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What Content-area Teachers Should Know About Adolescent Literacy

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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.

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International Literacy Association | 2019

What We Know and What We Can Do

Summary Of 20 Years Of Research On The Effectiveness Of Adolescent Literacy Programs And Practices.

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Biancarosa, C., & Snow, C. E. (2006).

A report to Carnegie Corporation of New York

Evidence-based
Teaching Practices

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IES/NCEE’s Regional Educational Laboratory Southeast at Florida State University

Standards For Middle And High School Literacy Coaches

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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 more information visit www.carnegie.org.

 

Academic Screening Tools Chart

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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.”

The Superintendent’s Quality Professional Learning Standards

The Superintendent's Quality Professional Learning Standards

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Professional Learning Support Division
California Department of Education

Professional learning standards are the cornerstone of quality professional learning, identifying
essential elements of quality professional learning that cut across specific content knowledge,
pedagogical skills, and dispositions.

Teaching Reading Is Rocket Science, 2020

Teaching Reading Is Rocket Science, 2020

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Louisa C. Moats

What Expert Teachers of Reading Should Know and Be Able to Do

 

Adolescent Literacy Guide

Adolescent Literacy Guide

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Adolescent Literacy Learning

A Professional Learning Resource for Literacy, Grades 7-12

Best Practices for School Improvement Planning

Best Practices for School Improvement Planning

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Hanover Research

Hanover Research outlines best practices for school and continuous improvement planning, focusing on organizational components and methods for assessment and measurement.