Found this, but doesn't tell you much about their research: http://www.minedu.govt.nz/index.cfm?layout=document&documentid=11252&data=l
Here is an article I found about the work they were doing (and still are a bit) with literacy across the curriculum: http://www.edgazette.govt.nz/articles.php?action=view&id=7242 I'll also see where their research is published. On 9/12/07, Heather Poland <[EMAIL PROTECTED]> wrote: > > Not sure if they have a web page! They were with a University, then they > worked with the Ministry of Education in NZ. I will see if I can get some > info. > > On 9/12/07, Dave Middlebrook <[EMAIL PROTECTED]> wrote: > > > > Could you point me to their research, or to their web page (assuming > > that > > they have one)? Are they university researchers, and if so, do you know > > which university? I googled their names and didn't find anything in the > > > > first few pages of search hits. > > > > Thanks, > > > > Dave Middlebrook > > The Textmapping Project > > A resource for teachers improving reading comprehension skills > > instruction. > > www.textmapping.org | Please share this site with your colleagues! > > USA: (609) 771-1781 > > [EMAIL PROTECTED] > > > > ----- Original Message ----- > > From: "Heather Poland" < [EMAIL PROTECTED]> > > To: "A list for improving literacy with focus on middle grades." > > <[email protected]> > > Sent: Tuesday, September 11, 2007 10:15 PM > > Subject: Re: [LIT] Lessons on repairing comp > > > > > > It's not actually a Program, but my school district is one of 8 > > districts in > > the country that got a Striving Readers grant. We are the only one who > > is > > not using anything commercial at all. The work is based off of 2 > > researchers > > from New Zealand: Chris Thornley and Trevor MacDonald. They have used > > these > > strategies in NZ in regular schools. We have taken it (and they are > > actually > > living here part time to come and coach us, etc.) and are using the > > strategies in an intervention class and also have a literacy coach at > > school > > who also works with content area teachers to use the strategies is all > > classes. > > > > It's very exciting because it is also being evaluated by an outside > > source > > (UC Berkeley) so if we can show all the gains the students are making, > > we > > (or at least I and the director of the grant) are hoping that this will > > show > > some people in DC that good teaching strategies and coaching really does > > work and you don't need a stupid scripted program. > > > > On 9/11/07, ncteach <[EMAIL PROTECTED] > wrote: > > > > > > Hi Heather, > > > Your description sounds good. What program are you using? > > > > > > Kim > > > > > > ----- Original Message ----- > > > From: "Heather Poland" < [EMAIL PROTECTED]> > > > To: "A list for improving literacy with focus on middle grades." > > > <[email protected]> > > > Sent: Tuesday, September 11, 2007 7:11 PM > > > Subject: Re: [LIT] Lessons on repairing comp > > > > > > > > > In the program I am a coach for, we have a whole series of things we > > do. > > > I'll briefly describe it here. And it really does work very well! > > > > > > First, we start by introducing students to different text forms > > > (expository > > > - and even break that down into magazine article, textbook, etc.) then > > we > > > also first look at text features. We create a chart that lists the > > text > > > features and their functions in various texts. Then, we look at an > > article > > > (carefully chosen so it has lots of supportive text features) and have > > the > > > students look at only the text features. They then discuss what the > > big > > > idea > > > is that they got from the text features. The point is made that they > > got a > > > ton if info that is building their background knowledge which will > > help > > > them > > > when they actually go to read the running text. > > > > > > We read the running text (shared reading, or part shared, part > > > individually) > > > and discuss what the main ideas are and cross-check that with what we > > got > > > from the text features. > > > > > > After a few of these lessons, we show the students how to set up notes > > > based > > > on the text features, and then how to take notes on those and the > > running > > > text. Then, later (many lessons later usually) we show them how to > > write a > > > summary based off of their notes. > > > > > > Always at the end of each lesson we go through the process we went > > through > > > to make meaning. We have them reflect on what they learned and how it > > > helps > > > them in their reading or writing. > > > > > > So many of our students improved so much last year. And this really > > helps > > > them with all their content area reading! > > > > > > So, basically, the biggest "fix-up" strategy is to get the big idea > > from > > > text features and then when reading the running text, they are making > > sure > > > it still matches up. If it doesn't, they need to adjust what they > > think > > > the > > > main idea(s) is. > > > > > > On 9/11/07, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote: > > > > > > > > > > > > In a message dated 9/11/07 5:21:56 PM, [EMAIL PROTECTED] writes: > > > > > > > > > > > > > Harvey's Comprehension Toolkit is ALL about monitoring comp > > through > > > the > > > > > reading strategies outlined in MOT and STW. LOVE IT!!!! > > > > > > > > > > > > > I do have it, but I'm looking more for strategies for the students > > to > > > use > > > > when they get stuck. Other than rereading and close reading what are > > > some > > > > other > > > > things people are teaching struggling readers? > > > > > > > > Pat - NY > > > > > > > > > > > > ************************************** > > > > See what's new at > > > > http://www.aol.com > > > > _______________________________________________ > > > > The Literacy Workshop ListServ http://www.literacyworkshop.org > > > > > > > > To unsubscribe or modify your membership please go to > > > > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org > > . > > > > > > > > Search the LIT archives at http://snipurl.com/LITArchive > > > > > > > > > > > > > > > > -- > > > - Heather > > > > > > "The world of books is the most remarkable creation of > > > man. Nothing else that he builds ever lasts. Monuments > > > fall; nations perish; civilizations grow old and die out; > > > new races build others. But in the world of books are > > > volumes that have seen this happen again and again and yet > > > live on. Still young, still as fresh as the day they were > > > written, still telling men's hearts of the hearts of men > > > centuries dead." --Clarence Day > > > > > > "While the rhetoric is highly effective, remarkably little > > > good evidence exists that there's any educational substance > > > behind the accountability and testing movement." > > > —Peter Sacks, Standardized Minds > > > > > > "When our children fail competency tests the schools lose > > > funding. When our missiles fail tests, we increase > > > funding. " > > > —Dennis Kucinich, Democratic Presidential Candidate > > > _______________________________________________ > > > The Literacy Workshop ListServ http://www.literacyworkshop.org > > > > > > To unsubscribe or modify your membership please go to > > > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > > > > > > Search the LIT archives at http://snipurl.com/LITArchive > > > > > > > > > _______________________________________________ > > > The Literacy Workshop ListServ http://www.literacyworkshop.org > > > > > > To unsubscribe or modify your membership please go to > > > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > > > > > > Search the LIT archives at http://snipurl.com/LITArchive > > > > > > > > > > > -- > > - Heather > > > > "The world of books is the most remarkable creation of > > man. Nothing else that he builds ever lasts. Monuments > > fall; nations perish; civilizations grow old and die out; > > new races build others. But in the world of books are > > volumes that have seen this happen again and again and yet > > live on. Still young, still as fresh as the day they were > > written, still telling men's hearts of the hearts of men > > centuries dead." --Clarence Day > > > > "While the rhetoric is highly effective, remarkably little > > good evidence exists that there's any educational substance > > behind the accountability and testing movement." > > —Peter Sacks, Standardized Minds > > > > "When our children fail competency tests the schools lose > > funding. When our missiles fail tests, we increase > > funding. " > > —Dennis Kucinich, Democratic Presidential Candidate > > _______________________________________________ > > The Literacy Workshop ListServ http://www.literacyworkshop.org > > > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > > > > Search the LIT archives at http://snipurl.com/LITArchive > > > > > > > > _______________________________________________ > > The Literacy Workshop ListServ http://www.literacyworkshop.org > > > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > > > > Search the LIT archives at http://snipurl.com/LITArchive > > > > > > -- > - Heather > > "The world of books is the most remarkable creation of > man. Nothing else that he builds ever lasts. Monuments > fall; nations perish; civilizations grow old and die out; > new races build others. But in the world of books are > volumes that have seen this happen again and again and yet > live on. Still young, still as fresh as the day they were > written, still telling men's hearts of the hearts of men > centuries dead." --Clarence Day > > "While the rhetoric is highly effective, remarkably little > good evidence exists that there's any educational substance > behind the accountability and testing movement." > —Peter Sacks, Standardized Minds > > "When our children fail competency tests the schools lose > funding. When our missiles fail tests, we increase > funding. " > —Dennis Kucinich, Democratic Presidential Candidate > -- - Heather "The world of books is the most remarkable creation of man. Nothing else that he builds ever lasts. Monuments fall; nations perish; civilizations grow old and die out; new races build others. But in the world of books are volumes that have seen this happen again and again and yet live on. Still young, still as fresh as the day they were written, still telling men's hearts of the hearts of men centuries dead." --Clarence Day "While the rhetoric is highly effective, remarkably little good evidence exists that there's any educational substance behind the accountability and testing movement." —Peter Sacks, Standardized Minds "When our children fail competency tests the schools lose funding. When our missiles fail tests, we increase funding. " —Dennis Kucinich, Democratic Presidential Candidate _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
