The number and range of intervention programs on the market can make it difficult for a district or a school to choose one that is appropriate for its particular context and needs. This guide provide assistances for educators committed to improving the reading achievement of their struggling/striving adolescent readers and writers.The chart and the review guide should help schools make good decisions regarding the programs in which they invest. Once decisions are made, the difficult work begins — the work of implementation.
Rissman, L. M., Miller, D.H., Torgesen, J. K. (2009). Adolescent Literacy Walk-Through for Principals: A Guide for Instructional Leaders. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Torgesen,J. K., & Miller, D.H. (2009). Assessment to improve instruction in academic literacy for adolescents . Portsmouth, NH: RMC Corporation, Center on Instruction.
Zorfass, J., & Urbano, C. (2008). A description of foundation skills interventions for struggling middle-grade readers in four urban Northeast and Islands Region school districts (Issues & Answers Report, REL 2008-No. 042). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.
Bates, L., Breslow, N., and Hupert, N. (2009). Five states’ efforts to improve adolescent literacy (Issues & Answers Report, REL 2009, No. 067). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies. ed.gov/ncee/edlabs.
U.S. Department of Education, Institute of Education Sciences
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.
Scammacca, N., Roberts, G., Vaughn. S., Edmonds, M., Wexler, J., Reutebuch, C. K., & Torgesen, J. K. (2007), Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
The What Works Clearinghouse(TM) (WWC) developed this NEW practice guide in partnership with a panel of experts on reading interventions. The panel distilled recent reading intervention research into four easily comprehensible and practical recommendations that educators can use to deliver reading intervention to meet the needs of students in grades 4-9.
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.
Smith, K. G., Dombek, J. L., Foorman, B. R., Hook, K. S., Lee, L., Cote, A.-M., Sanabria, I., & Stafford, T. (2016). Self-study guide for implementing literacy interventions in grades 3-8. (REL 2016–224). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast.
