[Ohiogift] Fwd: Stotsky: Low Reading Levels

Mon Jan 19 10:36:33 EST 2015

I don't think that was Susan's point. I think her point was that the metrics used in this article may not be the most reliable for their assigned purpose. For example, one was a report for high school senior's chosen reading. That is chosen, leisure reading - not assigned by their teachers. If I look at what I choose to read for fun, it's reading level is far below my ability. Why?  Because I've spent years reading graduate level, scholarly writing and sometimes just want to let my mind escape. Trading is more than academics, and we have to be okay with readers choosing - notice I say choosing - a variety of levels of text as they build a lifelong love of reading. That doesn't mean teachers should assign weak text. But there is nothing wrong with readers choosing it on their own when reading for fun. 

The second metric was a report of summer reading. Still a lot of unknowns there - who was surveyed, what courses do they teach, what was the purpose of the reading list?  That metric may indicate an issue, but maybe not. Still a lot of unknowns. 

As for the non-fiction comment, I encourage a visit to a classroom today. The new learning standards have requirements for students regarding non-fiction texts, and I see them embedded in ELA courses beginning in elementary school. Not sure that comment is fair anymore. 

Colleen Boyle

> On Jan 19, 2015, at 9:33 AM, Gifted and Talented in Ohio Discussion List <ohiogift at lists.osu.edu> wrote:
> 
> 
> By all means, let’s relax the reading levels for our HS graduates
> so they won’t be so tired when they start their remedial classes
> in college? And let’s never ask them to read one nonfiction
> book while they are still in high school…don’t want to keep 
> them from those video games….!!
> 
> 
> Will Fitzhugh
> www.tcr.org
> fitzhugh at tcr.org
> 
> 
> ====================
> 
> 
> Begin forwarded message:
> 
> From: Gifted and Talented in Ohio Discussion List <ohiogift at lists.osu.edu>
> Subject: Re: [Ohiogift] Stotsky: Low Reading Levels
> Date: January 19, 2015 at 9:28:39 AM EST
> To: <ohiogift at lists.osu.edu>
> Reply-To: ohiogift at lists.osu.edu
> 
> I would like to know what formula these studies used to determine reading level. While Fry and others are valuable tools (I wonder about a self-created tool like the ATOS since I don't know the politics of Renaissance Learning) when looking at vocabulary and sentence length, they typically do not consider thematic and/or text complexity or the maturity necessary to process the text. I would also suggest that the common college reading books (i.e. summer reading)  have a different purpose beyond content learning: that is, to discuss motivation, social responsibility, etdc. and to make connections among members of a diverse group of incoming freshmen. A better choice would have been entry level  (101/102 freshmen) sociology, psychology, or biology textbooks. Students are typically not graded or evaluated on the summer reading.  The fact that these books are not at the students non-fiction comprehension level doesn't mean that this is the college's expectation for academic performance, nor does it mean that this is the maximum level at which these students can read. 
> 
> And one more question to the adults here - what do YOU read over the summer? Is it at YOUR maximum reading level? If you know high-performing college-bound high school seniors, you know that they have worked  hard to get to graduation and into college. So perhaps they deserve a more relaxing read than what they will face in August/September? 
> Susan 
> 
> 
> -----Original Message----- 
> From: Gifted and Talented in Ohio Discussion List 
> Sent: Jan 19, 2015 7:52 AM 
> To: ohiogift at lists.service.ohio-state.edu 
> Subject: [Ohiogift] Stotsky: Low Reading Levels 
> 
> 
> "Based on the information available, it seems that our colleges are not demanding a college-level reading experience for incoming freshmen.  Nor are they sending a signal to the nation’s high schools that high school-level reading is needed for college readiness.”
> 
> 
> Why No Information on what a College-Readiness Reading Level Is?
> January 18, 2015 by Sandra Stotsky EducationViews Contributor
> 
> Sandra Stotsky
> 
> We know that average American students today are not ready for college from two different sources: (1) Renaissance Learning’s latest report on the average reading level of what students in 9-12 choose to read or are assigned to read, and (2) the average reading level of what colleges assign incoming freshmen to read. From these two sources that are independent of each other, we learn that average American students read at about the grade 7 level. Some high school students can read high school-level material, of course, while others are still reading at an elementary school level (even though they are in high school).
> 
> Where is the evidence? According to Beach Books: 2013-2014, the top 7 books assigned as summer reading by 341 colleges are as follows (together with a reading level, if available, based on Renaissance Learning’s readability formula—http://www.arbookfind.com/UserType.aspx):
> 
> The Immortal Life of Henrietta Lacks by Rebecca Skloot (RL: 8.1)
> This I Believe by Jay Allison and Dan Gediman
> The Other Wes Moore by Wes Moore (RL: 7.1)
> Wine to Water by Doc Hendley
> Little Princes: One Man’s Promise to Bring Home the Lost Children of Nepal by Conor Grennan (RL: 6.1)
> Full Body Burden: Growing Up in the Nuclear Shadow of Rocky Flats by Kristen Iversen (RL: 7.0)
> Half the Sky: Turning Oppression into Opportunity for Women Worldwide by Nicholas Kristof and Sheryl WuDunn (RL: 9.5)
> 
> The average reading level (RL) for the 5 of the top 7 books whose reading level is available is 7.56 (meaning grade 7, sixth month).
> 
> When we go deeper into the reading list, the reading level seems to get lower. Of the 53 most frequently mentioned titles listed in Beach Books: 2013-2014, the reading levels of 23 were available, with an average level of 6.8.  Based on the information available, it seems that our colleges are not demanding a college-level reading experience for incoming freshmen.  Nor are they sending a signal to the nation’s high schools that high school-level reading is needed for college readiness. Indeed, they seem to be suggesting that a middle school-level of reading is satisfactory, even though most college textbooks and adult literary works written before 1970 require mature reading skills. However, our colleges can’t easily develop college-level reading skills if most students admitted to a post-secondary institution in this country have difficulty reading even high school-level textbooks. 
> 
> As for Renaissance Learning’s own reports, its 2014 report showed that the average reading level (using its own readability formula—ATOS for Books) was 6.7 for the 25 most frequently read works of fiction by grade 12 students. This number was higher than the average reading level for the top 25 informational texts [aka nonfiction, including history?] read by grade 12 students. The average reading levels at other high school grades were lower for both the top 25 works of fiction and informational texts, calculated separately.
> 
> So, to be charitable, it seems that the average American high school student going to college today reads at a 6th or 7th grade reading level. This is hardly the reading level needed for college textbooks and other readings assigned in college. No wonder our community colleges spend a lot of money on remedial or developmental coursework for entering freshmen, especially in mathematics.
> 
> Although Common Core promised to make all students college-ready, it didn’t tell the state boards of education who bought into this idea (or the public at large) what reading level that meant. Nor did any state board member (so far as we know) ask. There is no information available from any source on what college readiness in reading means, from Common Core’s own documents or from the various test developers. What can a high school student judged to be college-ready actually be able to read?
> 
> Nor has anyone supporting the Common Core initiative suggested why we should expect the Common Core project to raise the reading level of the average American high school student since Common Core’s reading “standards” are, for the most part, empty skill sets. Moreover, there is nothing in its English language arts/reading document to indicate that students are to be assigned and taught to read more difficult material than whatever they are already reading—grade after grade—in a coherent reading curriculum.
> 
> Most media outlets in this country rarely discuss these reading issues at all. They don’t find out the reading level of what students in our elementary, middle, and high school classes are reading and then ask how those reading levels can make students ready for college-level reading by grade 11. They rarely tell us the titles and authors of what they are reading so we can try to figure out ourselves if a curriculum addressing Common Core’s standards is really going to raise students’ reading levels. Unless the reading level is raised, “college ready” students won’t be able to read those textbooks and other reading materials in college, most if not all of which are written at the college level.   
> 
> Does reading level matter? The Wall Street Journal doesn’t think so, so far as I can see. All it worries about are “skills” devoid of content knowledge.
> 
> 
> 
> 
> 
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