Literacy
Academic Literacy Instruction for Adolescents: A Guidance Document
This document makes recommendations for improving academic literacy instruction for students in grades 4-12 in content areas or across the school day, including students reading below grade level and English language learners (ELLs). The document also includes expert advice for improving adolescent academic literacy and examples of successful state activities. (Center on Instruction, 2007)
Authors: Joseph K. Torgesen, Debra D. Houston, Lila M. Rissman, Susan M. Decker, Greg Roberts, Sharon Vaughn, Jade Wexler, David J. Francis, Mabel O. Rivera, and Nonie Lesaux
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Barriers to the Preparation of Highly Qualified Teachers in Reading
This brief investigates the use of scientifically based reading research and instruction in the preparation, certification, and licensure of beginning teachers. National Comprehensive Center for Teacher Quality researchers also describe the use of innovation configurations in research on teacher preparation programs. (National Comprehensive Center for Teacher Quality, 2007)
Authors: Susan M. Smartt and Daniel J. Reschly
Creating a Culture of Literacy: A Guide for Middle and High School Principals
This report from the National Association of Secondary School Principals describes research-based practices that can be used to create a secondary school literacy instructional plan that not only targets the literacy of all students but also encourages postsecondary education and the enhancement of future employability. It also includes descriptions of schools that have implemented these practices. (National Association of Secondary School Principals, 2005)
Designing High Quality Professional Development: Building a Community of Reading Experts in Elementary Schools
This brief provides guidelines for building a high-quality professional development program to support reading instruction in elementary schools. (Center on Instruction, 2006)
Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners
This report explores challenges to improving the literacy of adolescent ELLs who must complete double the work of native English-speaking students and still reach the same performance standards. In response to these challenges, the report presents recommendations for meeting ELLs’ varying literacy needs, taking into account their educational background, native language literacy, and socioeconomic status. Double the Work is informed by expert advice and a review of relevant literature and promising practices. (Alliance for Excellent Education, 2007)
Author: Deborah J. Short & Shannon Fitzsimmons
Effective Instruction for Adolescent Struggling Readers: A Practice Brief
This practice brief, takes Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice a step further and focuses on the implications for educators and decision-makers. It addresses the five reading components of adolescent literacy (word study, fluency, vocabulary, comprehension, and motivation), compares successful and struggling readers’ behaviors, and describes effective school-based instructional practices. (Center on Instruction, 2008)
Authors: Alison Gould Boardman, Greg Roberts, Sharon Vaughn, Jade Wexler, Christy S. Murray, and Marcia Kosanovich
Effective Instruction for Adolescent Struggling Readers: Professional Development Module
This professional development module includes a PowerPoint presentation and Facilitator's Guide based on Effective Instruction for Adolescent Struggling Readers: A Practice Brief. It is designed for a one-day delivery (for teachers, administrators, and district or state staff with advanced knowledge of reading in the upper grades) or a two-day delivery (for those with some or little knowledge of effective reading instruction for adolescents and limited exposure to research), individually or in collaboration with other facilitators. (Center on Instruction, 2008)
PowerPoint presentation
Extensive Reading Interventions in Grades K-3: From Research to Practice
In a Response to Intervention (RTI) model, young students at risk for reading problems or learning disabilities may require extensive interventions. This report summarizes available data on the effects of extensive reading interventions (comprising at least 100 instructional sessions) and related implications for practice. (Center on Instruction, 2007)
Authors: Nancy Scammacca, Sharon Vaughn, Greg Roberts, Jeanne Wanzek, and Joseph Torgeson
From State Policy to Classroom Practice: Improving Literacy Instruction for All Students
The National Association of State Boards of Education developed this guidance document about state policies and programs that lead to actual instructional changes in the classroom, including actions that must be taken at all levels--state, district, school, and classroom--to impact instructional practices and improve student reading skills. (National Association of State Boards of Education, 2007)
Author: Mariana Haynes
Improving Literacy Instruction in Middle and High Schools: A Guide for Principals
This "quick start" guide for principals of both middle and high schools identifies three goals for secondary school literacy initiatives and provides elements of instruction required to meet these goals. It then outlines the critical elements of a school-level literacy action plan. (Center on Instruction, 2007)
Authors: Joseph Torgesen, Debra Houston, and Lila Rissman
Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice
This document summarizes and synthesizes research findings to determine the relative effectiveness of interventions, and outlines the implications of these findings for practice. It focuses on interventions designed to improve students' use of reading comprehension strategies, reading vocabulary, accurate decoding of unfamiliar words in text, and increased reading fluency. (Center on Instruction, 2007)
Authors: Nancy Scammacca, Greg Roberts, Sharon Vaughn, Meaghan Edmonds, Jade Wexler, Colleen Klein Reutebuch, and Joseph K. Torgesen
Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement
This report from the Alliance for Excellent Education describes issues that must be addressed as students move beyond achieving basic reading fluency, vocabulary, and comprehension skills to more advanced literacy skills that will enable them to succeed in academic content areas. (Alliance for Excellent Education, 2007)
Authors: Rafael Heller and Cynthia L. Greenleaf
Reading at Risk: The State Response to the Crisis in Adolescent Literacy
The final report of a year-long study of adolescent literacy conducted by the National Association of State Boards of Education, this document outlines recommendations for policymakers based on joint problem-solving, collaborative practice, and collective accountability that engages students in purposeful reading and writing in all subjects being taught. (National Association of State Boards of Education, 2006)
Reading Next—A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corporation of New York (2nd Ed.)
Using current, scientifically based research on effective programs for successful adolescent literacy instruction, Biancarosa and Snow outline 15 key elements of effective adolescent programs, present a vision for simultaneously improving achievement and developing the research base, and call stakeholders to action to make the improvement of adolescent literacy a priority. (Alliance for Excellent Education, 2006)
Authors: Gina Biancarosa and Catherine Snow
Reading to Achieve: A Governor's Guide to Adolescent Literacy
The National Governors Association Center for Best Practices—Adolescent Literacy Advisory Panel identified five strategies for governors and state leaders to establish a framework and policies to support improvement of adolescent student literacy. This 41-page document provides a description of the work of the Advisory Panel including thorough discussion of each strategy and appendices with additional resources, contacts and examples of how the strategies have been implemented. (National Governors Association Center for Best Practices, 2005)
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Report of the National Reading Panel "Teaching Children to Read": Reports of the Subgroups
This comprehensive report explains the methodology and scientific research used by the National Reading Panel (NRP) in its effort to assess the best ways to teach children to read. The Panel's thorough research on reading instruction was conducted by five subgroups, which focused on (1) Alphabetics, (2) Fluency, (3) Comprehension, (4) Teacher Education and Reading Instruction, and (5) Computer Technology and Reading Instruction. This 480-page report contains an executive summary from each subgroup that introduces the topic area, outlines the group's methodology, and highlights the questions and results from each subgroup. In addition to the executive summary, the report provides detailed explanations of each subgroup's research methodology and the findings for each group. (National Institute of Child Health and Human Development, 2006)
The Secondary Literacy Instruction and Intervention Guide
This guide provides an overview of the Content Literacy Continuum (CLC), a replicable district-level model of instruction to meet the differentiated needs of struggling adolescents. (Stupski Foundation, 2007)
Synopsis of "The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis"
This synopsis highlights findings from McIntosh, Homer, Card, Boland, and Good’s 2006 retrospective longitudinal analysis of the interaction between reading skills and problem behavior among students from kindergarten through Grade 5. It also discusses implications of their findings for prevention of and intervention in both reading and behavior problems. The study appeared in School Psychology Review, 35, 275-291. (Center on Instruction, 2008)
Teaching All Students to Read in Elementary School: A Guide for Principals
This "quick start" guide for elementary school-level instructional leaders is based on scientific research on reading and reading instruction as well as on studies of successful schools and interviews with successful principals. It includes critical elements of an effective reading program in elementary school, critical tasks for principals as literacy leaders, and special considerations for reading instruction after third grade. (Center on Instruction, 2007)
Authors: Joseph Torgesen, Debra Houston, Lila Rissman, and Marcia Kosanovich
Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools
This document provides guidance for improving writing instruction for all students in grades 4–12, not just those who display writing difficulties. It recommends 11 key elements of adolescent writing instruction that have demonstrated effectiveness across a number of contexts. (Alliance for Excellent Education, 2007)
Authors: Steve Graham and Dolores Perin