Nrc on the Gifted G/T and Talented

THE NATIONAL RESEARCH CENTER NRC ON THE GIFTED G/T AND TALENTED University of Connecticut University of Virginia Yale University The Schoolwide Enrichment Model Reading Study Sally M. Reis Rebecca D. Eckert Fredric J. Schreiber Joan Jacobs Christine Briggs E. Jean Gubbins Michael Coyne Lisa Muller University of Connecticut Storrs, Connecticut September 2005 RM05214 The Schoolwide Enrichment Model Reading Study Sally M. Reis Rebecca D. Eckert Fredric J. Schreiber Joan Jacobs Christine Briggs E. Jean Gubbins Michael Coyne Lisa Muller University of Connecticut Storrs, Connecticut September 2005 RM05214 THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED The National Research Center on the Gifted and Talented (NRC/GT) is funded under the Jacob K. Javits Gifted and Talented Students Education Act, Institute of Education Sciences, United States Department of Education. The Directorate of the NRC/GT serves as an administrative and a research unit and is located at the University of Connecticut. The participating universities include the University of Virginia and Yale University, as well as a research unit at the University of Connecticut. University of Connecticut Dr. Joseph S. Renzulli, Director Dr. E. Jean Gubbins, Associate Director Dr. Sally M. Reis, Associate Director University of Virginia Dr. Carolyn M. Callahan, Associate Director Yale University Dr. Robert J. Sternberg, Associate Director Copies of this report are available from: NRC/GT University of Connecticut 2131 Hillside Road Unit 3007 Storrs, CT 06269-3007 Visit us on the web at: www.gifted.uconn.edu The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R206R000001, as administered by the Institute of Education Sciences, U.S. Department of Education. The findings and opinions expressed in this report do not reflect the position or policies of the Institute of Education Sciences or the U.S. Department of Education. ii Note to Readers... All papers by The National Research Center on the Gifted and Talented may be reproduced in their entirety or in sections. All reproductions, whether in part or whole, should include the following statement: The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R206R000001, as administered by the Institute of Education Sciences, U.S. Department of Education. The findings and opinions expressed in this report do not reflect the position or policies of the Institute of Education Sciences or the U.S. Department of Education. This document has been reproduced with the permission of The National Research Center on the Gifted and Talented. If sections of the papers are printed in other publications, please forward a copy to: The National Research Center on the Gifted and Talented University of Connecticut 2131 Hillside Road Unit 3007 Storrs, CT 06269-3007 Please Note: Papers may not be reproduced by means of electronic media. iii The Schoolwide Enrichment Model Reading Study Sally M. Reis Rebecca D. Eckert Fredric J. Schreiber Joan Jacobs Christine Briggs E. Jean Gubbins Michael Coyne Lisa Muller University of Connecticut Storrs, Connecticut ABSTRACT In this study, a cluster-randomized design was used to investigate the effects of an enriched reading program on elementary students' reading fluency, comprehension, and attitude toward reading. The Schoolwide Enrichment Reading Model (SEM-R) provides enriched reading experiences by exposing students to exciting, high interest books, encouraging them to increase daily independent reading of appropriately challenging, self-selected books through individualized reading instruction, and providing interest- based choice opportunities in reading. This research was conducted in 3 urban schools with a diverse student population of children from predominantly low socioeconomic income families and one suburban school with a large group of students with special needs. Students and teachers were randomly assigned to either the SEM-R treatment group or a control group in which they continued with the schools' established reading instruction. In Year 1 (2001-2002) of the study, all students in grades 3-6 participated in a district-mandated direct instruction reading program, Success for All, in the morning. Throughout the approximately 12-week intervention, the control group continued with remedial reading and test preparation during an additional afternoon literacy block while the treatment group implemented the SEM-R. During Year 2 (2002-2003), students and teachers were randomly assigned to either a treatment or control group for 1 hour of a regularly scheduled 2-hour language arts block. For 14 weeks, the treatment group implemented the SEM-R while the control group continued with previous instruction using a traditional basal reading series. Results indicate that students in the SEM-R treatment group in urban schools scored significantly higher than those in the control group in reading comprehension, reading fluency, and attitude toward reading. These results suggest that supplementing reading instruction with systematic reading enrichment that challenges and engages students may produce more favorable reading achievement, fluency, and attitude for students at all achievement levels, including talented readers. v The Schoolwide Enrichment Model Reading Study Sally M. Reis Rebecca D. Eckert Fredric J. Schreiber Joan Jacobs Christine Briggs E. Jean Gubbins Michael Coyne Lisa Muller University of Connecticut Storrs, Connecticut EXECUTIVE SUMMARY This study investigated the effects of the Schoolwide Enrichment Reading Model (SEM-R) on elementary school students' reading achievement, reading fluency, and their attitudes toward reading. Researchers used a cluster-randomized experimental design that was implemented in one suburban school and 3 urban schools with student populations of varying levels of achievement and of predominantly low socioeconomic status. The SEM-R is an enrichment-based reading program that enables students to select high-interest books that are slightly to moderately above current reading achievement levels to stimulate interest in and enjoyment of reading. Theoretical Framework The SEM-R includes three general categories of reading instruction that are dynamic in nature and designed to enable some flexibility of implementation and content in response to both teachers' and students' needs. This approach is based on Renzulli's Enrichment Triad Model (1977) that includes three levels of enrichment: Type I (exposure), Type II (training & self-selected reading), and Type III (investigations of self-selected topics). Phase 1 of SEM-R includes listening comprehension skills, high quality literature read aloud by teachers, higher-order questioning, and thinking skills instruction. During the initial implementation of the SEM-R study, these "book hook" sessions lasted 10 to 20 minutes and were designed to broaden students' exposure to and interest in a variety of literature. As the intervention continued, teachers chose literature based on students' interests and experiences for this component. A variety of bookmarks with higher-order questions were distributed to all students and teachers, and teachers were provided with suggestions for engaging students' interests and helping them to explore a selection of books representing a variety of genres, including mysteries, poetry, historical fiction, science fiction, biographies, autobiographies, and other non-fiction. vii Phase 2 of the SEM-R emphasizes the development of students' capability to engage in a structured silent reading time of self-selected high interest books when supported with individualized, differentiated reading conferences, termed Supported Independent Reading (SIR). Teachers coached students to select books that were slightly above their current reading level and the appropriate match was continually assessed through regular conferences with each student two to three times each week. Most students could initially read appropriately challenging books from 5-10 minutes a day without losing concentration or focus. Teachers added a minute or two each day during the SEM-R intervention, eventually extending that time to 30-45 minute daily sessions across all treatment classes. During this in-class reading time, teachers and research team members circulated, providing individualized coaching in reading strategies. For more advanced readers, higher-order questions and critical concepts were discussed. A comprehensive list of appropriately challenging, high interest non-fiction and fiction materials were provided to treatment teachers for reference. In Phase 3 of the SEM-R, students are encouraged to move from teacher directed opportunities to self-choice activities over the course of the intervention. Activities include (but were not limited to) opportunities to explore new technology and engage in discussion groups, writing activities, creativity training in language arts, learning centers, interest-based projects, continuation of self-selected reading, and book chats. The intent of these experiences is to provide time for developing and exploring student interest in reading. In addition, students engage in creative and critical thinking training and in advanced training in the use of the Internet to find information about various literary genres, such as biographies and autobiographies. The focus was enabling students to learn to read critically and to locate other enjoyable and challenging

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