Topics A to Z
AdLit.org offers lots of articles that provide research-based and best-practice information for educators, parents, and others interested in helping young people become better readers and writers.
« Return to topic list
Sort by: Date Title
Linking The Language: A Cross-Disciplinary Vocabulary Approach
In theory, it should be relatively easy for educators to link the language by introducing vocabulary in related clusters of words that cross content domains. This approach should help diverse learners, including English-minority students, make important vocabulary connections and transfer core ideas across content.
Adolescent Literacy and Older Students with Learning Disabilities
This report describes the adolescent literacy problem (grades 4 to 12), its consequences, and contributing factors. Guiding principles for assessment, instruction, and professional development, as well as recommendations for short-term and future consideration, are also addressed.
Adolescent Literacy and Older Students with Learning Disabilities (Executive Summary)
The full report describes the adolescent literacy problem (grades 4 to 12), its consequences, and contributing factors. Guiding principles for assessment, instruction, and professional development, as well as recommendations for short-term and future consideration, are addressed.
What Are Key Components of Dropout Prevention Programs?
Dropout prevention research shows that most programs use more than one type of intervention (family outreach, academic tutoring, personalization and vocational training, for example). While there is no one right way to intervene, research has identified several key components to intervention success.
What Do We Know About Who Drops Out and Why?
Students decide to drop out for many reasons. This overview classifies the reasons as either status (e.g. age, socioeconomic status, geographic region or mobility) or alterable (e.g. grades, disruptive behaviors, school climate, attitude toward school). Recognizing the difference between variables is critical to designing effective interventions.
Making Writing Instruction a Priority in America's Middle and High Schools
Sometimes writing is seen as the "flip side" of reading, and it is assumed that students who are proficient readers will naturally be proficient writers. While reading and writing are complementary skills, students do not become skilled writers without explicit instruction. This policy brief from the Alliance for Excellent Education examines how writing can be taught in secondary schools, and how policy can encourage more teachers to undertake writing instruction.
Use and Teach Content Vocabulary Daily
Copying definitions from the dictionary and memorizing words for tests is not sufficient work for students to master and retain new vocabulary. This article helps teachers choose which words are most important to teach, and suggests ways to teach those words that will bring them to life for students.
Use the Cooperative Learning Model
Cooperative learning fosters group accountability and provides struggling readers with the opportunity to work with stronger academic role models. Learn how to introduce this strategy in your classroom.
Dropout Risk Factors and Exemplary Programs
Dropout decisions may involve up to 25 significant factors, ranging from parenthood to learning disabilities. The most effective interventions address the various factors and employ multiple strategies, including personal asset building, academic support, and family outreach. A list of fifty "exemplary" programs is included.
What Does Research Tell Us About Teaching Reading to English Language Learners?
In this article, a seasoned ELL teacher synthesizes her own classroom experience and the findings of the National Literacy Panel on Language-Minority Children and Youth to make recommendations for effective literacy instruction of ELL students.
