Adolescent Literacy: Evidence Based Instructional Strategies - Why, What and How
Reading achievement among adolescents has been of national concern particularly with the NAEP results reported over the last 10 years (NAEP 2009). These data evidence little progress in 4th and 8th grade reading comprehension and questions arise as to the future capacity for this group to assume the leadership roles within our global culture (Alliance Fact Sheet February 2009). Data from the Virginia Standards of Learning (SOL) assessments mirror these same concerns for vocabulary knowledge and reading comprehension. While improvement has been noted and multiple measures provided, students with disabilities continue to not minimal standards in English.
Experts have weighed in with instructional recommendations to address this area of ever-growing concern. The What Works Clearinghouse (2008) through the Institute for Educational Sciences, established in the late 1990’s to measure educational outcomes (Lyons 2009), has published a set of five recommendations. Likewise, The Center on Instruction (2007) has published a set of recommendations (2007). Dr. Deshler from the University of Kansas’ Center for Research on Learning (2009) has prioritized the recommendations from these reports and others to focus educators’ work with this age group.
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