Recommended Reading
RESOURCES
What Content-area Teachers Should Know About Adolescent Literacy
Baxter, S., & Reddy, L. (2007). Jessup, MD:
National Institute for Literacy.
"This report summarizes some of the current literature on adolescent literacy research and practice. The goal of this report is to help address middle and high school classroom teachers’, administrators, and parents’ immediate need for basic information about how to build adolescents’ reading and writing skills”.
Children Experiencing Reading Difficulties.
Summary Of 20 Years Of Research On The Effectiveness Of Adolescent Literacy Programs And Practices.
Herrera, S., Truckenmiller, A. J., and Foorman, B. R. (2016).
(REL 2016–178). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
Framework For Informed Reading And Language Instruction: Matrix Of Multisensory Structured Language Programs.
Henry, M. (2000). International Dyslexic Association.
This comparison matrix of multisensory, structured language (MSL) programs enables consumers to see the similarities and differences among various approaches that are widely used throughout the United States.
Evidence-based Reading Instruction For Adolescents Grades 6-12
Hougen, M. (2015).
This content was produced under US Department of Education, Office of Special Education Programs, Award No. H325A120003.
Improving Adolescent Literacy: Effective Classroom And Intervention Practices: A Practice Guide
Kamil, M. L., Borman, G. D., Dole, J., Kral,
C. C., Salinger, T., & Torgesen, J. (2008).
Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Reading In The Disciplines:
The Challenges Of Adolescent Literacy
Lee, C.D., Spratley, A. (2010).
New York, NY: Carnegie Corporation of New York.
In this paper, the authors address “disciplinary literacy” issues for struggling adolescent readers through the following: (1) define and illustrate what is entailed in comprehending texts within and across academic disciplines; (2) examine what the empirical research base says about reading comprehension generally and reading in the disciplines specifically; and (3) briefly discuss the implications of this research base for teaching and assessments. They conclude with some recommendations for improving policy and practice in the area of disciplinary literacy.
High-leverage Practices In Special Education
McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January)
Arlington, VA: Council for Exceptional Children & CEEDAR Center.
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices are 22 essential special education techniques that all K–12 special education teachers should master for use across a variety of classroom circumstances. Learn more about these practices in the guidance document High-Leverages Practices in Special Education.
National Reading Panel
National Institute of Child Health and Human Development (NICHD). (2000).
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754).
Improving Literacy Instruction In Middle And High Schools: A Guide For Principals
Torgesen, J., Houston, D., & Rissman, L. (2007).
Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Academic Literacy Instruction For Adolescents: A Guidance Document From The Center On Instruction
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).
Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Response To Intervention For Middle School Students With Reading Difficulties: Effects Of A Primary And Secondary Intervention
Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. D., ... & Francis, D. J. (2010).
School Psychology Review, 39(1), 3-21.
We hope that this guide provides you with some much needed and welcome insight into improving reading outcomes for adolescents with reading problems. As you know, reading problems are not eliminated when students move from elementary to secondary settings.
Reading Next: A Vision For Action And Research In Middle And High School Literacy
Evidence-based
Teaching Practices
IES/NCEE’s Regional Educational Laboratory Southeast at Florida State University
Standards For Middle And High School Literacy Coaches
IES/NCEE’s Regional Educational Laboratory Southeast at Florida State University
Carnegie Corporation’s Advancing Literacy program is dedicated to the issues of adolescent literacy and the research, policy, and practice that focuses on the reading and writing competencies of middle and high school students. Advancing Literacy reports and other publications are designed to encourage local and national discuss ion, explore promising ideas, and incubate models of practice, but do not necessarily represent the recommendations of the Corporation. For moreinformation visit www.carnegie.org.
Academic Screening Tools Chart
American Institutes for Research
“Universal screening can be used to identify which children will need the most intensive intervention. In some cases, children with the weakest initial skills may bypass Tier 2 intervention and move directly into intensive intervention. The tools on the academic screening tools chart can be used to identify students at risk for poor academic outcomes, including students who require intensive intervention.”
CALI Reads
is a project funded by the Office of Special Education in partnership with the California Department of Education, Special Education Division. The project is coordinated and administered through the
Napa County Office of Education
1450 Technology Lane, Suite 200 Petaluma, CA 94954
Fax: 707-762-1438 | e-mail: info@calireads.org
The contents of this website were developed under a State Personnel Development Grant (SPDG) from the US Department of Education (CALI/Award #H323A170011), Project Officer, Latisha.Putney@ed.gov. However, the contents of this site not necessarily represent the policy of the US Department of Education and no assumption of endorsement by the Federal government should be made.
Last updated: 10/16/2020
Log In to CALI READS Content