[Reading-hall-of-fame] Re: Toward Improving Reading by Age 17

Tue Nov 23 03:27:53 GMT 2021

There HAVE TO BE DATA available to evaluate Jim's explanation.  We surely
know the changing proportion of "stayers" and where they come from in the
achievement distribution.

David

On Mon, Nov 22, 2021 at 7:23 PM Cunningham, James William <
jwcunnin at email.unc.edu> wrote:

> Hi, everyone,
> I've been enjoying this conversation since Tom raised the question. Even
> though a number of points one or another of you have made seem reasonable
> to me, I would like to suggest that a more empirical issue may also be
> relevant to consider. I haven't investigated the numbers myself, but I
> believe the proportion of students who finish eighth grade and who then
> continue on to complete twelfth grade in the US has been gradually
> increasing over recent decades. If so, it may be that some of the decline
> in 12th grade NAEP-Reading scores, while regrettable, may be the partial
> result of what is actually some good news. That is, it may be that a
> broader range of America's students have been staying in school through
> their senior year of high school on a trend line that could account for
> some of the decline on the highest-level NAEP-Reading test. Of course, if
> so, this may mean 12th grade NAEP-Math scores are even better than they
> look!
> More seriously, I believe some researchers and policy makers have also
> pointed out the changing proportion of students who stay in school past 8th
> grade when attempting to explain declines in ACT and SAT scores over a
> corresponding length of time.
> Jim Cunningham
>
> ------------------------------
> *From:* reading-hall-of-fame-bounces at lists.nottingham.ac.uk <
> reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf of
> Mckeown, Margaret G <mckeown at pitt.edu>
> *Sent:* Monday, November 22, 2021 11:42 AM
> *To:* Carol D Lee <cdlee at northwestern.edu>; David Olson <
> david.olson at utoronto.ca>; P Pearson <ppearson at berkeley.edu>; Thomas
> Sticht <tgsticht at gmail.com>; reading hall of fame <
> Reading-hall-of-fame at lists.nottingham.ac.uk>
> *Subject:* [Reading-hall-of-fame] Re: Toward Improving Reading by Age 17
>
>
> Thank you Carol for such a great contribution to this discussion. I want
> to emphasize a few points:
>
>
>
> “we do not have assessments that provide any insights into how students go
> about making sense of texts.  In instruction and assessments, we are for
> outcomes of comprehension and not processes of comprehension.”
>
> --similarly true in the case of word meaning knowledge. We don’t have
> assessments that measure the processes of using word knowledge.
>
>
>
> “Across grades, texts and tasks become more complex and instructional
> supports for processes of comprehension decline.”
>
>
>
> “It is not the case from  . . . that poverty does not matter.  Rather it
> is the case that social supports to moderate impacts of poverty along with
> supports for deep professional learning for practitioners moderate the
> impacts of poverty.”
>
>
>
> Best regards,
>
> Moddy McKeown
>
>
>
> Margaret G. McKeown, Ph. D.
>
> Clinical Professor Emerita, Instruction and Learning
>
> School of Education
>
> Senior Scientist, Learning Research and Development Center
>
> University of Pittsburgh
>
> Pittsburgh, PA 15260
>
> mckeown at pitt.edu
>
>
>
> For more on reading and vocabulary, follow me on Twitter: @margaretmckeow2
>
>
>
> *From: *<reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf
> of Carol D Lee <cdlee at northwestern.edu>
> *Date: *Sunday, November 21, 2021 at 11:08 PM
> *To: *David Olson <david.olson at utoronto.ca>, P Pearson <
> ppearson at berkeley.edu>, Thomas Sticht <tgsticht at gmail.com>, reading hall
> of fame <Reading-hall-of-fame at lists.nottingham.ac.uk>
> *Subject: *[Reading-hall-of-fame] Re: Toward Improving Reading by Age 17
>
>
>
> HI All,
>
>
>
> First thanks to Tom for raising this conundrum.  I think it is a topic
> worthy of some formal discussion within the Reading Hall of Fame.
>
>
>
> The following members are part of either the vision or developmental
> panels or staff engaged in preparing recommendations for the Reading 2026
> NAEP Framework:
>
>
>
>    - David Pearson
>    - Peter Afflerbach
>    - John Guthrie
>    - Georgia Garcia
>    - Kathleen Hinchman
>    - Me
>
>
>
> I list them as they may want to weigh in on this discussion/dilemma.
>
>
>
> I think it is informative to compare growth in rates of proficient or
> above in mathematics versus reading, including within these content areas
> proficiency levels across grades.  Bottom line, our mathematics education
> colleagues have figured out how to accomplish significant shifts in
> proficiency over the decades, shifts that hold across grade levels – even
> though 12th grade math proficient and above scores are lower than in
> grades 4 and 8, but even these are higher than in reading comprehension.
>
>
>
> I have theorized about this before.  First, I suspect children in grade 4
> outperform students in later grades in large part because 4th grade
> theoretically culminates their preparation in terms of foundational
> skills.  As Pearson, Valencia and others have argued, complexity of
> comprehension tasks evolve in complexity based on relations between the
> comprehension demands of texts, the demands of tasks, and the resources
> that readers bring.  These reader resources include knowledge along
> multiple dimensions as well as perceptions that influence goals,
> motivation, engagement and effort and as these perceptions unfold in terms
> of micro-level processes that characterize the settings in which
> comprehension tasks are carried out.  The 2026 Framework explicitly seeks
> to design NAEP to gather data on the person level factors, factors that are
> malleable and that can be addressed in the context of schooling.  In
> addition, the proposed 2026 framework calls for disaggregating both
> proficiency levels as well as contextual factors by SES within
> race/ethnicity and gender groups.
>
>
>
> The other major challenge is that we do not have standards or commercial
> curricula that (1) provide guidance to support teachers in identifying the
> sources of text complexity in readings they assign (2) identify specific
> generic as well as discipline specific strategies for tackling sources of
> text complexity.  In addition, we do not have assessments that provide any
> insights into how students go about making sense of texts.  In instruction
> and assessments, we are for outcomes of comprehension and not processes of
> comprehension.
>
>
>
> It is my belief that these shortcomings in the field itself substantively
> account for the decline in levels of proficiency across the grades.
>  Across grades, texts and tasks become more complex and instructional
> supports for processes of comprehension decline.
>
>
>
> With regard to non-school factors – race/ethnicity, SES – I vehemently do
> not believe any such factors in themselves account for both the gross
> decline across grades along with the persistent differences in proficiency
> levels associated with race/ethnicity and SES.  There is an abundance of
> research – including much by Hall of Fame members – documenting the
> intellective functions of cultural repertoires of practice in communities,
> repertoires that are not taken up in schooling.  In addition, there is much
> to learn from international assessments, specifically the PISA reports on
> social conditions where they document those countries in which poverty is
> not the primary predictor of achievement.  It is not the case from these
> PISA reports that poverty does not matter.  Rather it is the case that
> social supports to moderate impacts of poverty along with supports for deep
> professional learning for practitioners moderate the impacts of poverty.
> Linda Darling Hammond in The Flat World and Education also clearly
> documents this.
>
>
>
> Bottom line, processes of reading comprehension are much more complex that
> our standards, assessments, or commercial curricula represent.
> Relationships between procedures and concepts in mathematics are well
> articulated.  Such relationships are not sufficiently articulated for the
> world of practice with regard to reading comprehension, particularly
> comprehension in the content areas.  For example, in reading texts in
> history – largely primary source documents – the field has articulated
> history specific processes, except those processes are largely focused on
> evaluating reliability of sources, but not how to tackle sources of
> complexity within and across the array of genres of primary source
> documents.
>
>
>
> In addition, reading comprehension – as with any other set of cognitive
> processes – must be informed by what we understand about human learning and
> development, namely that cognitive processes are never simply cognitive.
>
>
>
> So my 2 cents.  But I do think it is a worthwhile adventure for the
> Reading Hall of Fame to take up these conundrums formally.  The field needs
> this conversation.
>
>
>
> Carol
>
>
>
> Carol D. Lee, Ph.D.
>
> Edwina S. Tarry Professor Emerita
>
> School of Education and Social Policy
>
> Northwestern University
>
>
>
> Member, National Academy of Education
>
> Member, American Academy of Arts and Sciences
>
> Fellow, American Educational Research Association
>
> Fellow, National Conference on Language and Literacy
>
> President, National Academy of Education
>
> Member, Reading Hall of Fame
>
> Fellow, International Society of the Learning. Sciences
>
>
>
>
>
>
>
> *From: *<reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf
> of David Olson <david.olson at utoronto.ca>
> *Date: *Sunday, November 21, 2021 at 9:25 PM
> *To: *"P. David Pearson" <ppearson at berkeley.edu>, Thomas Sticht <
> tgsticht at gmail.com>
> *Cc: *reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk>
> *Subject: *[Reading-hall-of-fame] Re: Toward Improving Reading by Age 17
>
>
>
> The high school test measures a quite different competence, essentially a
> special literary register.
>
>
>
> Get Outlook for iOS
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> ------------------------------
>
> *From:* reading-hall-of-fame-bounces at lists.nottingham.ac.uk <
> reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf of P
> Pearson <ppearson at berkeley.edu>
> *Sent:* Sunday, November 21, 2021 6:42:25 PM
> *To:* Thomas Sticht <tgsticht at gmail.com>
> *Cc:* reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk>
> *Subject:* [Reading-hall-of-fame] Re: Toward Improving Reading by Age 17
>
>
>
> You don't often get email from ppearson at berkeley.edu. Learn why this is
> important
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>
> What inferences would we draw from other large data bases of 12th grade
> readers, such as state tests scores where the scores count for something at
> the level of the individual reader. Or better yes something like SBAC which
> may be able to aggregate across states?  Or even the large norming
> samples from standardized tests for older readers, like the Nelson Denny.
> Testing companies should be able to do trend analysis of their own tests
> over time, right?
>
>
>
> pdp
>
>
>
>
>
>
>
> On Sun, Nov 21, 2021 at 2:54 PM Thomas Sticht <tgsticht at gmail.com> wrote:
>
> David, tim and All: As I mentioned earlier, I have been puzzled by why
> there has been growth in average reading scores on the NAEP tests at grades
> 4 and 8, but not grade 12. Tim has suggested that loss of concern about
> scoring well may have some invoice on this finding. The information he
> provides may be a contributing factor to the lack of increases in 12th
> grade scores over the last half century.
>
>
>
> I earlier noticed that scores at the 4th and 8th grades seem to have
> increased over the last half century, and David calls attention to the
> importance of background factors that may have played some role in
> preventing increases in the 12th grade scores. However, these background
> factors seem to have been overcome in the 4th and 8th grades where
> systematic increases have been observed over time.
>
>
>
> As of the present time, I don't know of any systematic research into just
> why test scores at the 12th grade level (17 year olds) have not shown some
> increase too. i don't think asking about this puts any blame on anyone, but
> it does indicate a lack of understanding that just might help improve the
> reading abilities of those young people who are aiming to graduate, find
> good work or go to college and later get a good job.
>
>
>
> I'm wondering if there is a loss of reading levels during the pademic
> which might indicate relative influence of school and home influences on
> literacy?
>
>
>
> Tom Sticht
>
>
>
> On Sat, Nov 20, 2021 at 4:52 PM David Reinking <reinkin at clemson.edu>
> wrote:
>
> Tom, Thanks for again providing an opportunity to consider interpretations
> of flat NAEP scores, a topic discussed on this list about 3 years ago in
> response to another of your reflective postings.
>
>
>
> One interpretation suggested in that previous discussion was that flat
> test scores might be viewed positively as “holding our own” in the face of
> greater challenges created by changing demographics (e.g., more linguistic
> and cultural diversity) and greater economic disparities.  Berliner (2014)
> has pointed out that in-school factors, broadly in aggregate, account for
> roughly only 20% of differences in academic achievement, whereas
> out-of-school factors account for around 60% (e.g., family income; medical
> care; level of food insecurity; language spoken at home; etc.).
>
>
>
> It was also pointed out in that previous discussion too that, across
> decades, NAEP scores indicate some small, but encouraging, progress in
> closing the gap between more- and less-advantages students.
>
>
>
> Finally, it was pointed out that we should take care in suggesting that
> flat NAEP scores are an indictment of teachers, schools, or research.
> Legitimizing such interpretations provides ready ammunition for those who
> wish to lay blame on teachers, schools, and teacher educators, giving dodge
> to addressing the more complex, difficult, and controversial social factors
> that inhibit higher achievement.
>
>
>
> Berliner, D. (2014). Effects of inequality and poverty vs. teachers and
> schooling on America’s youth. *Teachers College Record*, *115*(12).
>
>
>
> David
>
>
>
> David Reinking
>
> Adjunct Professor of Education
>
> Dept. of Language and Literacy Education
>
> Mary Frances Early College of Education
>
> University of Georgia
>
> David.Reinking @uga.edu
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>
> *From: *<reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf
> of Thomas Sticht <tgsticht at gmail.com>
> *Date: *Thursday, November 18, 2021 at 11:48 AM
> *To: *reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk>
> *Subject: *[Reading-hall-of-fame] Toward Improving Reading by Age 17
>
>
>
> 11/18/2021
>
> Can We Improve Reading By Age 17?
>
> Tom Sticht, International Consultant in Adult Literacy (Ret.)
>
> In 1984, following a six year gestation period, the first Handbook of
> Reading Research appeared.  Edited by P. David Pearson and others and
> printed by Longman’s the 891 page tome came in the wake of what Preface
> writer Robert Dykstra estimated as some 1000 pieces of published reading
> research arriving each year.
>
> That same year of 1984, the National Assessment of Educational Progress
> (NAEP) reported that the average reading score for 17 year old's was 289,
> up four points from when the first NAEP score of 285 was recorded for 17
> year old's 13 years earlier 1n 1971.
>
> In 1991, the second Handbook of Reading Research, Vol. 2, now at over 1100
> pages, was published by Longman’s with Rebecca Barr and others as editors.
> This time the preface observed that, “Reading research, we found, moves at
> such a frenetic pace that between the moments  of conceptualization and
> publication, particular fields of inquiry had risen to a level which
> justified a separate chapter. …There are fields that did not seem
> appropriate as separate chapters then, but they do now.”
>
> In 1992, the National Assessment of Educational Progress (NAEP) reported
> that the average reading score for 17 year old's was 290, up five points
> from when the first NAEP score of 285 was recorded for this age group 21
> years earlier in 1971.
>
> In 2000, the third Handbook of Reading Research, Vol. 3, with some 1024
> pages, was published by Lawrence Erlbaum Associates with Michael Kamil and
> others as editors. The Preface notes that this third volume has two major
> themes: (1) broadening the definition of reading, and (2) broadening the
> reading research agenda.
>
> Just a year earlier, in 1999, the National Assessment of Educational
> Progress (NAEP) reported that the average reading score for 17 year old's
> was 288, down two points from 1992 but still up three points from when the
> first NAEP score of 285 was reported for 17 year old's in 1971.
>
> In 2010, the fourth Handbook of Reading Research, Vol.4, with some 800
> pages, was published by Routledge with Michael Kamil and others as editors.
> The Preface discusses efforts by the federal government to try to improve
> instruction in reading and reports,  “The National Reading Panel (NRP)
> reported that there were over 100,000 research studies produced between
> 1966 and 2000, with some 15,000 prior to that time. These numbers
> illustrate the exponential growth in the research base stimulated by both
> research funding and urgent concern for improving reading instruction.”
>
>  In 2012, the National Assessment of Educational Progress (NAEP) reported
> that the average reading score for 17 year old's was 287, down one point
> from 1999 but still up two points from when the first NAEP score of 285 was
> recorded for this age group 41 years earlier in 1971.
>
> In 2019, the National Assessment of Educational Progress (NAEP) reported
> that the average reading score for 17 year old's was back down to 285, the
> same as it was when the first NAEP test results were recorded for this age
> group 48 years earlier in 1971. The Nations Report Card in Reading for 2019
> reported, “The average reading score for twelfth-grade students was lower
> in 2019 compared to the last assessment in 2015. The nearly 30-year trend
> line shows that the 2019 average reading score for twelfth-graders was
> lower than it was approximately a decade ago in 2009, not significantly
> different from 2002, and lower than the first assessment year in 1992.”
>                              (
> https://www.nationsreportcard.gov/highlights/reading/2019/g12/
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> ).
>
>  In 2020, the fifth Handbook of Reading Research, Vol. 5, with 540 pages,
> was published by Routledge with Elizabeth Birr Moje
> <https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Furldefense.com%2Fv3%2F__https%3A%2Fcan01.safelinks.protection.outlook.com%2F%3Furl%3Dhttps*3A*2F*2Fwww.routledge.com*2Fsearch*3Fauthor*3DElizabeth*2520Birr*2520Moje%26data%3D04*7C01*7Cdavid.olson*40utoronto.ca*7Cbdff5e2e140c457002d608d9ad48a006*7C78aac2262f034b4d9037b46d56c55210*7C0*7C0*7C637731352135418427*7CUnknown*7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0*3D*7C1000%26sdata%3DoYqBNo1x0pOE3w4PXstQ4UK1aEJyBkHQqYqJx0PDt*2FM*3D%26reserved%3D0__%3BJSUlJSUlJSUlJSUlJSUlJSUlJSUlJQ!!Dq0X2DkFhyF93HkjWTBQKhk!G412Dx23NdoeVMEOipiFL1cxWGd-72XaJ42njt2wn2ZEKkPQfXTSefWiPqb8_8Rm5yA%24&data=04%7C01%7Cmckeown%40pitt.edu%7Ce30914f6c86c4e442f6808d9ad7e53bd%7C9ef9f489e0a04eeb87cc3a526112fd0d%7C1%7C0%7C637731581386289093%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=GobL4mWN0ksJdHrqPtm8R%2BAg2fEx4itmsAAuJDWp9bk%3D&reserved=0> and
> others as editors. The Preface discusses gaps between what researchers do
> and know and what practitioners (e.g., teachers, administrators)  need to
> know and do and asks, “Why do the findings of research so rarely find their
> way into practice in any sustained or scaled way?”
>
> This is a good, if somewhat belated, question given the over 115,000 and
> more research studies before 2000 and hundreds if not thousands of research
> studies since 2000, five volumes of Handbooks of Reading Research, a
> National Reading Panel report, federal investments of hundreds of millions
> of dollars in research and guidance in reading instructional practices, and
> decades of NAEP testing showing some modest gains in 4th and 8th grade
> reading scores but which seemingly disappear and result in an essentially
> flat line in reading performance of 17 year old's over the last half
> century.
>
> If the NAEP assessments are valid indicators of how well these 17 year
> old, nearing adulthood teens can read, and if there has not been any
> improvement in their average reading abilities in half a century, given the
> tremendous amounts of money that has been spent on trying to improve the
> teaching and learning of reading, we need to know why. The present revival
> of the so-called “reading wars” and “science of reading” indicates that
> issues surrounding the teaching and learning of reading are still with us,
> and whether the findings of research rarely find their way into practice,
> or whether the research findings are not up to the task of improving
> practice is yet to be discovered.
>
> Resources:
>
> Handbook of Reading Research, Vol. 5
> https://www.google.com/books/edition/Handbook_of_Reading_Research_Volume_V/CgPpDwAAQBAJ?hl=en&gbpv=1&printsec=frontcover
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>
> Reading Wars:
> https://hechingerreport.org/four-things-you-need-to-know-about-the-new-reading-wars/
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>
> --
>
> +++++++++++++++++++++++++++++
>
> "There are always flowers for those who want to see them." -
> *Henri Matisse*
>
> +++++++++++++++++++++++++++++
>
> P. David Pearson
>
> Evelyn Lois Corey *Emeritus* Professor of Instructional Science
>
> Graduate School of Education
>
> University of California, Berkeley
>
>
>
> email:  ppearson at berkeley.edu
>
> other e-mail:  pdavidpearsondean at gmail.com
>
> *website for publications*:  www.pdavidpearson.org
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>
> *******************
>
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-- 
+++++++++++++++++++++++++++++
"There are always flowers for those who want to see them." - *Henri Matisse*
+++++++++++++++++++++++++++++
P. David Pearson
Evelyn Lois Corey *Emeritus* Professor of Instructional Science
Graduate School of Education
University of California, Berkeley

email:  ppearson at berkeley.edu
other e-mail:  pdavidpearsondean at gmail.com
website for publications:  www.pdavidpearson.org
*******************
*Please use HOME ADDRESS for responses*
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