Adolescent Literacy
Because of the variety and complexity of issues that affect current levels of reading proficiency among adolescents, significant improvements will be achieved only through a comprehensive effort involving changes in state- and district-level policies, improved assessments, more efficient school organization, more involved and effective leadership, and extensive professional development for all leaders and teachers …
Torgesen, et. al. (2007), Academic literacy instruction for adolescents: A guidance document from the Center on Instruction
The promise of the No Child Left Behind (NCLB) Act of 2001 is that all students will be academically successful by 2014. Literacy is one of the major academic areas in which all students will demonstrate proficiency; students must be able to read, write, think, and communicate, both critically and creatively. Recently, national attention has focused on the need to improve adolescent literacy in order to enhance secondary student outcomes across content areas. To that end, the Adolescent Literacy team’s goal is to partner with the New York State Education Department (NYSED) to distribute scientifically based research about adolescent literacy, thereby promoting academic achievement for all students.
Objectives
To achieve these goals, we:
- Disseminate scientifically based research to key stakeholders
- Create research-based frameworks to guide policy on raising the quality of literacy instruction for adolescent students in New York
- Convene symposia to focus on research- and evidence-based promising practices in state- and district-wide initiatives to support adolescent literacy
- Provide ongoing professional development on research-based promising practices in adolescent literacy to NYSED and New York City Department of Education (NYCDOE) specialists.
Contact
Cindy Mata-Aguilar, Team Leader
cmata-aguilar
edc.org