all have different incentives that might motivate them to become engaged.
In considering multimodalities in our teaching we can offer students lesson variety and opportunities to improve their proficiency within a pluralized concept of literacy.
When trying to engage reluctant readers:
Focus
on Content
not
Form
Focus
on Process
not
Product (
Hebb
23)Slide32
ReferencesAdams, M. G. (2009). Engaging 21st-century adolescents: Video games in the reading classroom. The English Journal, 98(6), 56-59.
Frey, N., & Fisher, D. (2005, January 1). “You Got More of These?” Re-engaging Adolescent
Readers
and Writers with Meaningful Texts.
Random House Inc.
, 7-12.
Glenn, W. J., King, D.,
Heintz
, K.,
Klapatch
, J., & Berg, E. (2009). Finding space and place for
young
adult literature: Lessons from four first-year teachers engaging in out-of-school
professional
induction. ALAN Review, 36(2), 6
.
Hebb
, J. L., &
Axiotis
, V. (2000). Reluctant readers reading. English Journal, 89(4), 22
.
James, K., Dobson, T. M., &
Leggo
, C. D. (2013). English in middle and secondary classrooms:
Creative
and critical advice from
canada's
teacher educators. Toronto: Pearson Canada
.
Maynard, S., & Earl, A. (2006). WHAT MAKES A CHILD A RELUCTANT READER? New Review of
Children's
Literature and Librarianship, 12(2), 163-181. doi:10.1080/
13614540600982959
Rowsell
, J., & Walsh, M. (2011). Rethinking literacy education in new times: Multimodality,
multiliteracies
, & new literacies. Brock Education, 21(1), 1
.
Smilanich
, B., &
Lafreniere
, N. (2010). Reel teaching = real learning: Motivating reluctant
students
through film studies. Journal of Adolescent & Adult Literacy, 53(7), 604-606
.
Stringer, S. A., &
Mollineaux
, B. (2003). Removing the word "reluctant" from "reluctant reader".
English
Journal [
H.W.Wilson
- EDUC], 92(4), 71
.
Woolfolk
,
A.Human
development, learning, and diversity (EPSE 308 2014-2015)Slide33
Lesson Planning ResourcesThe Guardian Teen Book Recommendations:http
://www.theguardian.com/books/teen-
books
Picture Book Use in Secondary Classrooms:
http
://ccb.lis.illinois.edu/Projects/childrenslit/lrichter/
403FinalProjectDoc.htmlSlide34
Further Discussion QuestionsHow do we develop a modern curriculum to cater to students’ interests as well as higher literary ideals? How do we balance our lessons between traditional and nontraditional texts?
What might be the advantages and drawbacks to developing our teaching around an inquiry based model?