Razones para la Lectura Independiente ESCUELAS PUBLICAS DE DENVER

“Mientras más lees, mejor entiendes; al entender mejor, te gusta más; y mientras más te guste, más lo harás. “   Jim Trelease has said (read quote). We know this is true – it’s true of anything we are trying to learn. Practice is critical. --Trelease (1995)  

¿Cuánto tiempo practican lectura los estudiantes en la escuela? Práctica de Lectura (Minutos por Estudiante) However, the current reality is that students aren’t spending a lot of time reading in school. In 1995 researchers visited classrooms to look at the amount of time students actually spent engaged in reading; the “N” for their study was huge: 500,000 students. Take a look at this graph, and talk about what strikes you about what they found. What would the researchers find in your classrooms? Nivel de Grado --Modelos de Práctica de Lectura

Lectura en Casa y Ejecución de Lectura Lectura en Casa -- Minutos Por Día Palabras Leídas Por Año Percentil de Lectura 65.0 4,358,000 98% 21.1 1,823,000 90% 14.2 1,146,000 80% 9.6 622,000 70% 6.5 432,000 60% 4.6 282,000 50% 3.2 200,000 40% 1.3 106,000 30% .7 21,000 20% .1 8,000 10% 0.0 2% Not only are students not reading much at school, but also many students are not reading at home either. This can have serious consequences for them. Cunningham and Stanovich asked a group of 155 5th graders to write down what they did after school. They took the number of minutes students said they read at home and correlated that to their reading achievement scores, and this is what they found. Clearly, there is a direct connection between reading at home and reading success. Notice that only 14 minutes of reading a day would mean that students would read 1,146,000 words/year (more than our million word goal), and that would correlate with an achievement score of 80%. Relationship Between Reading Volume And Reading Success Cunningham and Stanovich (adapted from Anderson, Wilson and Fielding) 1988   Relationship Between Reading Volume And Reading Success Cunningham and Stanovich (adapted from Anderson, Wilson and Fielding) 1988

El Efecto Matthew   “Los mismos niños que leen bien y que tienen buen vocabulario, leerán mejor, aprenderán más significados de palabras y por tanto, leen incluso mejor. Los estudiantes con vocabulario inadecuado – que leen lentamente y sin gusto – leen menos, y como resultado tienen un desarrollo más lento del conocimiento de vocabulario, lo que impide un desarrollo más amplio en la lectura.” --Keith Stanovich (1986) Stanovich summed it up well in his article on what he called the “Matthew Effect.” The rich get richer and the poor get poorer.

“El aprendizaje casual de palabras de contexto mientras se lee es, o puede ser, el modo principal de desarrollo de vocabulario una vez que los estudiantes han comenzado realmente a leer.” --Nagy y Herman (1987) Research shows that students who read a lot become good readers. It also indicates that having a strong vocabulary helps kids succeed academically because it improves their ability to comprehend. Having a strong vocabulary is related to reading volume, as well.

“Mientras leen un millón de palabras al año, los estudiantes podrían encontrar 15,000 a 30,000 palabras desconocidas.” “Especulando que aproximadamente 1 de 20 de estas palabras serán aprendidas, Nagy y Herman creen que los estudiantes adquieren entre 750 y 1,500 palabras al año, simplemente leyendo.”  Lectura Independiente NCEE 2002 In a study on acquiring new vocabulary, Nagy & Herman at the University of Illinois figured out that…(read slide). When we think of the fact that educated adults use about 5,000 words in their everyday speaking vocabulary, 750-1,500 words a year would be huge.