International Reading Association May 9, 2014 Peggy Coyne
[email protected] Universal Design for Learning, Comprehension and
Online Dialogues: Engaging Struggling Middle School Students
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Thank You Office of Special Education Programs (OSEP) Content
Scholastic Read 180 -
http://read180.scholastic.com/http://read180.scholastic.com/ Word
Generation (SERP)-
http://wg.serpmedia.org/index.htmlhttp://wg.serpmedia.org/index.html
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A Focus on Adolescent Readers A significant national challenge
persists in closing the gap for struggling readers at the middle
school level, especially among those with disabilities (e.g.,
Carnegie Corporations Council on Advancing Adolescent Literacy,
2010) Research shows that it is critical to provide instruction in
reading comprehension strategies, opportunities for discussion of
and writing about text to improve comprehension, and supporting the
development of student motivation for and engagement in reading
(e.g., Graham & Hebert, 2010; Biascarosa & Snow, 2004
)
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Background A transformative approach to the problem of
adolescent literacy will need to provide opportunities for reading
instruction as well as adequate and active practice across the
curriculum (Heward, 2006; Snell & Brown, 2006; Rayner, Foorman,
Perfetti, Pesetsky, & Seidenberg, 2001).
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Background The National Center on the Use of Emerging
Technologies to Improve Literacy Achievement for Students with
Disabilities in Middle School (CET) is researching and developing a
technology-rich learning environment called Udio. Udio makes it
possible for schools to provide all middle school students with
Universally Designed for Learning (UDL) literacy experiences as
they read independently across the curriculum.
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Udio
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Udio: A Transformative Approach
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Udio: Theory of Change
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Carrying Out the Theory of Change in Udio: Motivation and
Comprehension Voluminous reading Engage in reading comprehension
activities through reciprocal teaching Within a reciprocal teaching
framework, express what has been learned Get peers excited about
text
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UDL Framework
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UDL Variability is the Norm! Curriculum Must be Designed to
Address the Predicted Variablity!
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Carrying Out the Theory of Change in Udio: Motivation and
Comprehension Voluminous reading Engage in reading comprehension
activities through reciprocal teaching Within a reciprocal teaching
framework, express what has been learned Get peers excited about
text
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Why Voluminous Reading? The typical middle school student reads
less than 5 minutes a day for his or her own interest, while a few
students (about 10%) read voluntarily for 30 minutes per day or
more. Most do not spend any voluntary time reading books (National
Assessment of Educational Progress, 1994). Our theory of change
indicates that middle school students who struggle with reading
should have access to a broad variety of content on which they are
able to exercise their interests through reading.
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Voluminous Reading in Udio
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Carrying Out the Theory of Change in Udio: Motivation and
Comprehension Voluminous reading Engage in reading comprehension
activities through reciprocal teaching Within a reciprocal teaching
framework, express what has been learned Get peers excited about
text
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Reciprocal Teaching Two features Discuss It! and Check Your
Understanding. The Discuss It! feature reflects the process of
reciprocal teaching (Palincsar, A., & Brown, A., 1984) where
students ultimately teach each other about reading comprehension
strategies. Reciprocal teaching encourages students to engage
directly with the text, cite textual evidence, and draw (National
Governors Association Center for Best Practices, Council of Chief
State School Officers, 2010).
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Reciprocal Teaching
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Comprehension Strategies Prediction Making Connections
Visualize Summarize Clarify Question
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Carrying Out the Theory of Change in Udio: Motivation and
Comprehension Voluminous reading Engage in reading comprehension
activities through reciprocal teaching Within a reciprocal teaching
framework, express what has been learned Get peers excited about
text
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Why Have Students Express What They Learned From Reading? If
students are to make knowledge their own, they must struggle with
the details, wrestle with the facts, and rework raw information and
dimly understood concepts into language they can communicate to
someone else. National Commission on Writing (2004)
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Why Have Students Express What They Learned From Reading?
Writing about what you read facilitates reading comprehension
skills development in five ways (Applebee, 1984; Emig, 1977; Graham
& Hebert, 2010; Klein, 1999; Stosky, 1982). Writing fosters
explicitness- the writer must select which information is most
important. Writing is integrative- the writer to organize ideas
from their reading experiences into a coherent whole and to
establish explicit relations between these ideas. Writing
facilitates reflection- the permanence of writing makes it easier
to review, reexamine, connect, critique, and construct new
understandings of ideas. Writing fosters a personal involvement
with ideas and concepts Writing requires that students put ideas
they have garnered from reading into their own words.
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Expressing in Udio
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Carrying Out the Theory of Change in Udio: Motivation and
Comprehension Voluminous reading Engage in reading comprehension
activities through reciprocal teaching Within a reciprocal teaching
framework, express what has been learned Get peers excited about
text
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Perceptions of Udio Overall Overall they like it- only 4%
(n=51) said they did not want to use it- The three most common
words to describe Udio were: fun, reading, and helpful. Dashboard
Students selected the Explore Page Over 50% liked the
notifications
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Perceptions of Udio Explore Page- Read and Interact with Text
Topic driven decisions about what they read- drawn to Real World
Issues, huge variety Twenty-five % want fiction They like that
projects connected the with their peers I thought [sharing
projects] was fun because I could see what other people thought
about certain things and they could see what I thought about
different things.
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Perceptions of Udio Projects- Create Meaning from Text They
like that projects connected the with their peers I thought
[sharing projects] was fun because I could see what other people
thought about certain things and they could see what I thought
about different things. Choices about what they expressed I like
how we like gave our opinion about what we were, like, [reading]
and I liked that I/. could like create [a project] that no one
could tell me [what] -- to do [that] -- I could do what I [wanted]
on the project. Sharing I felt good [about sharing projects] 'cause
then they could see like how much work and effort and thought I put
into it.
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Perceptions of Udio Projects- Create Meaning from Text Feedback
if they didn't like it, I could put more stuff into it if I needed
toThey give you feedback what I should do next time. Choosing
Questions Pick Your Own or Make a Connection
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Perceptions of Udio Discussion and Comments Mixed Liked helped
with understanding the article social- Well you can like talk about
the article and see what they think about it because I usually
discuss an article and then -- I put my opinion on it of what I
think about it and then like some people agree with me about it.
Disliked- distraction from reading frustrated when students would
make comments that had nothing to do with the article.
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Read Articles
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Create Project
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Now its your turn
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Supporting Comprehension
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Other Resources- Web Sites Glogster EDU-
http://www.glogster.com/ Tumblr- https://www.tumblr.com/ Twitter-
https://twitter.com/ Voice Thread-
https://voicethread.com/http://www.glogster.com/https://www.tumblr.com/https://twitter.com/https://voicethread.com/
BookBuilder-
http://bookbuilder.cast.org/http://bookbuilder.cast.org/