Reaping the Rewards of the Reading for Understanding Initiative

REAPING THE REWARDS of READINGthe FOR UNDERSTANDING INITIATIVE NATIONAL ACADEMY of EDUCATION REAPING THE REWARDS READING FOR UNDERSTANDING INITIATIVE P. David Pearson, University of California, Berkeley Annemarie Sullivan Palincsar, University of Michigan Gina Biancarosa, University of Oregon Amy I. Berman, National Academy of Education National Academy of Education Washington, DC NATIONAL ACADEMY OF EDUCATION 500 Fifth Street, NW Washington, DC 20001 NOTICE: This project and research reported here were supported by grant R305U160002 from the U.S. Department of Education’s Institute of Education Sciences (IES). The opinions expressed are those of the editors and authors and do not represent the views of IES. Digital Object Identifier: 10.31094/2020/2 Additional copies of this publication are available from the National Academy of Education, 500 Fifth Street, NW, Washington, DC 20001; http://www.naeducation.org. Copyright 2020 by the National Academy of Education. All rights reserved. Suggested citation: Pearson, P. D., Palincsar, A. S., Biancarosa, G., & Berman, A. I. (Eds.). (2020). Reaping the Rewards of the Reading for Understanding Initiative. Washington, DC: National Academy of Education. The National Academy of Education (NAEd) advances high-quality research to improve education policy and practice. Founded in 1965, the NAEd consists of U.S. members and international associates who are elected on the basis of scholarship related to education. The Academy undertakes research studies to address pressing educational issues and administers professional development fellowship programs to enhance the preparation of the next generation of education scholars. Dedication To Carol McDonald Connor, who sowed many of the seeds of the Reading for Understanding (RfU) initiative. We wish that she were with us to witness the harvest, to reap the rewards with the rest of the RfU community. Thank you, Carol, for a life well lived and a career committed to improving children’s reading. iv REAPING THE REWARDS OF THE READING FOR UNDERSTANDING INITIATIVE Steering Committee Annemarie Sullivan Palincsar (Co-Chair), University of Michigan P. David Pearson (Co-Chair), University of California, Berkeley Donald Compton, Florida State University Susan Goldman, University of Illinois at Chicago Kenji Hakuta, Stanford University Glynda Hull, University of California, Berkeley Laura Justice, The Ohio State University Christopher Lonigan, Florida State University John Sabatini, The University of Memphis Catherine Snow, Harvard University and Strategic Education Research Partnership Sharon Vaughn, The University of Texas at Austin Staff Amy I. Berman, Deputy Director v Contents ACKNOWLEDGMENTS ix EXECUTIVE SUMMARY 1 1 INTRODUCTION TO THE READING FOR UNDERSTANDING INITIATIVE 11 Annemarie Sullivan Palincsar, P. David Pearson, Amy I. Berman, and Peter Afflerbach APPENDIX 1-1 DESCRIPTION OF PROCEDURAL ELEMENTS FOR DEVELOPING THIS REPORT 31 2 THE NATURE AND DEVELOPMENT OF READING FOR UNDERSTANDING 41 Gina N. Cervetti 3 THE ASSESSMENT OF READING FOR UNDERSTANDING 67 Panayiota Kendeou APPENDIX 3-1 BRIEF REVIEWS OF READING FOR UNDERSTANDING ASSESSMENTS 99 4 TEACHING READING FOR UNDERSTANDING: SUMMARIZING THE CURRICULUM AND INSTRUCTION WORK OF THE FIVE CORE READING FOR UNDERSTANDING TEAMS 143 Gina Biancarosa, Peter Afflerbach, and P. David Pearson APPENDIX 4-1 PUBLISHED MEASURES USED IN THE READING FOR UNDERSTANDING PORTFOLIO OF EFFICACY STUDIES REPRESENTED IN CHAPTERS 4 AND 5 205 APPENDIX 4-2 DEMOGRAPHIC DATA FOR READING FOR UNDERSTANDING TEAMS’ RANDOMIZED CONTROLLED TRIALS 209 vii viii CONTENTS 5 TEACHING READING FOR UNDERSTANDING: SYNTHESIS AND REFLECTIONS ON THE CURRICULUM AND INSTRUCTION PORTFOLIO 215 Peter Afflerbach, Gina Biancarosa, Matthew Hurt, and P. David Pearson 6 TAKING STOCK OF THE READING FOR UNDERSTANDING INITIATIVE 251 P. David Pearson, Annemarie Sullivan Palincsar, Peter Afflerbach, Gina N. Cervetti, Panayiota Kendeou, Gina Biancarosa, Jennifer Higgs, Miranda Fitzgerald, and Amy I. Berman BIOGRAPHICAL SKETCHES OF STEERING COMMITTEE MEMBERS AND AUTHORS 293 Acknowledgments Reading for understanding is surely one of our most important educational goals, especially given the importance of reading for so many activities in other fields that require students to build knowledge from text and critically evaluate the trust- worthiness, relevance, and utility of the information they encounter in those texts. That shared common purpose no doubt accounts for the enthusiasm we encountered when we asked colleagues, both inside the National Academy of Education (NAEd) and in the broader educational research community, to join us in this effort to synthesize the amazing portfolio of work constructed in the Reading for Understanding (RfU) initiative, under the moniker Reaping the Rewards (of the RfU). Given the privilege we were accorded in conducting this synthesis, it is important to acknowledge the contributions of these colleagues as we make this synthesis public. First and foremost, we thank our funder, the Institute of Education Sciences (IES), for its foresight in realizing that the RfU initiative might be appreciated by a larger reader- ship if the work could be broadly shared in a synthesis that highlighted key findings and significant themes across the six teams. Key individuals within the IES community who championed the RfU cause were Elizabeth Albro, Karen Douglas, Rebecca Kang McGill-Wilkinson, and Vinita Chhabra. Elizabeth Albro, who currently serves as the Commissioner of the National Center for Education Research, had the original vision for the RfU initiative and shepherded it into being in the first decade of this century. Karen Douglas was the program officer for the RfU during its 5-year funding cycle—the person who convened the RfU leaders on a regular basis to promote cross-team sharing of insights, conundrums, and solutions. Elizabeth Albro and Karen Douglas worked together to champion a special funding allocation to bring this synthesis into reality. Rebecca Kang McGill-Wilkinson and Vinita Chhabra served as our program officers, making sure that we received the support and oversight needed to complete our task. We also want to thank Catherine Snow, an Academy member, for her suggestion and encouragement to the Academy to pursue a grant from IES for this synthesis project. ix x ACKNOWLEDGMENTS Second, we thank the cadre of folks who gave direction to the synthesis, the steering committee. Joining the co-chairs and co-principal investigators (co-PIs) (David and Annemarie), the steering committee included the site team directors—Susan Goldman, University of Illinois at Chicago (Reading, Evidence, and Argumentation in Disciplinary Instruction [READI]); Laura Justice, The Ohio State University (Language and Reading Research Consortium [LARRC]); Christopher Lonigan, Florida State University (Florida Center for Reading Research [FCRR]); John Sabatini, The University of Memphis (Educational Testing Service [ETS]); Catherine Snow, Harvard University and Strategic Education Research Partnership (Catalyzing Com- prehension through Discussion and Debate [CCDD]); and Sharon Vaughn, The University of Texas at Austin (Promoting Adolescents’ Comprehension of Text [PACT]). Other steering committee members not directly involved in the RfU included Donald Compton (Florida State University), Kenji Hakuta (Stanford University), and Glynda Hull (University of California, Berkeley). The steering committee met for 2-day meetings on three separate occasions—at the outset to provide direction for the work, at a midpoint to assess the progress of the three core draft chapters, and very close to the end of the process, with a full dossier of chapters available for review. They all went the extra mile to ensure direction, access to work, and rigorous oversight of the synthesis. Third, we gratefully acknowledge the team of writers and editors who brought the work to life. The key writers for the core chapters on comprehension development, assessment, and curriculum and instruction were Gina Cervetti (University of Michigan), Panayiota Kendeou, (University of Minnesota), and Peter Afflerbach (University of Maryland). The three of them produced the core of our work in the first stage of the effort and got us off to a flying start. Advising the authors of the core chapters were a pair of consulting editors assigned to each: Walter Kintsch (University of Colorado) and Laura Justice for Gina Cervetti’s development chapter; John Sabatini (then ETS, but now The University of Memphis) and Joan Herman, (Uni- versity of California, Los Angeles) for Panayiota Kendeou’s assessment chapter; and Richard Anderson (University of Illinois at Urbana-Champaign) and Carol Lee (Northwestern Univer- sity) for Peter Afflerbach’s curriculum and instruction effort. Additionally, we want to thank three Academy members who were involved in an internal review of the synthesis on behalf of the Academy: Judith Warren Little, who chairs the Standing Review Committee, recruited Kenji Hakuta and Glynda Hull to review the entire manuscript on behalf of the Academy. We (David and Annemarie) were joined by Gina Biancarosa (University of Oregon) and Amy Berman (NAEd Deputy Director) to form the editorial team. The four editors also served as co-authors of chapters when it was appropriate. Finally, joining us as co-authors of particular chapters were Matthew Hurt (University of Maryland; Chapter 5), Jennifer Higgs (University of California, Davis; Chapter 6), and Miranda Fitzgerald (University

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