Making Room For Adolescent Literacy Adlit
What can schools do to improve the reading and writing skills of adolescent students? Our panel of experts discusses ways to implement school-level literacy reforms without increasing staff or budgets. Learn how to use assessments to inform reform efforts; the importance of school literacy councils; the distinct role of school principals, reading specialists, and content-area teachers in literacy leadership; as well how to create... Don Deshler, Ph.D. is the director of the Center for Research on Learning (CRL) and a professor in the School of Education at the University of Kansas. Dr.
Deshler’s work addresses ways to close the large “achievement gap” and to reduce the escalating drop-out rate for struggling adolescent learners. His work focuses on designing instructional routines that can be used by secondary teachers to help them more effectively teach subject-matter content to academically diverse classes in secondary schools. Mel Riddile, Ed.D. is the Associate Director for High School Services at the National Association of Secondary School Principals. He previously served as T.C. Williams High School and J.E.B.
Stuart High School in Northern Virginia. Dr. Riddile’s areas of expertise include restructuring and reinventing high schools, adolescent literacy, ninth grade transition, school-based central office experience and consulting. Chris Gutierrez is a Reading Specialist at T.C. Williams High School in Alexandria, Virginia. She develops the school’s in-house professional development program.
Doris McMillan: If a kid can’t read by the time he reaches high school, it takes more than a reading teacher to turn things around. How can schools help struggling teen readers? Hi, I’m Doris McMillan. Please join me for the ADLIT.org webcast, Making Room for Adolescent Literacy. Adolescents need to be able to use literacy skills (reading, writing, speaking, and listening) to gain knowledge in any given discipline. As students enter upper elementary and middle school they begin applying literacy skills in subjects like Science, Social Studies, Math, and Literature.
This resource library serves as a guide to the science of reading, literacy strategies, and literacy instruction for 4th-12th grade teachers in all content areas. introduce the science of reading in a way that is accessible to teachers, parents, and the community provide resources for educators from all content areas looking to learn more about adolescent literacy provide models of research-based strategies for adolescent literacy including strategies for content literacy and disciplinary literacy collaborate with teachers to develop their own literacy-rich lessons Adolescent students often struggle with reading due to a combination of underlying factors, including inadequate foundational literacy skills, limited vocabulary, and insufficient exposure to complex texts.
Some of these students missed out on crucial early reading instruction, leading to persistent gaps in their phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. Socioeconomic disparities and a lack of access to high-quality reading materials can exacerbate these challenges. As adolescents progress through grades without these skills, engaging with grade-level content for academic success and everyday life becomes increasingly difficult. To address these challenges, intervention grounded in the science of reading must be implemented as a comprehensive, school-wide effort across all tiers of instruction: The school community, including interventionists, general educators, special educators, and administrators, must all be committed to closing the literacy gap. A culture that values reading proficiency as a fundamental skill is mandatory.
By leveraging evidence-aligned practices across all tiers of instruction, schools can ensure that adolescent students receive the support needed to narrow or close the gaps between them and their peers, ultimately enabling them to... The resources below point you in the right direction. Turning the Page to Secondary Literacy: Marshall Street Students who make it into middle and high school with persistent reading difficulties need as much concentrated time as possible to catch up with their peers before their years in school run out. ~ Reed, Wexler, & Vaughn, 2012 If we take a look at the amount of federal funding spent on adolescent literacy versus early literacy research, it’s probably not surprising that there are far fewer intervention studies on older students.
Within studies with struggling readers in middle and high school, we have also tended to focus more on early to middle adolescent (4th-8th grades) than high school and post secondary students. This is important to note as we think about generalizations we can make for adolescent literacy interventions because treating adolescent struggling readers as a homogenous group of learners is a fallacy. There are a number of variables that make it a challenge to show significant and sustained growth with older students reading below grade level. One difficulty is how we define struggling or striving readers in middle and high school. How do we differentiate between the various types of struggling readers we find in our classes? Too often a “one-size-fits-all” approach to literacy intervention occurs in schools but with more research clearer profiles of adolescent struggling readers will allow us to target the variety of struggling adolescent learners in our...
Reading instruction at the fourth grade and beyond has historically focused on what Chall (1983/1996) termed “reading to learn” instead of “learning to read.” Not surprisingly, a “reading to learn” focus on developing reading... Research has shown that some adolescent struggling readers may still require instruction in foundational skill areas such as phonics and oral reading fluency because “low reading comprehension scores at older ages might often be... 212). We also have a rapidly growing population of older, English language learners that often require long-term literacy supports, yet we have an even murkier understanding of their literacy needs given the significantly smaller number... Although there are notable differences in literacy instruction for primary students versus adolescents, the basis remains the same: effective teaching rooted in evidence-based practices. The following resources will help a variety of older learners with their motivation and engagement, content area learning, critical literacy skills, and more.
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U.S.Patent Des. 318,290.Adobe Garamond is either a registered trademark or a trademark of Adobe Systems Incorporated in the United States and/or other countries.SemiboldLPSU-146N�d�����������$�����P�������>����� ���>�����^�>���>������>���>���ċ������uv��� �X������������_�^�_]^�Y $���w��������#��#��\�m�8���w��X�����������ד���{���$]{��;{��|����������� ��V�� �$!��\�{����y����������� $������f�\�����I�����D:9jI0y���~���������%��,�j�W��^F�,0O��E���z�������{0��{�������P��{{�%����C�J�M�I�n�������HW���������̀��\e�W�&A7(1�N�a�s�a�]RN`]?)U��y��z����M�F�v��m��|{��X�������ْ���&�E�`_��w��֞ÿ�Ù��� ڋ㙩��������������f�p�ade�i $���y���������|�n�.@��,U(��a���y�������������_�^�^_^�c $���z��������!{��(�����n�����Ȓ�ܙߒ�� � yX? �� � endstream endobj 383 0 obj <>stream ������/��� endstream endobj 100 0 obj <> endobj 369 0 obj <>stream �cvt �.fpgm��glyfDQThead���`6hhea�$hmtx[�:locaY�,maxp� prep�K��������������������, d� `f#�PXeY-�, d ��P�&Z�E[X!#!�X �PPX!�@Y �8PX!�8YY � Ead�(PX!� E... G�#B�%I��G#G#ab�#B�*-�,��%�%G#G#a�+e�.# <�8-�,��%�% .G#G#a �#B�+ �`PX �@QX� �&YBB# �C �#G#G#a#F`�C��b` �+ ��a �C`d#�CadPX�Ca�C`Y�%��ba# �&#Fa8#�CF�%�CG#G#a` �C��b`# �+#�C`�+�%a�%��b�&a �%`d#�%`dPX!#!Y# �&#Fa8Y-�,� �& .G#G#a#<8-�,� �#B F#G�+#a8-�,��%�%G#G#a�TX. <#!�%�%G#G#a �%�%G#G#a�%�%I�%a�Ec#bc�Eb`#.# <�8#!Y-�,� �C .G#G#a `� `f��b# <�8-�,# .F�%FRX =<;:975-+'%" +K�_PX@C20&& $ $ K�lPX@A20 &&&$ @J20 &&&#$! YY�8+>32#'.54>54&#"#"'4632#"&!!7!!�9DO.?gI)-60#z -5-I9)8( c>0((0>����22c��u&#@[87P;+&%ia /(&.8'3<��/@)(?��g6,s�A� t@ +K��PX@%45#$!@,45#&$!Y�8+!!#!7!�5��f5�5�i�6��S��Q���a<�%@+@#$!�8+!!s��8��-��'�S@+K�_PX@$ K�lPX@$ @#$!YY�8+74>32#".-"--""--"n."".-""-����.� -@ +K�_PX@ 5 @ 4+Y�8++>;]:I�4 I "�!O��j�'�@'' +K�_PX@$$ K�lPX@&$ @$&#$!YY�8+2#".54>2>54.#"�_�sAb��~`�sAb�� T�qB-Le8T�qB-Le�I�ے����kI�ۓ�J�k��Y��x�j0Y����x�i0����@ +K�_PX@# 2 $ K�lPX@ 44$ K��PX@* 44#$!@/ 44*#$!YYY�8+7!7#"&/3!!�6{��,����M� Kq��/J�4�@-+'% 44+K�_PX@-0 2$$ ...
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What can schools do to improve the reading and writing skills of adolescent students? Our panel of experts discusses ways to implement school-level literacy reforms without increasing staff or budgets. Learn how to use assessments to inform reform efforts; the importance of school literacy councils; the distinct role of school principals, reading specialists, and content-area teachers in literacy ...
Deshler’s Work Addresses Ways To Close The Large “achievement Gap”
Deshler’s work addresses ways to close the large “achievement gap” and to reduce the escalating drop-out rate for struggling adolescent learners. His work focuses on designing instructional routines that can be used by secondary teachers to help them more effectively teach subject-matter content to academically diverse classes in secondary schools. Mel Riddile, Ed.D. is the Associate Director for ...
Stuart High School In Northern Virginia. Dr. Riddile’s Areas Of
Stuart High School in Northern Virginia. Dr. Riddile’s areas of expertise include restructuring and reinventing high schools, adolescent literacy, ninth grade transition, school-based central office experience and consulting. Chris Gutierrez is a Reading Specialist at T.C. Williams High School in Alexandria, Virginia. She develops the school’s in-house professional development program.
Doris McMillan: If A Kid Can’t Read By The Time
Doris McMillan: If a kid can’t read by the time he reaches high school, it takes more than a reading teacher to turn things around. How can schools help struggling teen readers? Hi, I’m Doris McMillan. Please join me for the ADLIT.org webcast, Making Room for Adolescent Literacy. Adolescents need to be able to use literacy skills (reading, writing, speaking, and listening) to gain knowledge in any...
This Resource Library Serves As A Guide To The Science
This resource library serves as a guide to the science of reading, literacy strategies, and literacy instruction for 4th-12th grade teachers in all content areas. introduce the science of reading in a way that is accessible to teachers, parents, and the community provide resources for educators from all content areas looking to learn more about adolescent literacy provide models of research-based ...