Adolescent Literacy: Evidence Based Instructional Strategies - Why, What and How
Reading achievement among adolescents has been of national concern particularly with the National Assessment of Educational Progress (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 and that 30% of students in 8th grade are reading two or more grade levels below their enrolled grade (Alliance Fact Sheet February 2009). Data from the Virginia Standards of Learning (SOL) assessments indicate that only two-thirds of students with disabilities in Virginia in Grades 4 through High School meet the required level of mastery on grade level reading standards. (See chart constructed from the state report card data by clicking on the above link.) While improvement has been noted and multiple measures provided, students with disabilities continue to be challenged in meeting the minimal standards in reading across the nation. To add to this concern, Bob Wise of the Alliance for Excellent Education reports that two-thirds of all jobs by 2018 will require a high school diploma and post graduation work (Webinar of 9/8/10). How do we as a nation and within our state address the needs of this critical group?
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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