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Building Reading Confidence in Adolescents

The authors present a unique framework of research-based strategies for building reading self-efficacy by focusing on four important concepts: confidence, independence, metacognition, and stamina.

School-wide Reform

Quality school-wide reform efforts require a thoughtful, well-informed, and sustained process that includes planning, implementation, and ongoing improvement. The articles below describe school features that support effective adolescent literacy instruction and provide examples of successful school-wide programs.


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Academic Literacy Instruction for Adolescents

Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J. Francis, D. J, Rivera, M. O., Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Created by the Center on Instruction to assist literacy specialists in their work, this report makes research-based recommendations for improving academic literacy instruction in 1) content areas, 2) for English language learners, and 3) in classes with struggling readers. The report also includes advice and comments from eight literacy experts.

Adolescent Literacy Resources: Linking Research and Practice

Meltzer, J., Cook Smith, N. and Clark, H. Adolescent Literacy Resources: Linking Research and Practice. Retrieved Oct. 22, 2007, from http://www.alliance.brown.edu/pubs/adlit/alr_lrp.pdf.

This book from the Education Alliance at Brown University reviews relevant research from the past 20 years and describes the implications for instruction, curriculum, school structure, professional development, and assessment.

America's Perfect Storm: Three Forces Changing Our Nation's Future

Kirsch, I., Braun, H., Yamamoto, K., and Sum, A. Copyright ©2007 by Educational Testing Service.

According to America's Perfect Storm, current labor market trends, demographics, and student achievement data are combining to create a "perfect storm" that could inflict lasting damage upon the nation's economy and upon its social fabric, as well. Simply put, if the middle and high schools continue to churn out large numbers of students who lack the ability to read critically, write persuasively, and communicate effectively, then the labor market will soon be flooded with young people who have nothing to offer, and who cannot handle the jobs that are available. "[T]here will be tens of millions more adults," the ETS report concludes, "who lack the education and skills they will need to thrive in the new economy," raising the specter of joblessness and despair on a scale not seen since the Great Depression. If that future is to be avoided, the authors argue, the nation's secondary schools will have to begin immediately to help many more students to reach much higher levels of literacy than ever before.

Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth Graders to Timely Graduation and College Enrollment

Ascher, Carol and Maguire, Cindy. (2007). Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth Graders to Timely Graduation and College Enrollment. Annenberg Institute for School Reform at Brown University.

This report describes a qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that were "beating the odds" by producing higher than predicted graduation and college-going rates for ninth-graders who entered with far below-average eighth-grade reading and math scores.

Institute staff identified four key strategies that helped these students beat the odds: academic rigor, networks of timely supports, college expectations and access, and effective use of data. The report concludes with recommendations for maintaining and scaling up the success of these schools through better distribution of resources, greater school control over enrollment, a stronger system of support and accountability, and a district office of postsecondary education.

Closing the Expectations Gap 2007

Reprinted with permission. Copyright © 2007, Achieve, Inc. Retrieved Oct. 17, 2007 from http://www.achieve.org/node/844.

Achieve, Inc. undertook this survey of state-level high school reform as part of its American Diploma Project. In an effort to examine progress toward aligning high school work with the demands of higher education and the workplace, the study evaluated graduation requirements, academic standards, assessment, accountability (i.e. holding high schools accountable for their graduates’ college readiness); and data systems that can follow students longitudinally from pre-K through college.

Improving Literacy Instruction in Middle and High Schools: A Guide for Principals

Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

When principals are school literacy leaders, reading outcomes improve for middle and high school students. This guide from the Center on Instruction outlines the elements of school-level planning and leadership found in successful schools. It emphasizes three areas: leadership activities, the use of data to guide instruction, and appropriate and effective instructional materials.

Improving Literacy Outcomes for ELLs in High School: Considerations for States and Districts in Developing a Coherent Policy Framework

Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J. Francis, D. J, Rivera, M. O., Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

This overview from the National High School Center examines the roles of states and school districts in supporting English Language Learners. Among the key findings — ELL students who access accelerated and enriching academics rather than remediation, succeed at higher levels, and Latino ELL students are overrepresented in special education. To build the capacity of teachers to appropriately identify which ELL students would benefit from special education services and which would benefit from more inclusive strategies, states must be explicit about what is expected of professional development and teacher preparedness.

Making Progress Toward Graduation: Evidence from the Talent Development High School Model

Kemple, J.J., Herlihy, C.M., and Smith, T.J. (2005). Making Progress Toward Graduation: Evidence from the Talent Development High School Model. New York: MDRC.

An Evaluation of the Talent Development comprehensive school reform model in five Philadelphia high schools. Students participating in the Talent Development model demonstrated substantial gains in attendance, academic course credits earned, and promotion rates. The strong improvement in the first year of high school is consistent with the model's focus on building supportive and personalized learning environments.

Meeting Five Critical Challenges of High School Reform: Lessons from Research on Three Reform Models

Quint, J. (2006). Meeting Five Critical Challenges of High School Reform: Lessons from Research on Three Reform Models. New York: MDRC.

This report highlights three comprehensive high school reform initiatives evaluated by MDRC — Career Academies, First Things First, and Talent Development — and offers research-based lessons on five challenges schools face: creating a personalized and orderly learning environment; assisting students who enter high school with poor academic skills; improving instructional content and practice; preparing students for the world beyond high school, and stimulating change in overstressed high schools.

Reading at Risk: The State Response to the Crisis in Adolescent Literacy

NASBE Study Group on Middle and High School Literacy. (2005). Reading at Risk: The State Response to the Crisis in Adolescent Literacy. Alexandria, VA: National Association of State Boards of Education.

This report presents a framework to tackle the difficult job of creating a state-wide, full-scale approach to adolescent literacy. Also included is a State Policymakers' Literacy Checklist and brief profiles of the two state programs: Just Read, Florida and The Alabama Reading Initiative.


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AdLit.org is funded by the Ann B. and Thomas L. Friedman Family Foundation and Carnegie Corporation of New York. The statements and views expressed are solely the responsibility of the author(s).

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