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CS 011 754

Newman, Anabel; And OthersCONSULT-I Reading. Ohio Project. Final Report.Indiana Univ., Bloomington. Reading PracticumCenter.Ohio State General Assembly, Columbus.31 Jul 92112p.; A few pages in the appendixes may notreproduce legibly. For related reports, see CS 011755-758.

Reports Research/Technical (143)

MF01/PC05 Plus Postage.Computer Assisted Instruction; Elementary Education;*Individualized Instruction; *InstructionalEffectiveness; *Reading Achievement; *ReadingDiagnosis; Reading Difficulties; *ReadingImprovement; Reading Programs; Reading Research;Remedial Reading; Urban Education*CONSULT I Computer Program; *Ohio

A study examined the effectiveness of the 1991-1992implementation of the CONSULT-I(R) program (which uses artificialintelligence with statistical pattern recognition in constructing adiagnosis and recommending treatment of reading difficulties) at fivecities in Ohio (Akron, Cincinnati, Cleveland, Columbus, and Toledo).A total of 30 teacklers at 6 elementary schools participated. Eachteacher chose five learners from her classroom, learners havingdifficulty with reading but not already served by other programs.Participants were trained in collecting data for a learner profile,implementing the strategies recommended by the CONSULT-I program, andassessing the students at the end of the semester. Results indicatedthat: (1) the program appeared to work best with teachers who wereflexible, open, and willing to vary instruction to meet the needs ofindividual children; (2) the qualities of openness, flexibility, andeagerness to try new ideas were not necessarily a function ofteaching experience; (3) application of the CONSULT-I recommendedreading strategies was generally beneficial and appropriate inteaching inner-city children in Ohio; and (4) ethnic background andfamily structure did not significantly affect a learner's success inthe reading program. (Contains 12 references and seven tables ofdata. The 22 appendixes present the taxonomy.of learnercharacteristics, inservice agendas, an anecdotal record form,questionnaires, worksheets, standardized test scores, and samplelesson plans.) (RS)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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CONSULT-I (R) READING

OHIO PROJECT

' FINAL REPORT

JULY 31, 1992

US DEPAPUTDAE NT Of EDUCATION 1 OPC);.,:-/.. I HA. HAI, lit AII t,

It NA Mt S. ,I SII r

OtO. " A

Anabel NewmanElizabeth Metz

Indiana UniversityReading Practicum Center

Bloomington, Indiana

Edward Patrickf3 Patrick Consult Inc.,

Cincinnati, Ohio

2 BEST COPY AVAILABLE

TABLE OF CONTENTS

Table of Tables ii

Acknowledgements iii

Preface iv

Introduction 1

History 1

Ohi3 Project 5

Participants 5

Schools 5

Teachers 6

Learners 6

Methodology 6

Teacher training 6

,Procedures 9

Data Analysis 10

Findings 11

Program 12

Learner 16

Data Analysis 22

Discussion 24

Program 24

Learner 26

Data Analysis 29

Conclusions and Recommendations 29

Program 30

Learners 32

References 33

Appendices 35

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TABLE OF TABLES

1. Criteria and Examples for Changes in Affect 16

2. Criteria and Examples for Changes in Attitude 17

3. Criteria for Success 18

4. Affect, Attitude, Success 18

5. Average Pre and Post Test Scores Overall and By School 20

6. Average Pre and Post Test Scores By Grade Level 20

7. Some Predictors of Success (High/Medium) 23

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Acknowledgements

We gratefully acknowledge the early assistance of Dr. JamesFattu, Ph.D., M.D. in the applications of The Outcome Advisor (R)and CONSULT-I (R) to reading education. We also remember withgratitude Dr. Nicholas Fattu, who expressed the vision in our 1983sessions of the application of prior knowledge to the needs ofeducation through an expert system which, a decade later, nowstands ready for use on a broader scale.

We also extend our appreciation for the faith ofRepresentative William Mallory who recognized in the CONSULTresearch the application of the scientific method to the cryingneeds of education for individualized instruction. And to the OhioLegislative Oversight Committee for its vision of the possibilitiesinherent in this revolutionary approach.

For the support of the staff of the Ohio Urban DemonstrationProject, and most especially its Director, Mr. Loyd Stuller, weextend our thanks.

We also gratefully acknowledge the assistance of the OhioUrban Demonstration Project personnel:

Barbara Mathews, Akron City SchoolsZulfi Ahmad, Cincinnati City SchoolsJames Chura, Cleveland City SchoolsRaymond C. Gugel, Columbus City SchoolsCraig E. Cotner, Toledo City Schools

For the twenty-four teachers who made our trips to Ohio a joyand who individualized instruction using CONSULT-I (R)

recommendations, we express many thanks and the hope that we shallmeet again.

We thank Larry McFeeters for early assistance in arranging themeeting which brought the principle players together and for hisgathering of information on the demographics of the state of Ohio.

And finally, to staff members of the Indiana UniversityReading Practicum Center -- Gail Congdon, Elizabeth Heilman, andBernadette Lehman -- and to the many other Indiana University staffwho worked with us on proposal writing, contracts, and negotiationswe extend sincere appreciation.

Anabel P. NewmanElizabeth MetzEdward Patrick

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PREFACE

The proof for me ... was in therecommendations I received for Julius afterthe program was over.* I have anguished overthis child most of the year trying to reachhim and love him and by March was finallyable to begin making significant progresswith him. We're on a roll now and we'remaking up for a lost 6 months in a shorttime.

I believe the year would have been differentif I'd had the specific strategies and thetechnology to "focus" my attention (sooner).

A first grade teacherCincinnati

*Note: the teacher received recommendationsafter the program was over to validate herinstructional decisions during the semester.

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Introduction

One of the unsolved problems in the field of reading is theinconsistency of diagnostic predictions and treatmentprescriptions among reading teachers etAd specialists. In aseries of studies conducted by Vinsonhaler, Weinshank, Wagner andPolin (1983), it was found that

Mean diagnostic agreement between two cliniciansremained close to 0.10 across the six studies.Mean diagnostic agreement for a single cliniciandiagnosing the same case twice remained close to0.20 across the six studies. In a study ofremediation, the results for individual remedialagreement were similar to those for diagnosis.Further, remediations appeared to be uncorrelatedwith diagnosis (p. 134).

Advanced technology now offers the possibility of a solution tothis problem as seen in the following report of a projectconducted in five cities in the State of Ohio by IndianaUniversity's Reading Practicum Center.

History

A unique opportunity was of:fered to the Language EducationDepartment of the School of Education, Indiana University in 1983through the friendship of Drs. Nicholas Fattu and Leo Fay.Outcome Advisor (R) and CONSULT-I (R), computer programs designedby Edward Patrick, M.D., Ph.D. and James Fattu, M.D., Ph.D. (sonof Nicholas Fattu) for use in medical diagnosis and prescription,were made available to the Language Education Department fordevelopment in the field of education. Anabel Newman, Ed.D.,Director of the Reading Practicum Center, was asked to guide thedevelopment.

Outcome Advisor (R) and CONSULT-I (R) have not only beensuccessful in the field of medicine for diagnosis andprescription, but also in the fields of agriculture, geology andbusiness. OA is an expert learning system which performsIndividualized Outcome Analysis (TM). Both programs are expertsystems requiring expert judgment on the part of the user. Thedata base is entered in Outcome Advisor (R), probabilitydensities are constructed from the data base within the program,and this information is used to train CONSULT-I (R) for makingrecommendations. Both programs use artificial intelligence withstatistical pattern recognition in constructing outcomes (seeArtificial Intelligence with Statistical Pattern Recognition,Patrick & Fattu, 1986).

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To determine the potential of the programs in education, apilot study was conducted to examine the ability of OutcomeAdvisor (R) to predict success compared to experts in the fieldof reading. Standardized test scores of low readiness firstgraders were used to predict success at the sixth grade level(data came from longitudinal studies previously conducted byNewman, 1978, 1980, 1985). Outcome Advisor (R) predicted successslightly better than the experts (62% to 59%). This resultseemed to justify further exploration.

One of the intriguing aspects of The Outcome Advisor (R)(The OA) and CONSULT-I (R) is their ability to take intoconsideration a wide range of characteristics. This matched thephilosophy of the Reading Practicum Center (RPC) personnel whofeel that the whole learner (cultural, physiological,psychological, and educational characteristics) must be takeninto consideration before decisions for instructional strategiescan be made. A second promising aspect was that the program,although requiring a criterion measure, did not requirestandardized scores to judge success. This reflected the RPCphilosophy of not using standardized tests to measure progress.Rather, success is measured through changes in affect andattitude, and movement toward attainment of goals. Thesecriteria are used because after years of observation by RPCpersonnel, it was observed that these changes came before changesin standardized test scores and are often more significantindicators of the emotional and intellectual growth of theseindividuals than are standardized scores. Descriptions oflearner changes in affect, attitude, and success were taken fromactual case studies and categorized into high, medium and low.These were then used as criteria for determining the amount ofchange in any individual learner.

The next step in the process was to develop a taxonomy oflearner characteristics drawn from the research literature pluspersonal experience which might discriminate between thoselearners who would be highly successful in a reading programsimilar to that of the RPC and those who would not. The originaltaxonomy -- a list of 94 features each with 4 to 9 values -- wasdeveloped over a period of several months through a carefulprocess of categorization using logical inference to determinefeatures and values. Included were conventional characteristicssuch as socioeconomic status, placement among siblings, age, andbeing read to before starting school, as well as items such ascultural motivation (working, playing with parents), model(individuals, close to learner, observed exemplifying goodreading behavior), interests, and positive pressure -- variablespositively correlated with reading success as identified inNewman's longitudinal studies.

To create the data base, past case studies (from 1975 to1985) on file at the RPC were read and learner profiles coded

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according to the taxonomy. Case studies from 1985 to 1988 wereadded later. These data were entered into The OA and probabilitydensities were run. As the data base grew, it became evidentthat some of the features were not discriminating between highand low success, so they were periodically eliminated until thepresent taxonomy of 23 features (Appendix A) was reAched with adata base of 218 learners.

Before CONSULT-I (R) could be trained, however, it wasnecessary to match successful instructional strategies withindividual learners in the data base. The same two readers againread the case studies to determine the one strategy which, in_their judgment, had made the difference in each learner'ssuccess. Eight categories of strategies emerged: comprehension,functional language, gaming, interests, language experience,motivation, self-concept enhancement, and study skills. (Whileother strategies such as phonics were used, they never appearedto be the turning point in a learner's experience and thus didnot appear as one of the final categories.) This "mostsuccessful" instructional strategy was then added to each learnerprofile, entered in The OA, and probability densities run. Theinformation from the probability densities was then used to trainCONSULT-I (R) which now could be used to recommend instructionalstrategies for given learners.

In subsequent studies students in Newman's reading methodsclasses (undergraduate), as well as Newman's and Metz's diagnosisclasses and language practica (graduate) were asked to completeprofiles on each of their learners (1986 - 1989). The profileswere entered into CONSULT-I (R) and the recommendations made bythe program were returned to the students. In over 95% of thecases it was felt by the students that the recommendations madeby CONSULT-I (R) were on target.

In addition to the studies within the university classes,CONSULT-I (R) was used as needed by the Indiana University'sInstitute for Child Study's Interdisciplinary Clinic in casesinvolving reading problems. Parents, calling the RPC for helpwith their children's reading problems, were also given theopportunity to receive recommendations from CONSULT-I (R).Again, the recommendations were judged by users to beappropriate.

At the same time as the above studies were being conducted,a booklet (Individualizing Lanc,uage Strategies Using CONSULT-I(R), Neuman & Metz, 1988) describing the various categories ofinstructional strategies was under development (Appendix B). Thestrategies contained in the booklet were drawn from casescontained in the database and are intended to suggest successfuldirections for instruction for learners with similarcharacteristics. Completed curing the field study describedbelow, the booklet is used as a base for an individualized

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program built around the recommendations of CONSULT-I (R) and thelearner's interests. Students, parents, and teachers have foundthe strategies booklet practical and easy to use.

Given the successful trial of the program in these studiesit was decided to field test the program in a cross section ofarea schools. A grant administered through Indiana University'sScliool of Education's Maris and Mary Proffitt Fund was appliedfor and received to conduct the study over the course of a year.

Participants in this field study came from ten southern andcentral Indiana school districts, both public and parochial, andone Massachusetts school district. They included one high schooldean in charge of the school tutoring program, five teachersworking with middle school learners, and twenty-one elementaryschool personnel. Both rural and urban areas were represented,and a total of 71._ learners completed the program.

At the end of the Proffitt study, questionnaires were sentto the teachers for evaluation of both program and learners.According to the teachers, the strategy booklet with its easy touse, practical ideas was the best part of the program. Otheritems mentioned included being forced to focus on the individuallearner, the recommendations, the support for the classroomteacher, the variety and flexibility, and individualizedapproach. As one teacher characterized her experience, the bestpart of the program was

making me look closely at these five students!We developed more of a relationship from filling outforms 'together.' I solicited answers from parentson some questions - involving them, too! I'lldefinitely use (an) interest inventory in the future.My students succeeded because of improved self-conceptwhich I could encourage from the support of yourprogram. I am noticing reading grew the most!I wonder if writing will come as they enjoy readingto a greater extent?

The learner evaluations concerned with changes in affectshowed that:

* 79% now choose to read more* 73% now enjoy reading more* 48% now enjoy writing more* 41% now choose to write more.

Changes in attitude according to the evaluations were asfollows:

* 57% have a better attitude toward learning now* 53% have a better self image.

High succcls as evidenced by significant progress in the

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classroom was demonstrated by 31% of the learners. Fifty-eightpercent of the learners showed medium success while 11% madelittle or no progress.

Ohio Project

In January of 1991 CONSULT-I (R) Reading was presented at aluncheon in Cincinnati to several intet:ested parties includingWilliam Mallory, Majority Leader in the State House ofRepresentatives from the district which includes Cincinnati. Helater introduced the program to the Legislative EducationOversight Committee and arranged for a presentation in lateFebruary.

During the presentation to the Oversight Committee, it wassuggested that the program be introduced in five districts in theState of Ohio. It was also requested by the committee that twofeatures -- family structure and ethnic background (Appendix C) -

- be added to the taxonomy. This was agreed to by the RPCpersonnel.

In July of 1991 the State of Ohio funded the ReadingPracticum Center (RPC) at Indiana University in the amount of$150,000 to implement the CONSULT-I Reading program in fivecities within the state: Akron, Cincinnati, Cleveland, Columbus,and Toledo. (See Appendix D for city/school demographics andschool philosophy statements.) Each city school districtreceived 1/5 of the total amount and subsequently contracted withIndiana University. Dr. Newman, Project Director, traveled tofour of the five Ohio sites in August 1991 to meet the UrbanDevelopment Project (UDP) Directors and to arrange the Septembermeeting with State UDP Director, Loyd Stuller. She had alreadymet with the Toledo school personnel earlier in the summer. Eachdistrict chose one school (two schools in Akron) to participatein the program. Five teachers from each school volunteered totake part in the project (the school district compensated themthrough the grant for their time).

Participants

Schools. The participating schools were:

Akron - Crouse Elementary- Rankin Elementary

Cincinnati - Millvale PrimaryCleveland - Clark ElementaryColumbus - Highland ElementaryToledo - East Side Central Elementary.

Five of the six schools contain kindergarten through sixth;the sixth school contains preschool through third grade.

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Minority enrollment in the schools varies from 25.9% to 98.65%with an average of 70.4%. Total enrollment is from 436 to 539with an average of 482.

Teachers. In Akron all of the teachers (two from Crouse andthree from Rankin) taught second grade. Four of the Cincinnatiteachers taught first grade while the fifth teacher taught thirdgrade. Cleveland teachers taught fourth and fifth grade (onefifth grade and one fourth/fifth split). Columbus teacherscovered first through fifth grade while Toledo teachers taughtthe primary grades (two first grades, one second, and two thirdgrades). One of the third grade teachers in Toledo was unable tocomplete the program due to other demands in her classroom.

The teachers have an average of 13 years teaching experiencewith a range of 0 to 32 years experience. Most of the teachers

, have Bachelor's degrees in elementary education with majors inother areas including home economics, English, industrialrelations, mathematics, art, dance, and early childhoodeducation. Four of the teachers reported Master's degrees.

Learners. Each teacher chose five learners from herclassroom to participate in the project. As much as possiblethese learners were to be children not served by other programswho were having difficulty with reading. Of the 134 learners(some of the original 125 have moved and been replaced byothers), 40 were in first grade, 37 in second grade, 21 in thirdgrade, 25 in fourth grade, and 11 in fi'th grade.

Sixty percent of the learners were Afro-Americans, 32% wereCaucasians, and 8% other (Hispanic, Asian, etc.) Fifty-onepercent of the learners lived with single parents, 35% lived intwo parent families, and 14% lived with other relatives orfriends.

Before school enrollment 45% of the learners were read toregularly while 42% were not. There was no evidence availablefor the other 13%.

Methodology

The following section describes the metLodology of theproject as carried out through the 1991 - 1992 school year.

Teacher training. Throughout the development of theCONSULT-I (R) Reading program teacher training was recognized asa significant element. As one principal remarked after attendingthe January inservice, "There is a lot more teacher training inthis than I thought." A workshop, on-site visits, inservices,and newsletters were used throughout the year to train theteachers in the use of CONSULT-I (R) Reading and its

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recommendations. Both the project director and the researchassociate were involved in the training presentations and theresponses to teacher questions and concerns. (See Appendix E forworkshop and inservices agendas.)

All of the teachers were present at the initial workshop inColumbus, September 20, 1991. At this meeting the teachers wereprovided with a notebook which included the project timeline(Appendix F); CONSULT-I (R) Reading taxonomy (Appendices A andC); profile sheets (Appendix G); anecdotal record forms revisedin Januanr 1992 (Appendix H); affect, attitude, success Aatrix(Appendix I); and a written statement concerning evaluation(Appendix J). The notebook all'bo contained the strategy booklet,Individualizing Language Strategies Using CONSULT-I (RI (Newman &Metz, 1988). (See Appendix B.)

During the September 20 workshop the teachers wereinstructed in completion of the learner profiles which would beprocessed through CONSULT-I (R) Reading at the RPC and returnedwith recommendations for appropriate strategies. Suggestionswere made for keeping anecdotal records for each learner whichwere to include activities carried out by the teacher andlearner, and results of the activities. The affect, attitude,success matrix was discussed and the teachers were instructed tomake entries at the beginning, middle, and end of the project foreach learner. Edward Patrick, M.D., Ph.D., co-designer of theCONSULT-I (R) computer program, demonstrated the Readingsubsystem.

The first edition of the CONSULT-I (R) Reading Ohio ProjectNewsletter was mailed on September 25. Later editions were sentin months when no inservices were held. (See Appendix K for alleditions.)

During November site visits and inservices were held at eachschool: Cleveland, November 1; Akron, November 5; Toledo,November 12; Columbus, November 19; and Cincinnati, November 26.Each classroom participating in the project was observed duringthe morning for 15 to 30 minutes, depending on class schedules,by the Project Director, Dr. Anabel Newman, and the RPC ResearchAssociate, Elizabeth Metz.

The teachers met with the RPC personnel during the afternoonfor an inservice of approximately one and a half hours in length.During this time teacher questions were answered; anecdotalrecords were discussed; a worksheet was used to help teacherscategorize items for the affect, attitude, success matrix(Appendix L); and possible evaluation questions were talkedabout. Teachers were also given a color coded chart showing therecommendations for their learners (see Appendix M for sample).Unit Development Projects from the RPC were discussed in relationto actual recommendations for specific learners or groups of

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learners. These projects included language experience books,written and illustrated by a learner; a school picture book whichincluded pictures of all school personnel with a brief interviewwhich had been conducted and written by the lezxners; and somescience projects which had been written and illustrated bylearners to be shared with classmates. It was shown how one typeof project could fulfill several different focus recommendations.

In December it was discovered that while the teachers wereusing the suggestions from the strategies booklet, they were notalways choosing activities that were related to therecommendations for the individual learner. To help teacherskeep the recommendations in mind a new anecdotal record form wasdesigned (Appendix H). This was given to teachers during theJanuary inservices. (For sample completed anecdotal records, seeAppendix N.)

During January the schools in Akron (January 9), Cleveland(January 10), Columbus (January 24), and Cincinnati (January 31)were visited. Due to a snow storm the Toledo visit was postponeduntil February 14. Again in Akron and Cleveland the classroomswere observed in the morning and the teacher inservice was heldin the afternoon. In Columbus the teacher inservice was held inthe morning and there was no classroom observation due to a "snowday." The Toledo visit also only included a morning inservice asthe teachers needed to be in their classroom for Valentines Dayparties in the afternoon.

The inservice provided time for teacher questions, anecdotalrecord highlights (Appendix 0) were discussed, the revisedanecdotal record form was introduced, the use of art and music inreading was presented (Appendix P), and a curriculum built aroundchocolate which cut across the content areas (Appendix Q) wasshared. Teachers were reminded that the second entry on theaffect, attitude, success matrix should be made during Januaryand a copy of the matrix sent to the RPC. It was also suggestedto teachers that if they had questions before the next inservicein April, they could drop us a postcard and we would call them.

The last set of site visits and inservices began on March 27in Columbus. The Akron meeting was on April 2, Cleveland onApril 3, Toledo on April 10, and Cincinnati on April 24. InColumbus and Akron the classrooms were visited in the morning andthe inservices were held in the afternoon. .The Clevelandinservice was held in the morning. There were no classroomvisits as standardized tests were being administered. Due to theprediction of severe weather, the Toledo inservice was held inthe morning and classrooms were not observed.

The inservice included a time for teachers to sharehighlights and learner products which were a result of theCONSULT- I (R) Reading project (see Appendix R for samples). The

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remainder of the inservice addressed year-end program and learnerassessment. Each teacher was given a three page questionnairerelating to the CONSULT-I (R) Reading program (Appendix S).Pages one and two were to be completed anonymously. The thirdpage contained the goals which the individual teacher had set atthe ,September workshop.

Learner assessment included the completed Affect, Attitude,Success Matrix; the anecdotal records from January through April(earlier records were collected at the end of December); and aquestionnaire (Appendix T) which asked teachers to designate themost successful strategy used with the individual learner and thedifference, if any, the program had made. A form for reportingstandardized test scores was also given to the teachers tocomplete as soon as learner scores were available (Appendix U).

Since the inservice in Cincinnati was held so late in themonth, the program and learner assessment forms were mailed tothe teachers on April 15th in order to give them time to completethem by the May due dates. They were instructed to bringquestions to the inservice on April 24.

Procedures. Five learners were chosen from each room toy theteacher with a total of 125 learner participants. (Learners whomoved were replaced by January 31.) The necessary data tocomplete the profile sheets were collected by the teachers andreturned to the RPC by the middle of October. The data wereprocessed by RPC personnel and the CONSULT-I (R) Readingrecommendations were returned to the teachers before the end ofOctober. The teachers were 3,nstructed to begin carrying out therecommendations immediately, to record strategies and results onthe anecdotal record forms, and to make the first entry on theaffect, attitude, success matrices.

The amount of time spent on the strategies varied fromteacher to teacher and week to week. Some of the teachers,specifically three in Toledo, carried out the strategies duringan after school program. Most of the strategies wereincorporated into the regular school curriculum.

In December all teachers were requested to send copies oftheir learner anecdotal records for analysis by the ReadingPracticum Center staff. Entries which demonstrated an assortmentof strategies and positive learner reactions were highlighted andlater collected in a summary for each school (Appendix 0).

During the January inservices, the teachers were instructedto complete the second (mid-year) entry on the Affect, Attitude,and Success Matrix for each learner and send copies of thematrices to the Reading Practicum Center the first week ofFebruary. Toledo teachers completed theirs after the February 14inservice. (See Appendix V tor samples.) At this time the

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teachers were also requested to begin using the new anecdotalrecord form.

Program and learner assessment questionnaires wereintroduced during the March/April inservices and completed andreturned to the RPC by May 1 (learner) and May 15 (program).

pata analysis. In the month of November Dr. Patrick and hisstaff entered and began to analyze the data received on theprofile sheets. Using the Leave-One-Out test program in theCONSULT Learning System (R),1 he looked at the Ohio data to seehow well it sorted when taught by the current CONSULT-I (R)Reading database. The Leave-One-Out test (LOO test) is used to

, evaluate the performance of a trained Consult Learning System(CLS). For example, if there were 100 records in CLS, then youcould "take out" any one of these records as a test case andleave the 99 records as training cases. The 99 records are usedto teach CLS to decide the category of the test case. If CLSdoes not correctly classify the test case, an error is recorded.This process is repeated with each of the 100 original recordswith the total number of errors recorded. The number of errorsdivided by the number of records is called the experimentalerror.

The advantage of this approach is that it allows for themost number of training samples to be used without any one ofthem being the test sample. A low experimental error indicatesthat the clusters for the categories in the trained CLS are "wellseparated." If the clusters for one category do not overlapclusters from any other category. (the categories are wellseparated) , the experimental error would be zero.

For this project, the best reading strategy for each Ohiorecord was estimated by using decisions from CONSULT-I (R)trained with Indiana data. These strategies were then used asthe categories for the Ohio records. A low experimental errorsuggests that Ohio records cluster well around Indiana categoriesand that sorting Ohio records according to Indiana strategies canbe expected to be well structured and recurring. Since CONSULT-I(R) trained with Indiana data had never "seen" the Ohio records,it was "impartial" in deciding the category (strategy) for theserecords.

At the end of the project Dr. Patrick used the CLSclassification mode with the classical option and the Statistical

1 CONSULT Learning System differs from CONSULT-I (R) in thatit can learn from new records. It forms clusters only whenneeded to make recommendations, unlike CONSULT-I (R) whichalready has the clusters formed.

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Pattern Recognition (SPR) option to assess data. The classicaloption uses the relative frequency definition of probability.This option is important when the condition event is defined interms of a few features but its computations are notstatistically significant for higher dimensional conditionsunless sufficient training samples are available.

The SPR mode classifies using experimental performance.The SPR is considered to outperform neural nets; and one suchmethod is the LOO test program discussed above.

In May as the teachers returned the program questionnaires,the responses for each question were tabulated and/or listed asappropriate and then analyzed. Common threads found in writtenresponses were pulled out for further analysis.

The information from the learner questionnaires; affect,attitude, success matrices; and anecdotal records was analyzed asthe information for each learner was completed.

Several types of data present on the learner questionnaireswere analyzed: changes in report card grades, changes in readinglevel, the most effective strategy as denoted by the teacher, andwhether the teacher felt the CONSULT-I (R) Reading project made adifference in the progress of the learner.

The affect, attitude success matrices were analyzed forchanges in these areas from the first entry at the beginning ofthe year to the last or third entry at the end of the year.Changes were ranked as high, medium, or low.

The anecdotal records were analyzed to determine how wellthe recommendations made by CONSULT-I (R) Reading were carriedout by the participating teachers.

Stardardized test scores were obtained for the learners asavailable from the schools. These were compared to availabletest scores from the previous year.

Data needed to complete learner profiles for CONSULT-I (R)Reading (change in affect, change in attitude, success, mosteffective strategy, teacher, school, and grade level) were sentto D: , Patrick for analysis by Consult Learning System.

Findings

To make a decision about a project such as the CONSULT-I (R)Reading Ohio Project, it is necessary to look at both process andproduct (Farr & Carey, p. 3) -- to look at how well the programfunctioned as well as what it produced, i.e., the success of thelearners. Therefore, both program and learners were assessed.The following presents the findings of that assessment.

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Program. The program assessment questionnaire which wascompleted by the teachers in May 1992 produced the followingcomments about the first workshop (September 20, 1991). Most ofthe teachers (83%) suggested that the workshop should be held inAugust rather than mid-September in order to give more time forplanning. They also suggested that the goals of the programneeded to be clearer and more time spent on the various forms(anecdotal records, matrices, and learner profiles). Some ofthem (2) also desired more time spent explaining the strategies.(Questions 1 & 2)

Comments received about changes in the taxonomy reflected amisunderstanding by several teachers of the processes of buildingthe taxonomy and using it to obtain learner profiles.Suggestions included simplifying the taxonomy so the child couldanswer it. [Note: The taxonomy is not designed for use by thelearner. CONSULT-I (R) is an expert system and therefore thetaxonomy was designed to be answered by the teacher, a parent, orother knowledgeable adult.] One teacher did suggest that thechild's last year's teacher could help complete the profile.Another felt that direct parent input would be helpful.

Another suggestion was to include more questions aboutfamilies. [Note: Many such questions were included in earlierversions of the taxonomy, but later deleted because they did notprove significant in discriminating between high and low successlearners.] There was also concern expressed about including morequestions about non-traditional family structures [Note: Feature25 is concerned with family structure. See Appendix C.]. Oneteacher did suggest that the child's last year's teacher couldhelp complete the profile. Another felt that direct parent inputwould be helpful. Several teachers (9) thought the taxonomy wasfine as it stood. (Question 3)

A large percentage (92%) of the teachers felt the projectmade them more aware of the learner's needs and interests. Twoteachers noted they were aware of interests and needs early inthe year. They commented that they were more focussed both intheir teaching (96%) and on specific needs and interests. Twoteachers stated that they had had to vary their approach toreading. (Questions 4 & 6)

Most of the teachers (71%) felt that the recommendationswere appropriate for their learners. The other 29% felt they weresomewhat appropriate. One teacher wrote, "After trying differenttechniques, I could tell that the re amendations wereappropriate." Another stated, "I applied the recommendedstrategies and got positive results."

There was also some misunderstanding of the recommendationsreflected in the comments by a few of the teachers. For example,

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one Mcher commented, "It provided the resources, curriculumnecc_3ary to strengthen learner needs, weaknesses." (Note: Therecommendations are meant to give the teacher guidance in findingthe most efficient and effective way to success for a learner.

.They do not necessarily describe or pinpoint learner weakness orneed. For example, a learner may need better self esteem, butthe recommendation may not necessarily be self-conceptenhancement but might be any of the other seven possibilities.)(Question 5)

There was a great variation in the amount of time spent bythe teachers on CONSULT-I (R) recommendations. The range of timeper week was from 5 minutes per learner to 12 hours. Severalteachers found it difficult to assess the amount of time as therecommendations were incorporated into the regular classroomprogram and used with the entire class. (Question 7)

Many different responses were elicited by the question."What have you done differently "Pi. These included:

*children making individual books*children interacting with each other more*teacher focussing on self esteem issues*teacher focussing on specific learners*children making games*children more involved in learning*teacher listened more to answers of children*children got library cards*teacher implemented strategies sooner and more

consistently*teacher worked with small group

(Question 8)

A majority (58%) of the teachers found it easy to implementthe recommendations. Some (39%) found it somewhat difficult.Time appeared to be the greatest concern. Some teachers asked ifthey might implement the recommended strategies with the entireclass. (Question 9)

Responses by teachers on a Likert Scale of 1 to 5 (1 -agree, 5 - disagree), as reflected in Table XX, show that 66% ofthe teachers felt the CONSULT-I (R) recommendations are practicalfor classroom use. Twenty-one percent of the teachers seemed tobe neutral while 13% disagreed somewhat. (Question 10)

Using the same scale, 71% of the teachers thought thesupport of the RPC staff was helpful and 62% found the sitevisits/inservices helpful. One fourth of the teachers appearedneutral about RPC staff support and 1 teacher disagreed somewhat.Approximately one fifth (21%) of the teachers seemed neutralabout the site visits/inservices and 17% did not find themhelpful. (Questions 11 & 12)

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The majority of the teachers found the strategy bookletuseful (80%), the explanations easy to understand (79%), and theexamples easy to implement (75%). Twelve percent apparently didnot think the strategy booklet was useful, eight percent seemedto find the explanations somewhat difficult, and four percentthought the examples were somewhat difficult to//inplement.(Questions 13, 14, & 15)

There was a wide range of responses to the statement "Thebest part of the CONSULT-I (R) Reading Project is ...." Theseincluded:

*individualized*extra attention_received by children*the strategies*seeing the success of the learner*seeing my students' self-esteem grow*meeting and sharing with colleagues*exchanging ideas*working closely with a small group*being able to use more than one strategy.

(Question 16)

When questioned about the weakest part of the project. Theteachers noted:

*time needed for strategies*time involved in record keeping*more time neded to understand process*vocabulary (terminology)*need to start earlier in year*clarification needed on program goals*taxonomy

(Question 17)

responses which will be useful in the next projectimplementation.

When asked what they had learned from their experience withthe project, the teachers' answers fell for the most part intothree categories: new techniques, focus, and awareness ofindividual learners. Within the new techniques category,teachers made comments such as:

*I got several different ideas for creative readingteaching

*I have learned many techniques*It sharpened my tactics for teaching reading.

The focus category included comments on instruction such as:

*I learned to focus more on self-esteem issues

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*To focus on certain areas*How to better focus instruction.

Most of the teachers, responses came in the third category,awareness:

*More aware of lookihg at each student*More conscious of individual reactions*More awareness of what the children...needed.

Other statements outside of these categories included:

*How to involve reluctant pupils*Practice with anecdotal records*There are many things that influence a child's ability

to read.(Question 19)

The last section of the program assessment questionnaireasked teachers to respond to the individual goals they had set atthe workshop on September 20. Most of the goals concernedlearning new techniques while a few teachers were interested inraising the level of their lerners in academics and confidence.Two teachers were looking for new materials while one teacherwanted to help her students "enjoy picking up a book to read forsheer pleasure." Representative responses to these goals includethe following statements:

*Pupils chose books that interested them. Pupilsvoluntarily read more, made wiser choices whenselecting books.*They were more willing to try. They felt a part ofthe group for they were making contributions.*I do more things in reading that are interesting tothe children. In many cases my children understoodmore when they were interested in a topic.*I have learned to vary my approach to reading. Bymixing strategies it keeps my teaching fresh and thechildren like doing "different" things in reading.Also weak areas in a student can be strengthened byusing multiple strategies.*Teaching reading has definitely been harder as far astime is concerned. It takes more time to prepare butthe results seem to show improvement when a child is

motivated.*First we halig.tolariesofenvironment and family strife. CONSULT-I (R) Readinghelped me do this. They directed me to such things asinterest, games, language experience, functionallanguage, motivation, and self-concept. Once you havebroken the barriers, you can now slowly teach in amore efficient way.

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*The learners came to know success and how to attainit. There is a joy in knowing and seeing the changesthat you can bring to the lives of your students.*I tried each day to have my students experience success.*I have read daily - sometimes twice daily to mystudents. At first, even though they were interested,their attention span was extremely short. They willnow sit listening for 20 minutes and want more. Wepractice SSR (silent sustained reading) and have hadthe same positive change.

1.

Learner. Progress made by the learners in the CONSULT-I (R)Reading program is measured by changes in affect, attitude, andoverall success, changes which the Reading Practicum Centerinstructors and students have observed usually precede majorchanges in the academic progress of troubled readers. Samples ofthe criteria used for rating these changes are shown in Tables 1(affect), 2 (attitude), and 3 (success). The changes,categorized into three groups--high, medium, and low,--are nowverified through The OA.

TABLE 1Criteria and Examples for Changes in Affect

High* Very positive feelings at end of program, many times demonstratedby complete reversal

Ex: September - quiet, shyMay - has come out of shell. enjoys participating

Ex: Septemher - strong willed, moodyMay - very happy, high self-esteem, more cooperative

Ex: Septemher - quiet, hesitant, fidgetyMay - confident in her abilities, loves to hear stories

Medium More positive feelings at end of program, still room to growEx: September - little emotion

May - more pride in workEX: September - very quiet, not eager

May - more relaxed, enjoys classEx: September - immature, seeks approval

May - eager to share, wavering self-esteem

Low Feelings have changed litic or not at all, usually negativeEx: September - unhappy, quarrelsome

May - still down on self, immatureEx: September - bored, little interest

May - hecomes boredEx: Scptemher - introverted

May - shy, hesitant, makes up stories

"The learners who bepn and ended the program with high affect were rated high.

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The examples in Tables 1 and 2 were extracted fromstatements made by the learner's teacher on the Affect, Attitude,Success Matrix at the beginning (September), middle (end ofJanuary), and end of the program' (May). The teachers had beeninstructed in the use of the matrix at the workshop in Septemberwith further instruction given during the November inservices.The ratings of high, medium, and low affect and attitude changeswere made in May by the'RPC staff after receiving the finalmatrix entry from the teachers.

TABLE 2Criteria and Examples for Changes in Attitude

High' Very positive outlook at end of program, often demonstrated by complete reversalFA: September - generally negative

May - very positive, knows hc can be successfulEx: September - never volunteers, "shrinks" in her scat

May - positive, proud of herself and her workEx: September - attempts to do work

May - goal is to make the honor roll

Medium More positive outlook at end of program, still room to growEx: September - not motivated, "do we have to?"

May - motivated pore, takes more of a part in activitiesEx September - avoids reading

May - tries hardcr, fears failure lessEx: September - does not read on his own

May - more positive reading attitude

Low Attitude has changed little or not at all, usually negativeEx: September - goes with the flow

May - 1 don't caresEx: September - generally negative unless interested

May - mixedEC: September - does not participate

May - seems to have lost all interest in school

'The learners who began and ended the program with high attitude were rated high.

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TABLE 3Criteria for Success

High The learner who has shown high success will have made significant progress in his!heracademic achievement. For example, he/she will now be reading on a higher level than inSeptember and/or have a higher grade in reading on the report card.

Medium The learner will have made progress in the classroom but it will not necessarily bcreflected in a higher reading level or grades. It will be based on teacher observation andmay include positive changes in affect and attitude.

Unv The learncr will have made little or no progress in the classroom.

Since the rating for success includes not only the entrieson the Affect, Attitude, Success Matrix (Tables 1 and 2) but yearlong observation as well, it was deemed more appropriate to askthe teachers to rate overall success. They were given thecriteria for success checksheets at the last inservice. Theteachers were asked to rate their learners and enter the rankingon the learner assessment questionnaire which was returned to theRPC in May.

Changes in affect and attitude, and overall success in theOhio project are shown in Table 4. Fifty percent of the learnersshowed a great or high change in affect and 35% a medium changemaking a total of 85% with a positive change. Little or no change(low) was shown by 15% of the learners. High changes in attitudewere shown by 38% and medium changes by 46% for a total of 84%showing positive changes. Sixteen percent showed little or nochange. Twenty-nine percent achieved high overall success, 55%medium, and 16% made little or no progress.

TABLE 4Affect,

High

Attitude, Success

Medium Low

Affect 55 (509) 39 (359) 17 (15%)

Altitude 42 (389 ) 51 (469 ) 18 (169)

Success 32 (299) 61 (559) 18 (169)

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Further analysis by CLS showed that a positive change inboth attitude and affect led to over 95% probability of high ormedium success. If, on the other hand, there was little or nochange in attitude and Affect, then there was only about a 50%chance of high or medium success.

One question on the Learner Assessment Questionnaire whichthe teachers completed at the end of the project asked if theteachers felt the CONSULT-I (R) Reading program had made adifference to that learner. They were then asked to describe thedifference. For 83 (75%) of the 111 learners in the program atthe end of the year the teachers felt the program had made adifference. Representative comments made are as follows:

*He was excited about reading and I feel theseactivities motivated him*She has more confidence, often volunteering toread aloud or answer questions*He is able to find books of interest in thelibrary with little guidance. His.sense ofcuriosity has also expanded*I believe that the extra attention made herfeel "special" and helped motivate her*Without the use of this program, this student'sskill level would be lower than it is now.*This learner is much more cooperative and moremotivated in reading.

For the other 28 (25%) learners the teachers felt that theprogram had either made no difference or they were not sure if ithad made a difference. Reasons for this included poorattendance, family problems, learning disabilities, or theteachers had always included these activities in theircurriculum.

Standardized test scores were also analyzed for thoselearners whose pre and post scores were available. Althoughstandardized test scores often become an accepted "final" measureof learner progress, it should be noted, as the results ofstandardized testing for the Ohio progect are reviewed, that theresults of three different tests are presented across the fiveschool districts: CAT, MAT, and CTBS. The data in some schoolsare incomplete due to family moves, absences, or to childrenentering late to replace children who dropped out.

The Normal Curve Equivalent Scale (NCE) was used torepresent learner scores on the standardized tests. It is thescale used by Ohio districts and we were requested to use it by adistrict evaluator. Although the NCE (normal curve equivalent)scale is required for federally funded programs such as Chapter Iand was thereby adopted for Ohio's Disadvantaged Pupil ProgramFund, it is important to note that some researchers consider its

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use dubious:

(it) is an ill-conceived normalized scale used in theevaluation of certain federally funded programs.The NCE scale has mean of 50 and standard deviationof 21; the NCE usit is 1/98 of the distance betweenthe,lst and 99th percentiles, expressed in z-scoreunits. (Glass and Hopkins, 1984, p. 67, footnote c)

The following tables show the average pre and post testscores of the learners overall and by school (Table 5) and bygrade leyel (Table 6).

TABLE 5Average Pre and Post Test Scores Overall and By School

School N VocabularyPre Post

Comprehension Total ReadingPre Post Pre Post

1 23 34.5 40.2 29.9 40.0 32.5 39.524 32.6 35.8 42.1 34.4 34.0 32.015 53.1 38.1 47.2 36.1 50.0 36.7

4 20 41.8 46.7 41.9 42.1 40.6 42.05 18 37.7 38.0 38.7 39.1 35.8 36.4

All 100 38.9 39.8 39.4 38.3 37.7 37.2

TABLE 6Average Pre and Post Test Scores By Grade Level

Grade N VocabularyPre Post

Comprehension Total ReadingPre Post Prc Post

1 30 32.3 36.8 39.5 34.9 31.8 32.42 31 36.0 39.9 33.5 39.7 34.5 37.83 15 40.2 42.7 38.7 42.9 38.5 42.14 16 52.0 37.4 48.4 40.2 50.2 38.55 8 46.0 49.5 45.5 31.1 45.5 41.4

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Overall results of the standardized test scores do not showsignificant change in most categories. In some of the categoriesthe average was skewed by a high pre test score for an individual(for example, 90) which on the post test fell to a considerablylower score (34). In many instances individual scores were foundto swing greatly in both positive and negative directions. Onemust question the circumstances surrounding such changes and thereliability of these scores.

But the individualized outcome analysis facility of The OAor CLS can investigate these individual swings in relationship tothe individual pupil. We found that CLS trained with Ohiorecords is able to predict for an individual pupil a positive ornegative change in standardized test scores with an accuracy of

Further examples of results from such individualizedoutcome analysis are as follow's:

The probability of a positive change in standardized testscore is:

8% higher if the pupil has strengths in comprehension 'AND'creativity.

17% higher if the pupil has strengths in comprehension 'AND'creativity 'AND' curiosity.

33% higher if the pupil has strengtns in comprehension 'AND'creativity 'AND' curiosity 'AND' listening level 'AND' self-concept 'AND' attitude.

Thus individualized outcome analysis using The OA or CLS wasable to look at the individual pupil and glean insight notpossible from an analysis of average change in standardized testscores.

We need not take a position as to the merit of standardizedtest scores for the individual pupil. Rather, standardized testscores can be viewed as but one of many indicators of pupilperformance. Individualized Outcome Analysis (TM) using CLS orThe OA with their capacity to accommodate such multiple measuresis thus much more powerful than any single criterion such asstandardized test scores.

CLS can predict an individualized outcome of standardizedtest scores. CONSULT-I suggests the most likely-to-succeedindividualized reading strategy for the pupil. This capacity topredict both outcomes on standardized test scores and mosteffective strategy thus become a double-barreled approach toindividualizing student instruction. This similar ability ofCONSULT-I and CLS for prediction is not a coincidence, but areflection of the power of the new method to individualizereading help to the pupil.

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A conclusion is that standardized test scores can remain aspart of the criteria for evaluating pupil achievement but only aspart of the individualized outcome analysis of CONSULT.

In addition, given the recent pronouncement by the NationalEducation Association regarding standardized tests,

The National Education Association voted Wednesdayto oppose statewide or national standardized testing,reversing earlier support.

The 8,500 delegates to a meeting of the nation'slargest teachers' union overwhelmingly adopteda resolution against "standardized testing thatis mandated by a state or a national authority"and the "use of these tests to compare one schoolor district to another."

Instead, NEA officials said other forms of testingacademic achievements of students should be used,such as requiring students to collect schoolwork invarious subjects in portfolios... (Henry, Tamara, NEAvotes..., AP Wire Service as quoted in Indiana DailyStudent, 7/9/92, p.3.)

caution should be exercised.

A majority of the CONSULT Project children showed positivegains in affect and attitude. Such gains harbinger futureprogress in academic pursuits. To place undue emphasis on thestandardized test scores at this time may result in a shortsighted evaluation of the true outcomes. Our assessment suggeststhe need, rather, to continue the individualized instructionthese children have received in order to assure their continuedprogress.

Data analysis. Preliminary results in November of the Leave-One-Out test showed the test record's category (strategyrecommendation) agreeing with the impartial decision as follows:

*top category*top two categories*top three categories

84% (experimental error 16%)94% (experimental error 6%)99% (experimental error 1%).

These results demonstrated that the Ohio database clusteredwell when trained by the Indiana database. At the end of theproject, the test was run again including those learners who wereadded to the program before the end of January. The categoriesclustered with an accuracy of 95%.

The data analysis carried out by Dr. Patrick at the end ofthe project included the use of The OA using affect and attitude

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08

and revealed some important findings (see Table 7), especially inresponse to questions posed by legislators in January 1991concerning ethnic background and family structure.Afro-American learners actually displayed a higher probability ofsuccess (.89) than Caucasians (.81) in the CONSULT-I (R) Readingprogram. Learners from both single parent households andtraditional households have an equal probability of success(.88). The probability of success does fall off when the learneris living with other family members (.77) although the chance ofsuccess is still high.

It is interesting to note that the two cities in which themost resistant teachers participated had the lowest probabilitiesof success (Cleveland, .71, and Toledo, .78). The other threecities had extremely high rates of success (.91, Cincinnati andColumbus, and .92, Akron). Apparently, teacher affect andattitude does affect the outcome of the learners.

TABLE 7

Some Predictors of Success (High/Medium)

Feature Value Probability of Success

Grade level .87

2 .69

3 .87

4 .80

5 .78

Ethnic background Afro-American .89

Asian 1.00

Caucasian .81

Hispanic .75

Family structure Single parent .88

Traditional .88

Living w/other family member .77

City Akron .92

Cincin nati .91

Cleveland .71

Columbus .91

Toledo .78

Mother's education Less than 8th 1.00

9th through less than 12th .90

HS diploma or GED .80

Some college, vocational, etc 1.00

College degree 1.(X)

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Discussion

Program. The broad goal of CONSULT-I (R) Reading is to helpteachers focus their instruction through the recommendations forindividual learners so that the instruction is more fficint andeffective, and that each learner has the greatest chance ofsuccess. This goal seems to have been met as evidenced by thefindings presented in the previous section.

The majority of participating Ohio teachers seemed positiveabout the CONSULT-I (R) Reading Ohio Project. Not only did theyfeel that it made a difference to their learners, but they alsoreported that it made a difference in their total awareness oftheir learners and, for many of them, in their teaching.

Again and again teachers mentioned both at inservices and onthe program assessment questionnaire that the recommendations didhelp them focus their instruction. The focus was on bothspecific strategies and specific learners. Many of themcommented that this was a different approach than they had usedpreviously.

That instruction guided by the CONSULT-I (R) Readingrecommendations is more efficient and effective is well shown inthe testimony given by one first grade teacher both in thepreface to this report and here.

The proof for me ... was in the recommendations I_received for Julius after the program was over. [Note:the teacher received recommendations after the programwas over to validate her instructional decisions duringthe semester.] I have anguished over this child mostof the year trying to reach him and love him and by Marchwas finally able to begin making significant progress withhim. We're on a roll now and we're making up for a lost6 months in a short time.

I believe the year would have been different if I'dhad the specific strategies and the technology to"focus" my attention (sooner).

The program does save the teacher time in finding the strategywhich brings success to the learner most efficiently andeffectively. This saving, if recognized in light of currentproposals to lengthen the school year, suggests that makingbetter use of the time we already have may be an effective andefficient first step in achieving quality education for all.

Not all teachers found the program easy to use at first.Time seemed a difficult taskmaster for many of them until theyrealized that many of the suggestions were as appropriate for

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their whole class as for the CONSULT-I (R) children. They thenfound that incorporating the recommendations in their curriculumfor their whole class made it possible. Two teachers did appearto have personality or teaching characteristics which made itdifficult to implement the recommended strategies to carry outthe program successfully. One, following a highly structuredcurriculum, seemed unwilling to make any changes. The otherseemed overwhelmed by the situation and noted on thequestionnaire,

The program has potential but is not easily implementedwhen other factors are considered. These other factorsare: wide variations in ability levels and the constantdiscipline wars that complicate practical implementation.Lack of parental support with low level kids is anotherproblem.

This teacher was also extremely concerned with covering theprescribed curriculum.

Those teachers who found the program easy to implementappeared to be the ones who were willing to try many of thestrategies or were open to suggestions and eager to make changesin their classroom. They seemed hungry for new ideas. One saidat the last inservice, "We never have a chance to meet or discussideas for our teaching. I'd like to know what's going on 'outthere.'"

As the year progressed some basic misunderstanding of theprogram surfaced (see Findings: Program). These included themisapprehension on the part of some teachers that it would bedesirable to have the learner answer the taxonomy ques-.ions; thesuggestion that more questions about the family should beincluded; and the perception that the recommendations were anidentification of learner weakness (which they are not) ratherthan the pinpointing of a most-likely-to-succeed strategy,because such a strategy has been successful with learners in theCONSULT-I (R) Reading database having similar characteristics.Another misconception advanced in the assessments by two teacherswas that the recommendations were related to learning styles ormodalities.

These problems might be attributed to two circumstancesconnected with the first workshop: the date of the workshop,September 20; and the abundance of concepts needing to beabsorbed in one day. The date of the workshop dictated by thetiming of contract negotiations, several weeks after thebeginning of school, made it necessary for teachers to plungeinto the project immediately with the "how-to" becoming moreimportant than the basic concepts. Holding the workshop inAugust, as recommended by most of the teachers, would helpalleviate this problem.

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CONSULT-I (R) Reading does introduce several concepts thatmight be unfamiliar to or not used by the teachers regularly:

*expert system*taxonomy (including concepts contained within some of the

questions)*assessment of learner affect and attitude*anecdotal records -

*relation of the recommendation to the learner.A one day.workshop simply may not be enough to thoroughly presentor absorb what is needed at the beginning of the program.

Some misconceptions were cleared up in the 3 subsequentinservices held at each school (November, January, andMarch/April). Others, unfortunately, were still present at theend of the project.

One interesting and unexpected bonus of the project was theinteraction of the teachers during the workshop and inservices.As mentioned earlier the teachers seemed hungry for new ideas.They greatly appreciated the time to share and learn "what isgoing on out there." Several of them commentel that the regularschool day with 'all its requirements did not allow for suchinteraction.

The sharing during the inservice meetings apparently led tomore sharing between the meetings. A 29 year teacher noted duringa site visit that he had noticed some good things happening inthe classroom next door. He had asked that teacher how he mightinvolve his class in the same things. This was a new event forthat veteran teacher.

There is one important item that is not directly reflectedin the questionnaire. As the classrooms were visited throughoutthe year, growth was noted not only in the learners but also intheir teachers. During a classroom visit in March, one teacherasked to speak with the observer. The teacher said,

This program is weird. I didn't know the childrenthat well when'I completed their profiles in theFall, but all of the recommendations are on target.I know I am an 'old-fashinoned' teacher. I wantyou to help me be more 'modern.'

Other instances of teacher growth and change were noted.Learning in classrooms seemed to be more joyful and loving,progress charts climbed across walls and up to ceilings, andlearner products were more in evidence.

Learner. In his discussion of the affective domAin ofreading, Strickler states,

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The somewhat deplorable state of American's readinghabits is undoubtedly the result of many factorsoperating within our society. Perhaps one of themost significant of these factors is the emphasisour schools have traditionally placed on teachingchildren how to read. And, while few people woulddeny the importance of teaching children how toread, children also need to learn why they shouldread;.... (p. 1).

What is needed is a reallocation of the emphasis inteaching reading; a shifting of perspective so thatwe keep clearly in mind the reason why we teachpeople how to read: so that they will want to read(p. 2).

The broad goal of CONSULT-I (R) Reading with respect to thelearner is to help him/her enjoy reading (change in affect), wantto read (change in attitude), and, thus, become a better reader(success). Most of the learners who participated in the CONSULT-I (R) Reading Ohio Project have come to enjoy reading more (85%),have either developed or begun to develop a positive attitudetoward reading (84%) and have become better readers (84%). (SeeTable 4.)

The staff at the RPC received the following letter in Marchfrom a third grader who was a participant in the program thatillustrates the above.

Dear Indiana,I think reading is very nice. I hayed

thought reading was going to be boring. But now I knowit is fun to read. I hope you know that we have toknow we need reading. My favorite book is Clifford'sManners. That is a nice story. 1 have leared toread more. I go home and read every day. Thanks youfor your help.

Your friend,[Note: Bold inserted by editor.]

As mentioned above as we have worked with troubled readerswe have seen that a progression from affective to attitudinal tooverall change in literacy achievement occurred. Affectivechanges often signaled attitudinal changes. These two "A"changes often preceded changes in overall success in reading.The evaluation of this Ohio Project is significant in that itdocuments this process of change and makes clear the relationshipbetween change in feelings (affect) and attitude and change inacademic achievement.

Going back to Table 4, it can be seen by looking down theHigh Change column that 50% of the learners showed a high change

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in affect (the first step) while only 38% had a high change inattitude (the second step) and 29% in success (the third step).It can further be seen from the CLS analysis that learners whohad positive changes in affect and attitude had a much greaterchance of success (95%+) while those who had little or no changehad only a 50% chance of success. Both of these findings supportthe Reading Practicum Center premise that positive affect andattitude changes precede and accompany success.

Teachers commented in the cases of three fourths of thelearners who were in the program at the end of the project thatCONSULT-I (R) Reading had made a difference to the learner inaffect, attitude and overall success. This appears to be anexcellent result considering the fact that all of these learnershad problems in reading at the beginning of the program and theregular school program had apparently not been able to reachthem. In some of the remaining cases teachers were unsure as tothe effect the program had on the learner because so many factorshad entered into the final results. In a few cases teachers feltthe program had not made a difference usually due to factorsoutside of the school including home problems, learnerimmaturity, and absence.

While standardized test scores can be helpful in makingdecisions about learners and programs, they should be consideredas only one part of the entire process. It also should beremembered that these scores only measure part of the readingprocess. In What Farr and Careystate:

To determine if tests actually measure reading,we must first ask: What is reading? If readingis defined as an activity in which human beingsengage themselves for specific reasons as partof their everyday lives, the answer to the firstquestion is "No!" At best, tests can providesome indication of how someone reads, but therelationship of such indications to actual readingbehaviors must be inferred. Despite what one oftenreads in research articles, reading is not whatreading tests test....

It must be understood that tests are activitiesto engage examinees in behaviors that are like whatthey do in everyday life- But tests are notreality. The testing conditions, the purposes forreading, the examinee's attitude toward tests (andeven toward school) all influence test preformance.(1). 16)

Thus, the writers of this report feel that the scores aspresented in Tables 5 and 6 give only a part of the whole and

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should not be given undue emphasis but rather considered as oneindicator among many.

The decision to initiate the Ohio Project without a controlgroup was a conscious decision based on budget. The grant didnot permit funding for a control group. However, it should beremembered that each of the 25 teachers who did participate inthe project were invited to include five learners most needingspecial attention in reading who were not already participatingin other special reading programs. And, when the direction tofund the project had come from the Ohio Legislature, it had beenwith the understanding that we were to work with "...some of thetoughest educational settings in Ohio." Therefore, positiveresults with children from these "toughest settings" issignificant even though at this time it is not measured against acontrol group.

Data analysis. The fact that the categories clustered wellfor the top two recommendations (95%) leads to the inference thatthe Indiana database can be applied to other populations such asthe Ohio learners. [Note: The learners also cluster well bycity.]

The features that were analyzed as predictors of successwere chosen only as samples as deadlines made it impossible toanalyze each feature of the taxonomy. Ethnic background andfamily structure were chosen in response to questions of Ohiolegislators as to whether the program would be successful withlearners from various ethnic backgrounds and types of households.Results (see Table 7) demonstrate the fact that CONSULT-I (R)Reading is successful for both Afro-Americans and Caucasians. Itwas also shown that in this program learners from single parenthomes have as great a chance of success as those from traditionalhomes.

Learners in the primary grades (1. 2. & 3) appear to have aslightly greater chance of success (approximately 10%) in theCONSULT-I (R) Reading_thantlleuereleentargrades. This supports the theory held by many educators andsupported by the experience of the RPC staff that the younger thelearner is, the easier it is to make a difference.

Conclusions and Recommendations

One of the few First Grade Studies not included in the finalreports of Bond and Dykstra (1967) was that of the Cedar Rapids,IA, collaboration between the Cedar Rapids Community Schools andthe University of Iowa (Reid and Beltramo, 1965). It was notincluded because it dealt with the lower third of the first gradechildren enrolled in the 51 first grades in Cedar Rapids in 1964-65. The other 26 First Grade Studies dealt with methodology ofteaching reading for the whole spectrum of first graders, not

29

just the lower third. Yet, it is the lower third of thechildren, typically known as the "low group," who struggle withreading and who often drop out when it is legal to do so. Theseare the children who comprise the sample in the current project,children nominated by their teachers as middle or low group andgenerally not part of other special programs who Would profitfrom special, targeted assistance in reading. For this reason,it is meaningful to revisit Newman's longitudinal work (1978,1980, 1985) from which several of the features of the currentCONSULT-I (R) Reading taxonomy for K-12 were drawn. Model,motivation, interest, and positive pressure, variables identifiedin the Cedar Rapids research to have predictive significance inthe academic achievements of children originally classified aslow group, survived the winnowing process in the course of thesix year (1983 - 1989) refinement of the taxonomy and have cometo be included in the final 20 features with which we started theOhio project.

It is in the application of these variables (model,motivation, interest, and positive pressure) through therecommendations of CONSULT-I (R) Reading that the program in Ohiowas successful -- model in strategies such as silent sustainedreading (SSR), motivation in strategies such as progress charts,interest in strategies such as learner choice of readingmaterial, and positive pressure in strategies such as sharingwith others.

Program. The program appears to work best with teachers whoare flexible, open, and willing to vary instruction to meet theneeds of individual children. As we got to know the teachers,for example, it was obvious that many eagerly applied therecommended strategies, and even asked if it were permissable touse the strategies with their whole class as well. One firstgrade teacher, thrilled with the strategy recommendationsdovetailing with a course she was taking at a nearby university,said, "I'll never go back to how I used to teach."

By contrast a teacher in another school, visibly resistant,as shown in body language and verbal and written comments,summarized her reactions to the program by saying, "I wasdisappointed in the lack of innovative recommendations. Therewas nothing in the project strategies that could not be found inany basal reader teacher's manual." Unfortunately, this teacherdid not realize that the strategies, though not always new(though many teachers expressed graditude for the new strategiesthey learned), are powerful because strategies are matched to aparticular individual.

The qualities of openness, flexibility, and eagerness to trynew ideas were not necessarily a function of teaching experience.The first teacher quoted above had 26 years of experience. Thesecond quote also came from an experienced teacher with 16 years

30

3i;

of experience. But, how different they were in personality andteaching approach.

We have recognized for years, and it was brought out onceagain in the First Grade Studies and the Ohio project, thatteacher quality makes the difference in a classroom. Yet, wehave been reluctant or unwilling to do the teacher training andsifting necessary to achieve top quality teachers for thechildren most in need. Often the least experienced teachers areassigned to the most in-need learners.

The generally positive responses of teachers in the Ohioproject suggest several conclusions:

*CONSULT- I (R) Reading does provide an efficient,cost-effective teacher training program for dealingwith troubled readers."I learned many new ideas""I am more aware of different techniques"

*It provides teachers with reinforcement for many ofmethods with which they are already familiar, butdoes this in such a focussed way as to enable themto move more quickly to make application ofappropriate strategies."Just sharpened and streamlined the ones I hadpreviously used"

*It provides teachers with a truly individualizedapproach to teaching reading, which is flexibleand often appropriate for whole class application."After I implemented the strategies with the wholeclass, it became easier.""I've done most of the activities with groups orthe whole class but would focus in with specificstrategies you recommended."

*Teacher, as well as learner, affect, attitude, andoverall success with teaching appear to have amarked influence on learner achievement. Teachers,who might be characterized as positive, upbeat,enthusiastic, joyous, verbal, and loving, sawpositive growth in the children who participatedin the CONSULT-I (R) Reading program.By contrast, teachers who might be characterizedas doubters, insecure, entrenched in methodologyor disorganized did not achieve as positive results.

*It takes a well organized teacher to fulfill thespirit as well as the letter of the CoNSULT-I (R)Reading recommendations as time constraintschallenged many teachers.

31

*Regular communication is a must for a successfulproject. Inservices were crucial to the successof the program and would even be preferable moreoften if affordable.The newsletters afforded a positive means ofsharing teacher successes.

Teacher suggestions and Reading Practicum Center staffobservations also led to some strong conclusions andrecommendations:

*More time is needed at the beginning of the yearto train teachers to use the various strategies.Some professed to understanding what was impliedby the strategy descriptions, but when it came toimplementing the strategies, great variance inquality was found.The initial workshop should be two days insteadof the one day scheduled in 1991.

*Teachers within the Urban Demonstration Schoolswho participated this year (with a few exceptions)would be suitable instructors within their ownschools if carefully supported by RPC staff.

*Great care is needed in explaining the taxonomy,its derivation, and interpretation of the resultingrecommendations.

Learners. Conclusions regarding CONSULT-I (R) learners inthe Ohio project include the following:

*The application of CONSULT-I (R) Readingstrategies is generally beneficial andappropriate in teaching inner city childrenin Ohio how and why to read.

*Positive changes in affect and attitudedo signal change in the overall academicprogress.

*Application of the CONSULT-I (R) Readingstrategies led to a variety of strategiesbeing tried with the children.

*Ethnic background and family structure do notsignificantly affect a learner's success in theCONSULT-I (R) Reading program.

Learners in the Ohio project, although identifiablyassociated with different racial and family characteristics, areessentially children who respond positively to instruction geared

32

specifically to their needs and interests and presented throughstrategies which have proven successful with learners havingessentially similar characteristics.

Even when confronted with seemingly insurmountable homesituations, the learners responded favorably to the recommendedstrategies, demonstrated remarkable changes in affect andattitude and generally posted modestly positive results onstandardized tests when able teachers overcame the barriersthrough the CONSULT-I (R) program.

Despite the demands of implementation, this approachembodies the precepts of the scientific method to education, i.e.

* data based* statistical pattern recognition* expert system.

It is within these precepts that both teachers.and learners wereable to grow this past year as they participated in the CONSULT-I(R) Reading Ohio Project. Teachers were able to efficientlyidentify those strategies which would be most effective so therelearners would have the greatest chance of success. Learnerscame to enjoy reading, wanted to read, and became better readers.

The broad goals of CONSULT-I (R) Reading in the Ohioproject, as listed below, were met.

1. To help teachers focus their instructionthrough the recommendations for individuallearners so that the instruction is moreefficient and effective, and that eachlearner has the greatest chance of success.

2. To help the learner enjoy teading (affect),to want to read (attitude), and thus become abetter reader (success).

Refarences

Bond, G. L. & Dykstra, R. (1967). The cooperative researchprogram in first grade reading instruction. Reading ResearchQuarterly, XI (4) , 5 - 141.

Farr, R. & Carey, R. F. (1986). Reading: What can be measured?Newark, DE: International Reading Association.

Glass, G. V. & Hopkins, K. D. (1984) . Statistical methods ineducation and psycholcciy. Englewood Cliffs, NJ: Prentice-Hall.

33

Newman, A.P. (1978). Twenty lives: A longitudinal study of theeff s 5 var.a s en the ives o S U. w we lowreadiness in first grade (1964-1976). Bloomington, IN: IndianaUniversity.

Newman, A. P. (1980). Twenty lives revisited: A longitudinalstudy of the impact of literacy on the occupations andactidentsw_h_g_i_4ere low reading readiness in first

grade (1964-1978) - with special attention to model,motivation, interest, perseverance, and pressure. Bloomington,IN: Indiana University.

Newman, A. P. (1985). Twenty lives nineteen years later: Alongitudinal study (1964-1983)of the impact of literacy onthe occupations, schooling, and educational growth of youngadults who were low=reading readiness in first grade withspecial attention given to model, motivation. interest,perseverance, and pressure as aspects of background and mentalenvironment. Bloomington, IN: Indiana University.

Newman, A. P. & Metz, E. M. (1988). Individualizing languagestrategies using CONSULT-I (R). Bloomington, IN: IndianaUniversity Reading Practicum Center.

Patrick, E. A. (1972). Fundamentals of pattern recognition.Englewood Cliffs, NJ: Prentice Hall.

Patrick, E. A. & Fattu, J.M. (1986). Artificial intelligencewith statistical pattern recognition. Englewood Cliffs, NJ:Prentice Hall.

Reid, H.C. & Beltramo, L. (1965). The effect of differentapproaches.of initial instruction on the readingachievement of a selected group of first grade children. USOECooperative Research Project No. 2698. Cedar Rapids, IA: CedarRapids Community School District.

Strickler, D. J. (Ed.). (1977). The affective dimension ofreading. Bloomington, IN: Indiana University Publications.

Vinsonhaler, J.F.,,Weinshank, A.B., Wagner, C.C., & Polin, R.M.(Winter 1983). Diagnosing children with educational problems:Characteristics of reading and learning disabilitiesspecialists, and classroom teachers. Reading ResearchOuarterly, 18 (2), 134 - 161.

3 4

4 0

APPENDICES

A CONSULT-I (R) READING TAXONOMY

INDIVIDUALIZING LANGUAGE STRATEGIES USING CONSULT-I (R)

OHIO TAXONOMY FEATURES: 24 & 25

SCHOOL DISTRICT DEMOGRAPHICS BY CITYSCHOOL DATASCHOOL PHILOSOPHY STATEMENTS

WORKSHOP AND INSERVICE AGENDAS

TIMELINE

LEARNER PROFILE SHEET

ANECDOTAL RECORD FORMS

AFFECT, ATTITUDE, SUCCESS MATRIX

ASSESSMENT

NEWSLETTERS

L AFFECT, ATTITUDE, SUCCESS WORKSHEET

STRATEGY RECOMMENDATIONS

ANECDOTAL RECORD FORM (SAMPLES)

O 'ANECDOTAL RECORDS - HIGHLIGHTS OF RESULTS

LITERACY, MUSIC, AND ART

Q A CHOCOLATE CURRICULUM

LEARNER PROJECTS (SAMPLES)

PROGRAM ASSESSMENT

LEARNER ASSESSMENT QUESTIONNAIRE

STANDARDIZED TEST SCORES

AFFECT, ATTITUDE, SUCCESS MATRIX (SAMPLES)

4 1

CONSULT-I (R) READING

TAXONOMY

Appendix A

To complete a learner profile, choose the one value (answer)for each feature (question) that most accurately describes thelearner. If more than one value applies to the learner, choosethe one that has the greatest impact on the learner in relationto language learning. If there is insufficient evidenceavailable to make a choice, choose "not able to judge." If noneof the values apply, choose "no evidence."

1. WHAT PLACE DOES THE LEARNER HOLD IN RELATION TO SIBLINGS?

1 oldest child2 middle child3 youngest child4 only child5 twin or multiple8 not able to judge9 no evidence

2. WHAT LEVEL OF EDUCATION HAS THE MOTHER OF THE LEARNERCOMPLETED?

1 eighth grade or less2 ninth through less than twelfth3 high school diploma or GED4 some college, vocational, or specialist training5 college degree6 currently attending school8 not able to judge9 no evidence

3. WHAT LEVEL OF EDUCATION HAS THE FATHER OF THE LEARNERCOMPLETED?

1 eighth grade or less2 ninth through less than twelfth3 high school diploma or GED4 some college, vocational, or specialist training5 college degree6 currently attending school8 not able to judge9 no evidence

4. WHAT TYPE OF OCCUPATION DOES THE FATHER OF THE LEARNER HAVE?

1 unskilled2 skilled3 highly skilled4 management5 professional6 househusband7 student8 not able to judge9 no evidence

5. WHICH OF THE FOLLOWING CULTURAL QUALITIES OF THE LEARNER'SFATHER HAS THE GREATEST IMPACT ON THE LEARNER?

1 education / positive2 education / negative3 occupation / positive4 occupation / negative5 cannot read / negative6 reads to child / positive7 reading model / positive8 not able to judge9 no evidence

6. WHICH OF THE FOLLOWING CULTURAL QUALITIES OF THE LEARNER'SMOTHER HAS THE GREATEST IMPACT ON THE LEARNER?

1 education / positive2 education / negative3 occupation / positive4 occupation / negative5 cannot read / negative6 reads to child / positive7 reading model / positive8 not able to judge9 no evidence

7. WHICH OF THE FOLLOWING INTERACTIONS bETWEEN THE LEARNER ANDTHE FATHER HAS THE GREATEST IMPACT ON THE LEARNER?

1 working together / positive2 playing together / positive3 cultural, educational, organizational activities /

positive4 cultural, educational, organizational activities /

negative8 not able to judge9 no evidence

8. WHICH OF THE FOLLOWING INTERACTIONS BETWEEN THE LEARNER ANDTHE MOTHER HAS THE GREATEST IMPACT ON THE LEARNER?

1 working together / positive2 playing together / positive3 cultural, educational, organizational activities

positive4 cultural, educational, organizational activities

negative8 not able to judge9 no evidence

9. HOW OLD IS THE LEARNER?

1 5 - 62 7 - 83 9 - 104 11 - 125 13 - 146 15 - 167 17 - 188 not able to judge9 no evidence

10. DID THE LEARNER'S PARENT(8) READ TO THE LEARNER BEFORE HE/SHEENTERED SCHOOL?

1 yes, parent(s) read to child regularly2 no, parent(s) did not read to child regularly8 not able to judge9 no evidence

11. WHAT ARE THE LEARNER'S READING HABITS?

1 does not read2 reads only for survival (street signs, labels, etc)3 reads only what is required (for survival and school)4 reads only school related materials5 reads only what interests him/her6 reads regularly8 not able to judge9 no evidence

12. WHAT IS LEARNER'S FAVORITE SCHOOL SUBJECT?

1 English2 social studies3 math4 reading5 health and physical education6 home economics or shop7 music / art8 science9 no evidence

" 4 4

13. WHEN LISTENING, AT WHAT LEVEL IS THE LEARNER'S ABILITY TOCOMPREHEND?

1 above grade level2 at grade level3 below grade level8 not able to judge9 no evidence

14. WHEN READING, IS THE LEARNER'S ABILITY TO COMPREHEND ASTRENGTH?

1 yes, a strength2 no, average or weakness8 not able to judge9 no evidence

15. IS THE LEARNER CREATIVE?

1 yes, a strength or average2 no, a weakness8 not able to judge9 no evidence

16. IS THE LEARNER CURIOUS?

1 yes, a strength2 no, average or a weakness8 not able to judge9 no evidence

17. DO ANY OF THE FOLLOWING CULTURAL PRESSURES HAVE A NEGATIVEIMPACT ON THE LEARNER?

1 father / alcoholism / negative2 father / language or dialect / negative3 mother / language or dialect / negative4 parents / divorced / negative8 not able to judge9 no evidence

18. WHICH OF THE FOLLOWING PERSONALITY TRAITS DOES THE LEARNERHAVE?

1 reasonable self-concept2 shy3 lacking self-confidence4 show-off, cocky, constantly seeks attention5 uncooperative and self-willed8 not able to judge9 no evidence

19. WHICH OF THE FOLLOWING VALUES SELF MOTIVATES THE LEARNER?1 interests2 willingness to accept responsibility3 wants to please (love)4 success5 competition6 need for independence7 religion8 wants to learn9 no evidence

20. WHICH OF THE FOLLOWING VALUES PUTS THE GREATEST PRESSURE ONTHE LEARNER?

1 parental expectations / positive2 parental expectations / negative3 teacher expectations / positive4 teacher expectations / negative5 peer pressure / positive6 peer pressure / negative7 home situation / negative8 self-image (handicaps, retention, etc) / negative9 no evidence

21. ATTITUDE

1 High/medium2 Low

22. AFFECT

1 High/medium2 Low

23. SUCCESS1 High/medium2 Low

4f;41,

Appendix B

INDIVIDUALIZING LANGUAGE STRATEGIES USING CONSULT-I (R)

GAMES

FUNCTIONAL

0

N L

C A

COMPREHENSION0 P G

T T U .

A

V

A

INTEREST0

Anabel P. Newman

Elizabeth Metz

Reading Practicum Center

Indiana University

September 1988

'VILLE CF carrarrs

INTRCLUCTICV 1

CCKTEHENSION 2

Prior Enowledge 2

Setting Purpose 2

Cuestioning 3

Prediction 4Cloze 4Main Idea 4Supporting details 5

FUNCTIONhL LANGUAGE 6Letter Writing 6Editing 6Interviewing 7

Following Directions 7

Planning Trips 7

Driver's License eMenus 8

Shopping Lists s

GAI.HFS 9

INTEREST 10

Individualized Reading and Progress Charts 10

High InterestrLow Vocabulary Books (Hi-Lo) 11

Predictable Books 11

The Language Experience Approach 12

Writing in an Area of Interest 12

Listening to Material of Interest 13

Rewriting Material 14

Uninterrupted Sustained Silent Reading (USSR) 14

Self-Choice of Reading Materials 15

Reading and Real Ldfe Activities 15Games 16

Challenge in Interest Area 16

LANGUAGE EXPERIENCE 18

Language Experience Approach 18Editing 19Hcck Making 19

Story Starters 20Dramatized Experience 20Dictation 21

Taping a Story 21

Word Processing 21

Afpendix 22

How Children Can Make Their Own Hooks 22

MOTIVATION 25Sharing Reading, Writing, and Knowledge 25Progress Charts 25Praise and Attention 26Gazes 26Language Experience Approadh 27Use of Equipaent 27Tutor Reads to Learner 27Reading in Interest Area 28Providing a Purpose for Reading 28Permission to Take Books Home 28Choral Reading 29Field Trips 29Rewards 30

SELF-CONCEPT MODULE 31Oral Reading for a Purpose 31Sharing Reading and Writing 31

Retelling for a Purpose 32Reading in Interest Area 32

Reading Easy, Picture, or Wbrdless Books 32Bockraking 33Teadher Written Materials 34Praise and Attention 34Developing Independence 35Dictation 35Letter Writing 36

STUDY SKILLS 37Reference Skills 37Textbook Parts 38Textbook Reading Tedhniques 38Organization 39

Appendix C

OHIO TAXONOMY FEATURES: 24 & 25

24. WHAT IS THE ETHNIC BACKGROUND OF LEARNER?

1 Afro-American2 American Indian3 Asian4 Caucasian5 Hispanic6 other8 not able to judge9 no evidence

25. WHAT TYPE OF FAMILY STRUCTURE BEST DESCRIBES LEARNER'SHOME SITUATION?

1 single parent2 traditional3 foster parent(s)4 living with other family members5 living with friends6 other8 not able to judge9 no evidence

gJi

4

Appendix D

CONSULT-I(R) READING OHIO PROJECT

SCHOOL DISTRICT DEMOGRAPHICS BY CITY

TOLEDOAKRON CINCINNATI CLEVELAND COLUMBUS

School District 227,654 379.763 578,197 515.055 295,386

Population

Pupil 33,213 51,148 70.019 64.280 40_396

Enrollment

Minority 39.59 63.88 78.91 50.38 44 17

Percent

ADC 32.04 37.86 64 77 34 40 35 07

Percent

Per Pupil 4,865.59 5,65737 6,088.86 5.54732 5,087 07

Expenditure

Average 25,424 27,699 20.214 23,827 25.521

Income

Property Value 52,260 78.629 62,507 81,166 56.864

Per Pupil

Dist nct Composition reflects a strong correlation with the city compositions of Cincinnati and Cleveland, a fair correlation with thc citycompositions of Akron and Toledo and no correlation with the city composition of Columbus In Columbus, 1/3 of city residents arc notin the city school &sine!.

Average income is based on figures from Ohio tax returns Adjusted gross income was divided by the number of returns filed in theschool district

" Property value per pupil represents the real and tangible value of all property (including buildings and businmses) within a schooldistnct divided by the number of pupils in the distnct

SOURCE 1990.1991 statistko reported by Matthew Cohen. Director of Policy Research. Ohio Deportment of Education.

5,4

CONSULT-I (R) READING OHIO PROJECT

SCHOOL DATA

School Gra 4eu Ear. 1114 Percent Free $ perMinority Meals Modest

Speciol Programs Parent Involvement

CrouseAkron

K 6 444 911.65 369B369L

$4,260 Art club, WriUng club,Computer club. Choir,Track Seam, Orallanguage development,Homework-tutoring

PTAActive parentingClassroom volunteersTesting seminarsStudy sldlk seminar

Millvale Primary Pre - 3 436 91.9 416B ESEA reading program Outreach programClnclnnaU 20L Read I. socceed proven' Toddler story time

Outreach program Resd to succeed

Clark K 6 50 339H S 6,000 Bilhigual kindergarten. Classroom volunteers

Cleveland 339L Math assistance, Laserlearning lab, Ch. I,linklect Dare, Character

Offke volunteersSchool community council

Education

Highland K - 5 510 65 200H 55,264 'Caught you being good' rroColumbus 435L Honor Roll pirra party Advisory Committee

Good behavior reward Volunteer leacher aidesGrade level luncheon Tutoring programsTutoring w/ffidoptors Parent luncheonsBuddks (paired grades) Conference days

CDP program

East Skie Central K 6 539 25.9 315H $ 4,260 Chapter 1, Tutoring PTA

Toledo 3151. Program, Computer labw/ W1CAT Software,Incentive Programs

Ch. 1 Advisory Council

lnformetion supp1k4 by Rankin Elementary, Akron.

CrouseAkron

Milivak PrimaryCincinnati

Clark ElementaryCies eland

HighlandColumbus

East Side CentralToledo

CONSULT-I (R) READING OHIO PROJECT

SCHOOL PHILOSOPHY STATEMENTS

The stall of George W. Crosse Elementary is commitied I. tlw philosophy Mot communication andcooperatioo between the home and school make possibk more effective learning opportunities for each childWith the help of parents and our community, we will strive to provide:

" Realistic learnim experiences" Individualized and group Instruction

Experiences directed So the academic, social, and physical Deeds of each child.

When parents and leachers work together. the educational life of our chiten will be happier and moreproductive. We will instructionally stimulate success for each child in the pining of knowledge, skills, andmimes which will enable him/her to hecome an active and contributing member of the world community.

At Miihait Plimary School, we believe that in order to provide an atmmphere condocive to learning, highstandards of discipline mast be maintained. We art confident that all children can behave in an acceptablemanner.

We will not tolerate any misbehavior that distracts kochers from teaching or stodents from learning. Webeikve that one of the major functions of this school is to encourage children to become responsible citizensthrough the development of self-discipline and consideration of others.

We firmly believe that self-discipline is accomplished through the ase of carefully established rules andregulations. These rules and regulations must he upheld by both faculty and students for our program to beeffective. Positive parental participation is vital and necessary element In any successful school program.

To provide high quality educational program for all students with emphasis on self control and selfmotivation.

The staff of Highland Elementary School accepis the mission of making our school place where every childcan believe In himself. wants to kern, and Is able to develop to his full potential - academically, socially, andemotionally.

The staff of Highland Elementary School is committed to:(1 ) The belief that all children can karn. We are aware that children learn at different rates and In

different ways.(2) Requiring each child to master the bask skills while, al tbe same time, providing enrichment that will

motivate and challenge hinsiver to achieve above minimum performance and will closely monitorProgress-

(.3) Making every effort to increase parent and community involvement in support of our school programsto promote and improve learning both inside and outside the classroom.

We will continue working as him under the instructional leadership of the principal to lay the foundationfor the most effective school possible.

We believe that Esst Side Central should make available to every younster of our school community thooeeducational experiences which wiU contribute to his mental, physical, social and moral well-being. Theexperience end activities must be meaningful to each child within his own limilations.

The environment within this school and in the cloosrooms shmild be stimulatingand attroctive, suggestise of good study habits Each child should be given basicskills considered amential in our society or earning a living, conducting his or herown affairs and in the wise me of leisure lime.

Many opporlunities should he provided in whkh child will learn to cooperatewith olhers bolh younger and older and to respect others without regard tor nice.creed, color or station in life.

All of these thinp should be dont within the scope of the total program of theToinlo city Sshooks.

Informallon not available from Rankin Flementary, Akron

4 7

Appendix E

CONSULT-I (R) READING

OHIO PROJECT WORKSHOP

September 20, 1991

AGENDA

9:30 Registration

10:00 Welcome, introductions NewmanMalloryStuller

10:15 Background of CONSULT-I (R) Patrick

10:30 Background of Reading Practicum Centerand CONSULT-I (R) Reading

Newman

11:00 Taxonomy and learner profiles Metz

11:15 Demonstrations PatrickUnit Development Projects Newman

Metz12:00 Lunch

1:00 Implementation of recommendations Newman

1:30 Assessment and evaluation Metz

2:00 Dates"for site visits/inservices Newman

2:15 Questions and answers

CONSULT-I (R) READING

OHIO PROJECT NOVEMBER INSERVICE

Millvale Primary School, Cincinnati

November 26, 1991

AGENDA

1.. Respond to teacher questions

2. Clarify affect, attitude, success categories

3. Record keeping

4. Share Unit Development Projects

5. Evaluation

6. Newsletter

7. Next visit: January 31, 1992

CONSULT-I (R) READING

OHIO PROJECT JANUARY INSERVICE

Millvale Primary School, Cincinnati

January 31, 1992

AGENDA

1. Respond to teacher questions

2. Anecdotal Records response

3. Collection of standardized test data

4. Affect, attitude, success matrix

Next entry: End of January 1992

Send copies of matrix to RPC first week of February

5. Using art and music in reading

6. A Chocolate Curriculum

7. Telephone communication

8. Next visit: April 24, 1992

CONSULT-I (R) READING

OHIO PROJECT INSERVICE

Highland Elementary School, Columbus

March 27, 1992

Agenda

1. Teacher questions, comments

2. Sharing of highlights, learner products

3. Focus definitions

4. Year end assessment

Program assessment form - due May 15, 1992

Learner assessment forms

Anecdotal records - due May 1, 1992

Affect, attitude, success matrices - due May 1, 1992

Questionnaire - due May 1, 1992

Standardized test scores - ASAP

r

Appendix F

CONSULT-I (R) READING OHIO PROJECT

1991 - 1992

TIMELINE

September 20 Workshop for all teachers

Sept 23 - Oct 4 Collect learner data, complete Profile Sheets

October 7 Mail Profile sheets to Reading Practicum Ctr

Oct 14 - Oct 18 RPC processes data, returns recommendations

Week of Oct 21 Begin implementation of recommendations

Begin anecdotal records

November Site visits/inservices

January Site visits/inservices

April or May Site visits/inservices

Program & learner assessment and evaluation

Appendix G

Learner

Date

CONSULT-I (R) READING olup PROJECT

LEARNER PROFILE SHEET

Feature Value Comments Feature Value Comments

1. 14

15

16

4 17.

18

19

20

21 Do not enter

22 Do not enter

10 23 Do not enter

11 24

12 25

13 26 Do not enter

Recommendations:

1.

2.

3.

4.

r0.1

Appendix H

Learner

CONSULT-I (R) READING OHIO PROJECT

ANECDOTAL RECORD FORM

Date Strategies Results

Loarser

Consult-I (R) Ohio Project Anecdotal Record Form

Rcommendations: INT SC MOT FL LE SS

Interests, self-concept enhancement, motivation, flocttenet lorems$0,1enpopeemporium', etwif stilts. Wes, comprehension

Stntev Recommendations Represented Evaluation (4- / -.) of Results of Strategy

at .ID

Desaiption of Sweep Deaiption of Resulu

6 i

Beginningof year

Middleof year

End ofyear

Appendix I

Learner

CONSULT-I (R) READING OHIO PROJECT

AFFECT, ATTITUDE, SUCCESS MATRIX

Affect Attitude Success

Appendix J

CONSULT-I (R) READING OHIO PROJECT

ASSESSMENT

Three assessment tools will be used in.the evaluation of theproject. These tools include an anecdotal record form on whichto record the progress of each learner; an affect, attitude,success matrix for each learner; and an open ended questionnaireconcerning the program itself.

Anecdotal record. This record should contain the strategiesused with each learner, the results of the strategies includingchanges in affect, attitude, and/or success as they occur, andideas for the future. Each entry should be dated and entriesshould be made for significant activities -- probably about twicea week. You should also keep copies of actual work by thelearner to record growth as the year progresses.

Affect. attitude. success matrix. Changes in affect(emotional outlook) and attitude (intellectual outlook) oftenprecede success in the attainment of goals. These changes,almost always evident before any changes can be seen in testscores, appear to follow a natural learning progression withobservable changes occurring first in a learner's affect, secondin attitude, and then success. Thus, when a learner begins theyear with statements such as "I hate to read" reflecting negativeaffect or "I can't write" reflecting negative attitude, helpingthe learner develop positive affect and attitude is a desiredpart of instruction.

The matrix should be a reflection of changes in affect,attitude and success as seen across the year of instruction.

Open ended questionnaire. Questions contained in thisassessment tool pertain to the CONSULT-I (R) Reading programitself.

$tandardized test results. Each school district may requirea standardized test score as part of the evaluation of thelearners. If so, these tests will be administered by thedistrict.

Appendix K

CONSULT-I (R) READINGOHIO PROJECT NEWSLETTER

Vol. I, No. 1 September 25, 1991

Newsletter Welcomes ReadersWelcome to the CONSULT-I (R) Reading Ohio Project

Newsletter. It was wonderful to meet you all, if ever sobriefly. We have enjoyed reading your "hopes for the program."There seems to be general agreement in hoping that the childrenwill learn to enjoy reading more, achieve higher levels, and be

motivated. Many of you also seem to be hoping to learn newstrategies for teaching reading, especially for those inner-citychildren who are "at risk" or in the "cracks."

Inservice/observation DaysWe have scheduled the following dates for

inservice/observation. Please let us know if this does not agreewith your schedule or if there are problems.Akron -- November 5, January 9, and April 2Cincinnati -- November 26, January 31, and April 24Cleveland -- November 1, January 10, and April 3Columbus -- November 19, January 24, and April 14Toledo -- November 12, January 17, and April 10

Affect, Attitude, SuccessThrough the years of working with learners of all ages at

the Reading Practicum Center, we have seen many changes inlearners' affect, attitude and success that are not reflected in

standardized test scores. Usually these changes occur beforechanges in the test scores. Therefore, we are asking you todocument this type of change as well as any standardized scoresrequired by individual school districts.

Changes in affect (emotional outlook) usually occur firstand the teacher may note that the learner is now enjoying readingand writing more or showing interest and enthusiasm for materials

read. Attitude (intellectual evtlook) changes come next and maybe reflected by the learner in such things asking to read,helping other students with their reading, and saying "I can...."

Success is reflected in acittial skill improvement in bothsmall and large steps toward effective reading and writing by the

learner.Sample matrices have been attached to show you the types of

items you may want to include in the matrices for your learners.Use the samples as starting points, not as complete statements.

CONSULT-I (R) READINGOHIO PROJECT NEWSLETIER

Vol. 1, No. 2 December 6, 1991

In This Issue...

* Highlights

* KeepingAnecdotalRecords

* Using"Functional

anguage"

* TestCollectionAnnouncement

16NUARYECHEIZILE

January 9thAkron

January 10thCleveland

January 17thToledo

January 24thColumbus

January 3IstCincinnati

HIGHLIGHTS

We saw so many goodideas as we visited yourrooms. Here are a few:

Each child wrote theirversion of prown Bear,Drown Bear in bookform titled OrangePumpkin, Orange

uLtripicin. 1st grade, EastSide Central ElementarySchool, Toledo.

Against the backgroundof a wonderful songprovided by the classparakeet, children readin pairs and thenchorally in a largegroup. 1st grade,Highland ElementarySchool, Columbus.

Both Highland inColumbus and Minya lein Cincinnati haveincreased parentalinvolvement. One parenttwinkled, "'They can'tkeep me away from herenow."

The kids were tickledwith the exaggerations

65

showing up in theirbasal story as pointedout by their 29 yearveteran teacher. Weespecially liked, "he wasso skinny he could slipthrough a Cheerio." 4thgrade, Clark ElementarySchool, Cleveland.

As we entered the class,a child was sitting in theauthor's chair sharinghis first book. The otherchildren enthusiasticallyaccepted his story andillustrations. 1st grade,Mil lvale Primary School,Cincinnati.

To start the day in oneclassroom, actionroutines involved all thechildren in repeating themonths, days of theweek, vowel sounds,weather etc. to rap, awonderful way toincorporate their love ofmusic and start the dayright. 2nd grade,Crouse ElementarySchool, Akron.

Tennis balls on the chairlegs and limericks on the .

board were highlights inthis room. Second grade,Rankin Elementary, Akron.

KeepingAnecdotalRecords...

As we mentioned in ourrecent visits, theAnecdotal Records mustdocument how youimplemented theCONSULT-I (R)recommendations. lf,for example, the recom-mended strategies wereFunctional Languageand Interests, youshould include in yourwritings those terrns,in brackets, after yourdescriptions, Thus,"I brought 10 books forJessica about bears[interests) and she hasread all of themalready." Or, "Wewrote letters to fiveof Tucker's favoritebaseball players[functional language).He is eagerly awaiting areply."

In this way we candocument for anyone'sinformation the extentto which you were ableto put into practice theCONSULT-I (R) recom-mendations and theirrelative success overtime.

FunctionalLanguageIdeas

Several teachers askedfor tips on includingfunctional language fortheir learners. You maywant to consider thefollowing:

Mapsi Have studentsmake maps of theirneighborhoods, cities,states, or the U.S.A_

Scripts: Write a scriptfor your favorite T.V.programs, a story fromthe basal, or a storycreated by the learner.

Menus: These can bewritten for fast foodplaces, ethnic rest-aurants, a restaurantcreated by the class,or a menu far a groupstudied such asdinosaurs or Indians.

Trip Guides: Havestudents write a guidefor a trip to a neigh-borhood, city, or specialplace such as DisneyWorld.

Ngly Apneni Create anewspaper giving jobs inreporting, editing, andlayout. Refer to a realone using stories of

interest to your learners,comics, and ads,especially grocery ads.

Follow Directions Doactivities requiringdirections such astreasure hunts, followingrecipes, and scientificexperiments.

Lists: Make lists ofingredients, props,materials for anexperiment, thingsaround the classroom.

In all activities, Lg.!parents involved. Theycan be editors,contributors of supplies,resource people, bookmakers, the audience,etc.

Announcement

As we mentionedto many teachers,we'll collectstandardized testresults from lastSpring or this Fallfor each of yourlearners inJanuary. If youcan collect theresults and havethem ready for uswhen we come, itwould be greatlyappreciated.

CONSULT-I (R) 1?EADINGOHIO PROJECT NEWSLETTER

Vol. 1, No. 3 February 11, 1992

In This Issue...

* Classnc;)ornvisits p;

* CONSULTon Channel 9 p.3

* Focus forInstuction p.3

MotivationalStrategy p.3

* IllustratedPoetry Al

SPRINGJNSERVIcESCHEDULE

March 27thColumbus

April 2ndAkron

April 3rdCleveland

April 10thToledo

April 24thCincinnati

eift7

F.

.-

MOP

. 4k.So

ClassroomVisits

We may have awakenedin Akrun on our first dayof January visits withour spirits low, but yousoon had us revitalizedas we observed yourclassrooms and heardabout all of thewonderful happeningsthat are occurring withyour learners. We hadgotten a peek fromreading the anecdotalrecords but havingchildren read their ownbooks to us, feel free toask us for help withtheir assignments, andglow with pride as theycontribute to classdiscussionsdemonstrated to us thatchanges in affect,attitude and success aretaking place.

I 0

While we may havecried in Cleveland whenreading a fourth grader'spoems (no child shouldhave to know theterrible things he does),we celebrated the abilityhe has in expressinghimself with poetry.

We also rejoiced in theistic ability of another

fourth grader who iscreating intricatedrawings and thenwriting a story for them.P.S.- The artist and poetare now working tocreate a book whichshould be ready forpublication the first ofFebruary.(ne back page)

Our trip to Toledo wascanceled at the lastminute due to a snowstorm. We are lookingforward to being thereon the 14th of February.

BEST COPY AVAILABLE

Classroom visitscontinued .....

What a surprise inColumbus to discover aswe watched the newsFriday morning in ourmotel that school hadbeen called off for asnow day. All of thosewonderful teachersgraciously came andspent two hours with usthat morning. Eventhough we were notable to visit the learnersin the classroorris, theinservice was rewarding.Thank you.

A first grade room wevisited in Cincinnati hadchildren writing onindividual slates. Theseare wonderful as it is soeasy to make changes.

As soon as we wereseated in the next room,two of the CONSULT-I(R) Reading learnerscame over to us to sharethe class books,especially the pages theyhad contributed. Theywere so proud of theirwork.

Mother room oflearners were busycompleting their puppetsto use with theirindividuallywritten verses to thesong, "Galump went thelittle green frog oneday." There weregrasshoppers, pigs, cats,bees, and dragons. Thechildren were excitedabout sharing their workwith us and singing forour entertainment.

Imo gib

.ilerimoi

'11101111i. -

Highland Elementary, Columbus

-111MIS

7

Millvale Primary, Cincinnati

*at -mi.

Highland Elementary, Columbus

68

-

"Channel 9"To FeatureCincinnatiCONSULT

On our arrival atMinya le Primary Schoolin Cincinnati, we weregreeted by Channel 9'sreporter, Ellen Schuman,and a cameraman whowere there to tape asegment on theCONSULT-I (R) ReadingCincinnati Prvject. TheTV crew set up thecamera in a third gradeclassroom; interviewedDr. Newman and SeanMcCauley, the classroomteacher; and taped alesson with one of thelearners. We werepleased to haveRepreser -ative WilliamMallory also drop in thatmorning.

They also taped thethird graders reading thebooks they had writtento first graders:Thebooks were placed onthird graders' desks.When the first gradersarrived, they chose adesk. After hearing theirfirst choice read by theauthor, the pairs shifted.Before it was time toreturn to their ownrooms, the youngauthors had shared theirbooks with threelisteners. What awonderful way toincrease self-esteem andmotivate both groups oflearners!

Focus ForInstruction

HelpsLearnersSucceed

Many of you commentedthat you were moreaware of thecharacteristics and needsof your learners as youproceeded through theCONSULT-I (R) Readingprogram. Therecommended focus forinstruction appeared tobe on target for eachchild. A reminder: thefocus is recommended asthe most likely to helpthe learner succeed. Itdoes not necessarilyaddress a learner'sweakness. For example,if the recommendedfocus is functionallanguage, this meansthat strategies such asletter writing, followingdirections, and planningtrips will bring thelearner to success themost effectively andefficiently. He may ormay not have poor skillsin those areas.

11111111111111111111k

Reminder:Please send us

your affect,attitude and

successmatrices.

69

An ExcellentMotivational

Strategy

When we visited Akron,an interesting progresschart was shared withus and we would like toshare it with all of you.It seems to be awonderful motivationalstrategy. On it therewas room for 10assignments (a story tobe read and vocabularywords to be learned). Alearner took his/herreader home with thechart two or three timesa week and hadsomeone older (parent,grandparent, brother, orsister) listen to him/herread. When theassignment wascompleted, the parentssigned the chart andwrote comments, ifdesired. The next daythe chart was returnedto the teacher and asticker was placed on it.When the entire chartwas filled, the learnerreceived a treat.

The teachers found thisextra practice making asignificant difference inthe learners' readingskills. They also did nothave any eornplanst,from parents aboutgrades as parents wereaware of their child'sprogress.

Poems by Randy Smith, Illustrated by Eugene Drake

11.1-USTRA1ED .61EUGEN 11)12AK

"Mr. Bo"

Mr. Bo lives right mat doorHe is very ol4 and he walks with the help of a tiny pole.

Some say he has very little food to eat and most of the timeHis house has very little heat.

Eveiytime I see him he says helloHe is a happy and jol4, little fellow

Sometimes he seems so blueMaybe it is because he has nothing to do

Mr. Bo I am glad you live next door.

"A Fool in my School"

Teachers say he is lazy, but I say he is crazyHe wears red and brown tennis shoes, and never follows

The school rules.He's always says he is right,But he is always in a fight

He will tell a lie before you can bat an eyeHe walks around and acts so coolBut he is still just the school foot

- Randy Smith -

"My World"

- Randy Smith -

nwsTKATit,1.14E1.1E. 1AIKE.

Can't sleep at nightBecause you are afraid of the rats and the roaches

Can't sleep at nightBecause your neighbors are cursing fighting or fizsing

Can't sleep at nightBecause the sound from an ambulance or police car up

and down the street.Can't sleep at night

Because of the sound of bang bang, bang from guns echoin the still of the night

Because I have no bed to lay my head.

ii. Randy Smith -

LLIISTRATED 'I3YEU EN1 'MAC ';' f

CONSULT-I (R) READINGOHIO PROJECT NEWSLETTER

Vol. 1, No. 4 March 12, 1992

In This Issue...

* FocusDefinitionRefinement p 1

* UpcomingInservices p

* ParticipantFacts P 2

AMMO

SPRINGINSERVICESCHEDULE

March 27thColumbus

April 2ndAkron

April 3rdCleveland

April 10thToledo

April 24thCincinnati

FocusDefinition

Refinement

It was suggested by anevaluator that we refine ourfocus definitions to helpteachers classify strategiesmore easily. The followingdraft of definitions isincluded for your mput.If you have suggestions orquestions, please bring themto the next inservice

Comprehension is the abilityof the reader to understandand interact with the authorReading can be defined ascomprehension of print andwithout comprehension thelearner is only decodingComprehension is usuallyassociated with the skills ofidentifying the main idea andsupporting details (literal),making inferences(inferential); and drawingconclusions, makingjudgments, and evaluating(evaluative).

Functional language is thatwhich is used in everydayreal life simations such asreading street signs,following directions, writingletters, filling out forms, andreading menus

Games are any published,student or teacher madeactivity which offer friendlycompetition against anotheror oneself

BEST COPY AVAILABLE 71

Interest of the learner mustbe the focal point of anyactivity in this group For

example, if the learner isinterested in cats, thenreading material offered tothe student should concerncats. Writing activitiesshould also reflect thelearner's interest.

Language experienceinvolves use of the learner'sown language andexperiences. It is usually astory dictated by the learnerfrom his or her ownexperience which is writtendown by the teacher, tutor,or aide. It can then beedited and published, ifdesired.

Motivation involves activitiesthat stimulate or provideincentive to the learner.Extrinsic rewards may be apart of the activity, especiallyin the beginning Intrinsicmotivation is obviously themost desirable final outcome

Self-concept enhancementinvolves activities that boostthe self.esteem of the learner.They usually are designed sothat the success of thelearner is assured

Study skills are thoseactivnies which help thelearner to manage hislearning in a way that is themost effective. These mayinclude organizational andtime management skills aswell as note takingand outlining

Upcontinglnservices

We look forward to ourlast set of inservicemeetings with you. Theinservices will includeinstructions for year endassessment of theprogram and learners.Please bring to themeeting information onwhich learners areserved by otherprograms as well asCONSULT-I (R)Reading.

We will also be askingyou to share highlightsof your work with yourlearners. We would beespecially pleased tohave copies of anylearner products that area residt of this program.

ParticipantFacts

We have begun tocollate and analyze thedata you have beengiving us through theyear. Here are some

interesting facts aboutthe schools, teachers,and learners that haveparticipated inCONSULT-I (R) ReadingOhio Project.

The teachers who havebeen involved this pastyear have an average of13 years of teachingexperience with a rangeof 2 to 32 yearsexperience. Mostteachers have Bachelor'sdegrees in elementaryeducation and somehave additional majorsin areas such as homeeconomics, industrialrelations, English,mathematics, art, dance,special education, andearly childhoodeducation. Four of theteachers reported havingMaster's degrees.

Five of the six schoolscontain gradeskindergarten throughsixth; the sixth schoolcontains preschoolthrough third grade. Ofthe four respondingschools, minorityenrollment in theschools varies from2.9% to 98.65%with an average of70.4%. Total enrollmentvaries from 436 to 539with an average of 482.Parental involvementincludes classroomvolunteers, tutoringprograms, study skillseminars, toddler storytime, and parent-teacherorganizations. Specialprograms for studentsinclude tutoring,computer labs, "caughtyou being good," gradelevel luncheons, theRead.toSucceed

1.6

program, and variousclubs.

There are 134 learnerswho have been involvedin the CONSULT-I (R)Reading project (someof the original 125 havemoved and beenreplaced by others).

LEARNERS BY GRADE

Grade # Learners

1 402 373 214 255 11

LEARNERS BY RACE

Race % Learners

Afro Amer. 60Caucasian 3211:sp , Asianand other OS

Single parent familiesare represented by 51%of the learners, twoparent families 350/o,and other livingarrangements 14%.Forty five percent of thelearners were read toregularly before schoolenrollment and 42%were not. For 13% ofthe learners teachershad no evidence or wereunable to judge.

CONSULT-I (R) READING01-HO PROJECT NEWSLE7TER

Vol. I, No. 5 May 11, 1992

In This Issue...

* Reflections onthe Year p I

* SpringInserviceHighlights

* Letters fromColumbus p, 2

* GrowingStrategy Seeds p 3

*

Neighborhood,"Poem p.4

The year has flown byand now we wish tothank you all for yourwillingness to learn, togrow, and to participatein this project.Although at this time wedon't know the fmalresults, from all that wehave heard as the yearprogressed, we areaware of many positivechanges in both learnersand teachers. We hopethat the changes thathave occurred will beongoing and that all ofus will be betterteachers and learnersfrom our experience thisyear.

Aufwiedersehen.

Reflections onthe Year

What a wonderful,stimulating, challengingyear this has been as wehave worked with theCONSULT-I (R) ReadingProject in Ohio. Wehave met teachers opento new ways of teachingand reaching theirlearners, principalssupportive of our efforts,and, of course, thechildren inspiring us allto greater heights.

Highlights fromMarch-April

Visits andInservices

11111111Ma. 41111

Our first stop on thisround of visits/inserviceswas Columbus on March27 ( and, yes, there wassnow again on theground in the morning).As we went from thefirst grade classroomwhere children were"reading round theroom" up through thegrades to grade five

1,7 7 ,3

where the teacher wassitting in her rockingchair reading a story ofintertwined fairy tales tothe children gatheredaround her on the floor,we saw the results ofmany wonderfulactivities. The secondgraders shared theirrewritten stories of the"Shoemaker and theElves." The thirdgraders shared their listsof books read and retoldsome of the stories.One of the group hadread 35 books! Theyalso presented us withthe letters they hadwritten to us (see page2). The children in thefourth grade sharedtheir projects with usand the rest of the class.In the fifth grade roomwe saw constructionpaper jelly beanscovering the walls of theroom which representedthe many books read bythe class. We also sawthe projects which werea result of their study ofthe Impressionist artists.

Our second stop was inAkron on April 2. Atthe first school we foundsecond graders in oneclassroom practicingcursive writing onindividual slates. Asthey finished eachsection, the entire classheld the slates up for

(continued on page 3)

Letters from Columbus third graders to "Indiana," 3126192

Dear Indiana,I think reading is great. I learned to put personality in my reading. My favorite

book was Will I Have A Friend. It was a nice book. I think reading is the importantthing in school. I think about reading and helping us. I rely rely enjoy it.

Your friend,Crisrina

Dear Indiana,I think reading is fun. and you could be a good reader and when you grow up

you could be a very good reader. and it is not boring. And I saw a very goodbasketball book. And a very good football book. And I liked a week with windell. andraft rides away. and happy winter and one fish two fish three fish four fish and fivefish. I play sports and I play games. And only games I like is football and basketball.

Your friend,Damien

Dear Indiana,I think reading is very important. I thot it was fun. I learned a lot. I learned

about Energy. I thot it was nice. I liked the names. If I had money I would share themoney.

Your friend,Christina

Dear Indiana,I think reading is very nice. I hayed thought reading was going to be boring.

But now I know it is fun to read. I hope you know that we have to know we needreading. My favorite book is Clifford's Manners. That is a nice story. I have leared toread more. I go home and read every day. Thanks you for your help.

Your friend,Tiffany

Dear Indiana,I think reading is not boring. I like the book about Katherine's Doll. Because

first Katherine was nice to her friend, then she got mad at her. And when she went outto skate in wich she pushed her down. That was my favorite story. I like it alot.

Your friend,Lilah

74

(Continued from p.1)

the teacher to check andthen erased their workand went on to the nextletter. This teacher alsouses the slates in mathso she can easily checkthe progress of the class.

The children in thesecond grade classroomswe visited at the otherschool in Akron wereinvolved with severalgames which theteachers had madeduring a summer classoffered at one of thelocal universities. Thechildren seemed to beenjoying the games andcarried on in a lively,competitive spirit.

The next day, April 3,we found ourselves inCleveland.Unfortunately,standardized testing wasin progress so we didnot get to visit thefourth and fifth gradeclassrooms. Theteachers did share manyof the products andstories that were a resultof CONSULT-1 (R)Reading. We feltempathy for the fourthgrader who wrote abouthis dream for hisneighborhood (seepage 4) and delight inthe artist's story writtento accompany hisdetailed drawing.

The following week onApril 10 we stopped inToledo. Three of thefour teachers involved in

the CONSULT-1 (R)Reading project workwith their learners afterschool in a specialprogram. Bookmakingand pen pal lettersappeared to have madea big hit with thesechildren in the primarygrades.

Our last stop was inCincinnati on April 24.We listened to choralreading from the basalin some of the firstgrade rooms, saw anextension project whichinvolved paintingrainbows from writteninstructions on theboard in another firstgrade room (we evenfound ourselvesaccidently decoratedwith paint by some ofthe exuberant artists),and listened to thirdgraders read from tradebooks. They were soglad to have someonelisten to them read.

GrowingStrategy Seeds

One of the rooms wevisited this Springcontained severallearner-made chartsabout growing plantsand the actual plants thechildren had grown fromdifferent kinds of seeds,This demonstrationreminded us of all thegrowth we have seenfrom the strategy seedswe have planted duringthe year.

(() 75

One teacher greeted uswith the statement thatthis program is Nveird."She went on to say thatin the fall she did notreally know the studentsvery well when she hadcompleted their profilesheets, but as the yearprogfessed she got toknow them better andfound all of theCONSULT-1 (R) Readingrecommendations to beexactly on target. Thisteacher has also foundthe program helping herto become a more"modern" teacher.

Another teacherexclaimed that shewould never go back toher old ways ofteaching. She said thisprogram and theprojects she has had tocarry out for a universityclass have convinced herto completely changeher teaching methods.

Teachers havecommented about theprecious insights theyhave been able to gatherfrom others in the samescl -A during ourinst.: :ices. They greatlyvalue this sharing timewhich normally is notavailable during theregular school year.They now have studentsfrom separateclassrooms worktogether on projects.One teacher saw manygood things happeningin the classroom nextdoor and through thisprogram felt free to askthat teacher how toimplement these ideas.

My Kind of a Neighborhood

Houses that are brightly painted with pretty green grassand flowers. Apartment buildings without broken windows,stores that sell fresh fruit, food, and vegetables.Schools that you could walk to instead of getting up earlyto catch "old yellow."

A neighborhood where people are not afraid to sit onthe porch in the daytime for fear they may be shot by apassing car.

A neighborhood where old people, young people andchildren can walk down the street without being threatenedby gangs or force to sell drugs by a drug dealer.

My kind of neighborhood is where people love respectajul treat everyone the same no matter what color theymaybe.

by Randy SmithClark Elementary School

Cleveland, Ohio

70 76

Appendix L

CONSULT-I (R) READING OHIO PROJECT

AFFECT, ATTITUDE, SUCCESS WORKSHEET

Affect - How one feels

Attitude - The mental position one takes

Success One's state of attainment

likes confuses directions poor attention span

curious positive self esteem sad

capable worries bright

eager upbeat tries

optimism if she chooses disorganized

wants to do well plays (not works) applies herself

stays on task doesn't follow directions

23

Appendix M

Consult-I (R) 0.110S+rai-eg\/ Recornmendotcns

Cincmno, \Joy. 1991

NT

i 2

7S

Cgs.serAeme.::::006":4:1*

Learner 1

Appendix N

Consult-I (R) Ohio Project Anecdotal Record Form

Recommendations: INTIZL SC MOTI:L FL LE SS G C

int.r.sts, solfconcoot enhancement, motivation, functional lanaueoe,langusse emporionco, ug* kills . emolm, colVesiwaion

Stately Recommendations Repteseated

Dat Daaiption of Stater/

Evaluation (+ -) of Ratulu of swamp

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Consult-I (R) Ohio Project Anecdotal Record Porn

Itecommendations: INT SC1222 NOT ,F)?L IPItZa IZ ICS 15% G C:

Interests, self-grew enhancement, metfaatfen, functional tanimmee,tenguagasemarfance, tm* *kill, Imams, eamprehonsIan

Strategy Recommendatious Represented Evaluation (-4- ./ ) of Rau lu of Strategy

Date Description of StrateVDecription of Results

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5 1,RFST COPY AVAILABLE

Append ix 0

Consult-I (R) Reading Ohio ProjectAkron Anecdotal Records - Highlights of Results

Learner 1105 (Int 67, SS II, SC 10)

Strategy - Interest:[The learner] dictated a story [in which he was] interested 'to the teacher,The stoty was about dinosaurs. [Later the learner] drew pictures and reccpied pages for[this] book.Result:'The child is extremely excited about his book of dinosaurs. Is trying hard to illustrateaccurately - has even looked in books from the classroom library to help his illustrations."

Stratea - Interests:The learner listened to a Rap tape of addition and substraction facts while reading thewords from a fact sheet.Result:"He loves to listen recite and read the facts while listening to the Rap with facts tapes."

Learner 1202 (Int 36, SS24, SLI5, FL 13)

Strategy - Interest:Vocabulary words for Corduory [were] introduced [and the learner] read the whole hooksilently at [his] seat.Result:"Excited about Literature book in reading group. Seemed to learn vocabulary wordseasily because of high interest."

Learner 1305 (SC 35, FL 26, INT 19, Comp 12)

Strateg - Self-Concept Enhancement, Interest:Chose a book from the room library and did "book talk" from the chosen hook with asmall group.Result:''Was patient being last one - enjoyed activity - wants to do again."

Learner 1401 (FL 46, INT 25, SC 17, LE 11)

Strategy - Interest:Listened to a tape and read along.Result:"Asked if she could go hack and listen to story another time. Wanted to know if thelibrary had any hooks like the one she read and listened to."

51 RP.VT Cnry

CONSULT-I (R) Reading Ohio ProjectCincinnati Anecdotal Records - Highlights of Results

Learner 2101 (SC 62, Int 27)

Strateu - Self Concept Enhancement: (11/21191 - 11/26/91)Shared writing/bookmaking. Writes a.story which I publish. Illustrates published book.Reads his book to class.Result: (11/21/91 - 11/26/91)Created story and pictures about Ninja Turtles and revised and edited with me.High interest. Very proud and motivated. On task. Seems proud. Shy about reading it butglowing with pride. Enjoyed comments from friends.

Learner 2102 (SC 86)

Stratee - Self Concept Enhancement: (11/25/91 -11/27/91)Leader for Thanksgiving Program, 'Turkeys on Parade."Result: (11/25/91 - 11/27/91)Very excited. Loves this poem. Likes the responsibility. Seems to feel proud.

Strateoy - Self Concept Enhancement: (1/14/91)Read aloud, Martin Luther King. Find one thing to add to what we know about

Result: (1/14/91)High interest. As soon as I finished, his hand shot up and h proudly and animatedlyrecited his rendition of the, "I Have a Dream" speech. Also knew several other facts.

Learner 2104 (SC 79, Int 10)

Strategy - Self Concept Enhancement, Interest: (115/91 - 1/17/91)Class book, I have a Dream.Result: (1/15/91 - 1/17/91)Worked happily on his page, sharing it with me when I came around. Not dependent onme as in the past.

Learner 2105 (SC 74. Int 11)

Strategy - Self Concept Enhancement: (11/14/91)Shared writing, "I'm thankful for...," hall display.Result: (11/14/91)Finished #1. Confident about writing abilities. Made another and helped peers.

Learner 2501 (LE 59, SC 14, FL 13)

Strategy - Language Experience, Self Concept Enhancement: (12/4/91)Dictated an original story into a tape recorder.Result: (12/4/91)Took responsibility for the machine very seriously. Story was short but well told.

Strategy - Language Experience: (12/5/91)Participated in class sink and float experiment. Created graph and class book based onexperience.Result: (12/5191)Was very excited/motivated by experience. Actively reads class made books during freereading. Is becoming an excellent independent reader.

Learner 2503 (Int 36, LE 24, Mot 18, FL 15)

Stratea - Interest: (ongoing from 9/91)Interests: U.S.S.R.Result: (ongoing from 9/91)Enjoys "playing teacher" by reading books to small groups.

Straw*. Interest, Language Experience, Motivation: (12/4/91)Dictated original story into a tape recorder.Result: (12/4/91)Was very motivated. Actually told two different but related stories. Stories were muchlonger and more detailed than she normally produces when dictating to an adult.

Stratez - Interest, Motivation, Functional language: (12/20/91)Followed oral directions to create a paper reindeer and a peanut butter Rudolph snackafter singing Rudolph song.Result: (12/20191)Thoroughly enjoyed both activities. Only asked for a little bit of help on paper reindeer.Showed more self confidence than usual.

Learner 2504 (Int 49, SC 33, LE 15)

Strategy' - Interest, Language Experience: (12/6/91)Participated in creating a c;ass chart of holiday words and pictures to he used as resourcein journal writing.Result: (12/6/91)Showed moderate interest in creating a chart, much more interest in using as a resource.Is beginning to write complete sentences more and more often in journal.

CONSULT-I (R) Reading Ohio ProjectCleveland Anecdotal Records

Highlights of Results

Learner 3101 (Int 99)

Strategy - Interest, Self-concept Enhancement:Randy was encouraged to... write poem(s) about himself.Result:"He has read some of his poems out to the class. He was very happy when he found outthat one of his poems was printed in the school newspaper."

Learner 3102 (Int 92)

Strategy - Games, Interest, Self-Concept Enhancement:Eugene was encouraged to make up games about these skills: antonyms,synonyms and main ideas.Result:Eugene had fun identifying the main idea, syn.,!:rms and antonyrns. He is very good atteaching the games to other students.

Learner 3201 (Mot 79, Int 13)

Strategy - Motivation:Complimented Henry on his reading.Result:Tremendous improvement, he told me he has been practicing.

Learner 3205 (Int 51, FL 19, Mot 11)

Stratea - Interest, Functional Language, Motivation:Joe wanted to put on a play - I put him in charge.Result:I was amazed at his organization with his cast and all of the props...Wow! He motivatedthe others.

8 4

; 8

CONSULT-I (R) Reading Ohio ProjectColumbus Anecdotal Records - Highlights of Results

Learner 4102 (Mot 47, Int 38)

Strategy - Inteiest. (11/01/91)The Garden. Read story to them, then choral reading.Result: (11/04/91)Attentive to story - corrected me when I skipped a word.

Learner 4104 (FL 81, Int 13)

Strategy - Functional Language, Interest: (11/04/91 - 11/08/91)Find Japan on globe and world map. Shared earth's rotation, night and day, seasons, etc.with him.Result: (11/04/91 - 11/08/91)Very interested in globe and map. Seems to like science and factual things.

Learner 4201 (Mot 55, LE 28, Int 13)

Strategy - Motivation: (9/20/91)Divide class into three groups for choral reading of 'The Boat," by James Marshall.One group reads what bird says, one group reads what animal in boat is saying.Result: (9/20/91)They especially liked the bird's part. This reading of the story was not so boring. Paidbetter attention.

Strategy - Language Experience: (11/11/91 - 11/15/91)Writing descriptive sentences. A Good Home, by Laurene Krasny Brown.Have children draw pictures of rabbit's friends giving him things such as a table, chair,rug, lamps, etc. Students will write a sentence that goes with the picture. Use descriptive'words such as brown chair, red rug, etc. This is done on paper shaped like a house. Eachchild does a page. Teacher laminates and staples to make a lap book.Result: (11/15/91)Students are finding out that they can write. (Learner) takes more of a risk. Tries harder.

Learner 4203 (Int 89)

Stra tea - Interest: (11/25/91 - 11/27/91)Making a story map is the strategy. Class was divided into six groups.Result: (11/27/91)Took charge in group. Really was interested.

65

Learner 4301 (Mot 82, Int 15)

Strategvation ua e rience: (10/21/91 - 10/28/91)Class had decided to write fables and illustrate...used computer as incentive to finish.Result: (10/28/91)Facilitated revisiort_and_xcliting.__Aske.d, "When can I do another story?"

StiLatelotivation Ir,_La_rjtgiageE_2_zc Hence: (11/4/91)Cam Janson and Mystery of Dinosaur Bones guided reading. Made dinosaur shape hookwith dinosaur facts.Result: (11/4/91)Asked for more titles of Cam Janson series! Asked to share book with other staff.Took book home.

Strategy - Motivation: (10/21/91)Charting (fables read) - writes for teacher - very motivational.Result: ongoingMakes sure she reads so she is prepared to do chart for me.

Learner 4304 (Mot 32, FL 22, SS 15, SC 12)

Strategy - Motivation, Interest: (11/4/91)"Just say no to Drugs" essay. Wrote an essay and plan for contest, typed on computer,read many books to prepare for writing. Role played, "saying no."Result: (11/11/91)Won essay contest! Self-esteem is excellent!

Learner 4365 (Mot 99)

Strategy - Motivation: (10125/91)Wrote a good journal, "What the Lunchroom Needs." 1 read it aloud - had him read it.Lunch lady wanted a copy. He shared with other teacher and Mr. Rader.Result: (10/28/91)Very proud of work! Asked for Xerox copies for Mom, etc.

86

CONSULT-I (R) Reading Ohio ProjectToledo Anecdotal Records

Highlights of Results

Learner 5201 (SC 99)Learner 5202 (SC 61, LE 36)Learner 5204 (SC 98)Learner 5205 (LE 73, SC 20)

Strategy - Self-concept enhancement: (10/22/91 - ongoing)We share the books we write with the school over the P.A.Result: (10/22/91 - ongoing)This promotes self-concept by allowing the students to be in the spotlight in apositive way - sharing - part of a group.

Strategy - Self-concept enhancement, Language experience: (10/22/91 - ongoing)Book making. We use this activity often. It is part of our normal school day for allsubjects...We have made pumpkin books and are making Santa books and fruits andvegetable books. In making the fruits and vegetable books we are also doing some tastetesting as an extension and reinforcement activity to add new and exciting words to ourvocabulary.Result: (10/22/91 - ongoing)This activity is great. The students dearly cherish their books and enjoy making them. Weshould have our own small libraries by the end of school. Each student is anxious tocontribute to our books.

Learner 5305 (Int 75, Mot 11)

Strategy - Interest, Language experience, Motivation: (10/22/91 - November)We went through the writing process by brainstorming, pre-writing, first draft, sharing,editing, and publishing. We decided as a group during the brain storming session to writeabout the experience one might have if one were only six inches tall. Crystal hascompleted one story and made it into a book, with a front and back cover. She needed alot of encouragement to keep at it and keep revising it until it was "mistake free."She has put it on our library shelf to be read by others.Result: (10/22/91 - November)Crystal was very proud of her completed book. She often quits in the middle of things,and even though the book took her almost seven sessions to complete, she realized agreat sense of satisfaction when it was done. She literally beams when others check outher book to read.

87

Learner 5401 (Mot 81, SC 16)Learner 5402 (Int 34, Mot 33, SC 25)Learner 5403 (Int 46, LE 24, Mot 20)

5404 (Int 86)-Learner 5405 (LE 67, Mot 11, Int 10)

Strategy - Motivation: (ongoing)Games: I have several vocabulary/sight word games such as concentration or genericboard games to use with sight word flash cards. Students are invited to use these duringbefore school time and when their seat work is completed.Result: (on going)Tamika has been able to increase her sight word vocabulary. Rakila has been workingwith Tamika "peer teaching." This has increased both learners' self concept.

Strateg Motivation, Interest. Self-concept enhancement, Language experience(12/2/91 - 12/12/91)Book making: After reading "0 is for Duck," students made a class book thinking up newsentences for each letter of the alphabet and illustrating their pages.Result: (12/2/91 - 12/12/91)Students were proud of this book. They read their own pages to the class, and we sharedthe book with the other class.

Learner 5501 (FL 42, SC 29, LE 18)

Striite - Self-conce t enhancement, Interest Lan ua e ex erience; (11/19/91)After studying plants, I decided to have students record what they learned from the unit.Michael began to write his own book about his experiences, bringing in seeds for a chartand a potato and an onion to root. He still checks them weekly.Result: (11/19/91 - ongoing)Michael not only wanted to write about plants, he also wanted to draw pictures and printhis experiences from what he learned on the computer. He motivated others to compile abook about plants.

Learner 5505 (SC 99)

Strategy - Self-concept: (12/5/91)Amanda is very quiet and doesn't like to evress herself verbally. She was given paper,pencil and crayons and asked what she learned about plants.Result: (12/5/91)She wrote many interesting facts about how plants grow. She even asked to read it to me.

SSs:

Appendix P

CONSULT-I (R) READING

LITERACY, MUSIC, AND ART

Many of you mentioned a child's love of art and or musicduring our last visits. I was reminded of some presentations atvarious International Reading Association Annual Conventions.When I went back to my notes, I found some wonderful materials toshare with you. Some of the children's work that was shown atthe Levi and Laycock presentation is attached.

Literacy, music and art are made with patterns and thereforethe use of one reinforces the others. Children, especially,react positively to patterns whether in a simple song such as"Old McDonald," in a predictable book such as "It Didn't FrightenMe,*, or in works of art such as African masks. Introduce them tothe classics such as Beethoven's "Fifth Symphony," Saint-Saens'"Carnival of Animals," Shakespeare's plays and sonnets, or theclassical architecture of Greece and Rome.

Composition in the sign systems of literacy, art, and musicis a similar process. The pattern may be established and thenimprovised upon. As the sign system is mastered, theimprovisations become at the same time more complicated and moreindividualized. Levi and Laycock suggest that there are fivesteps in composing:

* exploration

* rehearsal

* idea focus

* composing

* editing.

Exploration is done with tools such as paints and brushes,xylophones, or paper and pencil. Rehearsal consists of theincubation of ideas discovered during the first step. The thirdstep, idea focus, occurs when one idea is chosen along with theformat. During the composing step the idea is reconciled withtext whether art, music or writing. The last step, editing,takes place as intentions are clarified.

Elizabeth Metz, January 1992

Reference

Levi, R. & Laycock, R. (1989, May 2). Composing: CreatingDialogues Across Communications Systems. Presentation at theAnnual Convention of the International Reading Association.

S9

SECONDARY PROGRAM

KATE'S PROTOCOL AND POETI

Rate's protocol Mo. 3

know this piece. the planets saybe eerie

silent yet there suking in the morning dew

on everything sun mysteriously rising

spaceshi into scene star trek

fade in and out discovering

mew place, erie what's there

floating down *lien being unsure

of what's seen picture in head

is senseless falls asleep but then again

something creep up on sleeper, beanstalk

crowing voices without words valuing

peaceful I've beard this before can't

remember 'which planet. ilov does pmeone

think to vrito this voices stherial

rising to heavens 2 have to sneeze

disonance resolved drifting evay

sounds like different keys

drifting drifting drifting

fade fade sleepy very

its so definite ending Jest

fades sway leave eve struck vow!

Rate's poem peace sweeps ever me engulfing self.*featly stroking my soul.Serie feelings of calm end tranquility invade.I lam taken irersmy body floats.Rising towards the heavens2 drift into eternal sleep.bear voices of angelse

They envelop my being.2 drift further end further.toeing from life on earthto life elsewhere.2 dim end vanish.2 11m ene with the Wavers*.2 an gone.

BEST COPY AVAILABIF 84

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currs PROTOCOL AND MUSICAL COMPOSITION

petoza. f 3

3 taw& this song! (ibstav iblet the Planets.

don't lores mid* one yet.

love SI. Mans are such weird Instrumsnt.

I still dbn't like flutes eery muCh. Sly beck bas boon sore tor a simple

of days.

think this ls Venus the Kittle or something like that.

rowing to sneeze. I hove this tape in av lockar.

12* bells are really neat but I don't like Shannon bay.

I love the wordless chorus In this. I walla love to hoar thls performed.

"his stand is herd to write an.

aan just picture clads and light shining through it. I mad to bloomy

ODDS. 2 could fall asleep to this song. last ems wird man.

love the wiling, it just fades away to Nothing.

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Jay's short storyNo.2

The NYS of 010

Images- still -flash--through_mylaind....liov even at the hour

of my death. Images of the oaiden so fair whomst I loved so

long ago. Mgr beauty was so great that pixies, lyphs, and

nymphs were all envious of her. and she was mine. We

met as children, and a fire flirted in ber oyes when 2 was

sear. Truly, it love. Though, many were jealous, friend and

toe alike. In fact, my best friend, knight so bold, was

the most envious of us. And with me, coward in many books

because of my love tor peace, be thought she deserved better.

One morning as the early sun broke the spell of night and

lit up the dtv sprinkled plains my maiden lay sleeping under

the comfort of the oldest and largest tree in the field. Mut

before the warmth of the rays could fall upon her content

and tramquil body, Maniac, my friend The Knight, was upon her.

Me carried her away to the doge of the highest cliff in the

land. Nearing her screams I rushed to her aid. I.arrived

in time to see Itemise hurl himself over the edge. apologising

until we were out of sound range. Seeing Snit. Sy love,

crying, 2 embraced her and attempted to console ber. It was

-to no avail. She was hiding soaething, but vith(sp) distressed

as she vas 2 decided not to push it. I carried ber bome and

she kissed me professing her love for a* over and over.

We retired early that evening and my sleep was tilled with

images of 011gamesh, the great foreteller of doom from the

Old Testament. When I evoke the air was cold and still even

though the sun mg. almost at its high point. I rolled over

and caressed my love. Iles body vas cold and lifeless. I

mow understood why Oilgamesh bad appeared to me. I began to

fill with senors* but before I could cry 2 rushed bait to the

Crest Realer. Me could do nothing, a slow action poison bad

run its course and she vas dead. She bad known f the poison.

but to prevent from worrying me she said mothiig. 2 welled

many a might after that. 2 realised that so poison bed killed

ber but love did, love so greet it make all !evolved content

with what ever was bapp:171, but to those not involved it

BEST COPY AVAILABLE

turned into Toirscsis.

Slow as I draw sy final breath, I pray that ber love is still

as strong, and that we sight be together when sy heart

stops and sy lungs breath no . . .

Appendix Q

A CHOCOLATE CURRICULUM

Elizabeth Metz and Sandra Franke

Fall Language Arts ConferenceIndiana University

1990

9 6

tiO

OBJECTIVES OF CHOCOLATE CURRICULUM

The learner will become interested in many aspects of chocolate.

Through reading, writing, and discussion, the learner will becomean "expert" on chosen topics concerning chocolate.

The learner will enjoy reading fictional literature that focuseson the theme of chocolate.

The learner will become aware of how chocolate is used in his/herenvironment.

The learner will choose and prepare a chocolate recipe.

The learner will become a business person and manufacture, sell,and record accounts of his "chocolate store."

The learner will have fun while learning.

9791

CHOCOLATE AMISS THE CURRICULUM

READING

Literature circles

Non-fiction informativereading

Reading labels, boxes,packages, etc.

Outside reading contest

Literature extensionprojects

Reading instructions

Reading and following arecipe

Reading a map

MATH

Writing and solvingchocolate story problems

Making and reading graphs

Calculating calories

Comparing prices

Making change

Accounting for booth atchocolate bazaar

92

9 8

LANGUAGE AM

Information gathering andnote taking

Organization and outlining

Writing a report

Writing stories

Keeping a journal

Writing poetry

Literature notebooks

Writing instructions

Writing letters

Writing story problems

Writing a scienceexperiment

Writing a recipe

Writing and makingenvironmental books

SCIPMCE

Writing an hypothesis/lab experiment

Keeping a log with data

Drawing conclusions

Writing lab summary

Comparing/contrastingingredients of chocolateproducts

Making Chocolate products

Day 1

GDWRAL OUTLINE

Introduction of unit by using websBook talksBegin new Read Aloud novelDiscuss outside reading contest and make invitation

Day 2 Learners sign up for novels or research zroupEnvironmental Print Bulletin Board/Display, invitationLearners are given a personal "Chocolate Journal" touse throughout unit

Day 3

Day 4

Day 5

Day 6

Day 7

DaY 8

Day 9

Day 10

Day 11

Day 12

Day 13

Day 14

Day 15

Day 16

Post large world map, begin geography projectLiterature groups begin

Research group beensStrategy lesson gathering information, taking notesBegin science unit on health and nutrition

Strategy lesson - using imagery to write poetryStrategy lesson - (science) compare, contrast ingredi-

ents of chocolate products

Strategy lesson - (math) writing story problems

Introduce "Chocolate Times" and make invitations

Chocolate demonstration - Mrs. RustStrategy lesson - (science) writing an hypothesis and

experiment to test it

Art project designing AdvertisementsStrategy lesson - making an outline

Strategy lesson writing concrete poems

Layout editors begin work on first issue of "Times"Strategy lesson (math) making a graph

Strategy lesson - calculating calories

Research "booklets" are dueDistribute first issue of "Times" to other classroomsStrategy lesson - explorers who brought back cacao

Literature extension projects are dueBegin issue 2 of "Times"

New research and literature groups are formedPerform science lab experiments

Strategy lesson - reading and writing instructions

93

9 9

Appendix R

LEARNER PROJECTS(Samples)

Grandma Visits the Little Onesby

Eugene Drake

Grandma is going to visit her son and grandchildren. Hertrain has just arrived from West Virginia.

Grandma has just arrived from the train station. Thegrandchildren are excited because they know she will be bringingmany wonderful gifts.

When they got back they took their clothes off. They put ontheir play clothes and went out to play hide and seek. They hadmuch fup,with their grandma.

The little boy was making a sand castle. The water wasrunning in and out. The little boy Tom wondered if grandma wouldtell them her home. They could hardly wait until she saw the sandcastle.

When they went to school they were thinking about theirgrandma. While sitting in their class, they wondered what wastheir grandma's name. James and Lisa had detentions for fallingasleep. When they got home, their father asked them why they werelate coming home.

Grandpa was getting ready to go work. They rushed in to saygoodbye. They would miss grandpa and wanted him to hurry and comeback. They knew grandma would be there soon.

Grandma was handing out gifts. Grandpa wanted to know if hehad one. He know the big one on the ground belonged to him. Hetook off his hat so he could see his gift.

When they got to the train station, they all said goodby.Grandma was sad she was leaving. Before she left she gave us ourgifts. Everyone was happy.

100

94

Eugene Drake, 4th graderClark Elementary SchoolCleveland, Ohio

Grandma Visits the Little Ones

illustrated by

Eugene Drake

Fourth Grade StudentClark Elementary School

Cleveland, Ohio

101 BEST COPY AVAILABLE

95

MR. BO

MR. BO LIVES RIGHT NEXT DOOR

HE IS VERY OLD, AND HE WALKS WITH THE HELP CP A TINY POLE.

SCHE SAY HE HAS VERY LITTLE FOOD TO EAT AND MOST ce THE TIME

HIS HOUSE HAS VERY LITTLE HEAT.

EVERYTIME I SEE HIM HE SAYS HELLO

HE IS A HAPPY AND A JOLLY LITTLE FELLOW

samerImEs HE SEEMS SO BLUE

MAYBE IT IS BECAUSE HE HAS NOTHING TO DO

MR. BO I AM GLAD YOU LIVE NEXT MGR.

.iLLOSTRATEDEUGENE IRAKe,

10296

RANDY SMITHFourth Grade StudentClark Elementary SchoolCleveland, Ohto

BEST COPY AVAILABLE

Fourth Grade StudentClark Elementary SchoolCleveland, Ohio

A FOOL IN MY SCHOOL

TEACHERS SAY HE IS LAZY, BUT I SAY HE IS CRAZY

HE WEARS RED AND BROWN TENNIS SHOES, AND NEVER FOLLOWS

THE SCHOOL RULES.

HE'S ALWAYS SAYS HE IS RI(HT,

BUT HE IS ALWAYS IN A FIGHT

HE WILL TELL A LIE BEFORE YOU CAN BAT AN EYE

HE WALKS AROUND AND ACTS SO COOL

BUT HE IS STILL JUST THE SCHOOL FOOL.

97

Randy SmithFourth Grade StudentClark Elementary SchoolCleveland, Ohio

Tu. t.).`:_)t Kf\ ;IA) e)N

1n3

V1(144E. ORNKEL, Fourth Grade StudentClark ElementaryCleveland, Ohic

MY WORLD

Can't sleep at nightBecause you are afraid of the rats and roaches

Can.'t sleep at nightBecause your neighbors are cursing, fighting ot fussing

Can't sleep at nightBecause the sound from an ambulance or police car up

and down the street.Can't sleep at nightBecause the sound of bang, bang, from guns echo

in the still in the still of the nightCanft sleep at nightBecause I have no bed to lay my head.

Randy SmithFourth Grade StudentClark Elementary SchoolCleveland, Ohio

104

98

-ILLUSTRATED "DYEU Et.1 a DRkkEFourth Grade StudentClark Elementary SchoolCleveland, Ohio

NAME POEM

BY

Joseph

J - Just finished breakfast

O - Off to school I go

S - Stopped at a friend's house

E - Early,.because he is slow

P - Putting on his shoes and sitting on the couch

H - He buttoned up his jacket to go out in the snow

W - Without a single doubt.

Joseph, 5thGraderClark ElementaryCleveland, Ohio

105

99

APpendix S

CONSULT-I (R) READING OHIO PROJECT

PROGRAM ASSESSMENT

Please answer each question as completely as possible. Attachadditional sheets of paper as necessary.

1. If you were to participate in the CONSULT-I (R) Readingproject again, when would you suggest having the first workshop?

early August late August mid September

2. Identify any suggestions you have for changes in the firstworkshop.

3. Identify any suggestions you have for changes in the taxonomyquestions.

4. Did the CONSULT-I (R) Reading Project make you more aware ofyour learners' needs and interests? Please explain.

5. Were the CONSULT-I (R) Reading recommendations appropriate foryour learners? Yes No SomewhatPlease explain.

6. Did the CONSULT-I (R) Reading recommendations assist you infocussing instruction for your learners? Yes No

Somewhat. Please explain.

7a. Did you implement the CONSULT-I (R) recommendationsDaily 2/3 times a week Weekly Bi-weekly monthly?

b. How much time on the average did you spend with learners andin preparation each week for CONSULT-I (R) Reading?

106100

8. What have you done differently this year as a result of theCONSULT-I (R) Reading Project?

9. Was it easy somewhat difficult difficult to implementthe strategy recommendations in your classroom? Please giveactual examples.

Agree Disagree

10. The recommendations are practical forclassroom use.

1 2 3 4 5

11. The support of the Reading Practicum 1 2 3 4 5

Center staff was helpful.

12. The site visits/inservices were helpful. 1 2 3 4 5

13. The strategy booklet was useful. 1 2 3 4 5

14. The strategy explanations were easy tounderstand.

1 2 3 4 5

15. The strategy examples were easy toimplement.

1 2 3 4 5

16. The best part of the CONSULT-I (R) Reading Project is

17. The weakest part of the CONSULT-I (R) Reading Project is

18. I would make the following changes in the CONSULT-I (R)Reading Project:

19. From my experience with the CONSULT-I (R) Reading Project, Ilearned the following:

107101

20. Listed below are the goals you wrote at the workshop inSeptember for your participation in the CONSULT-I (R) project.Please explain how well each goal was met this year. Giveexamples when appropriate.

*Learn different ways to teach reading.

*Learn ways to raise self-esteem.

*Learn ways to increase level of reading.

*Learn new techniques for teaching reading to "at risk" or"crack" learners.

*Learn new instructional tactics.

108

102

Appendix T

LearnerAge

CONSULT-I (R) READING OHIO PROJECTLEARNER ASSESSMENT QUESTIONNAIRE

May 1992

Report card grades 1991 - 1992

Reading

Writing

Spelling

Reading level

SeptemberMay

Other special programs

Most effective strategy for this learner wasComp FL Games Int LE Mot SC SS

Describe.

Results of this strategy were

Has this learner performed differently as the result of your useof CONSULT-1 (R) Reading recommendations? Explain.

Success rating as reflected in Affect, Attitude, Success Matrix.High Medium Low(See attached page for success ratingdiscriminators.)

09103

Appendix U

CONSULT-I (R) READING OHIO PROJECT

STANDARDIZED TEST SCORES

End of Year 1991 - 1992

Learner # Vocabulary Comprehension Total Word Recogni _on

School

Teacher

Grade

110

104

Beginningof year

Middleof year

End ofyear

CONSULT-I (R) READING OHIO PROJECT

AFFECT, ATTITUDE, SUCCESS MATRIX

Affect Attitude

Appendix V

Learner 3 /01

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LOarnes.

3s0CONSULT-/ (R) READING OH/0 PROJECT

AFFECT, ATTITUDE-SUCCESS MATRIX

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