Nuts and Bolts of Adolescent Literacy

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Intensive instruction in reading for students with serious difficulties What students do: Students develop decoding skills and increase reading fluency through specialized, direct, and intensive instruction in reading. What professionals do: Teachers, reading specialists, special education teachers, speech-language pathologists, and other support staff team develop intensive and coordinated instructional experiences designed to address severe literacy deficits. Reading specialists and special education teachers often deliver these services. They also assist content teachers in making appropriate modifications in content instruction to accommodate severe literacy deficits.
Intensive instruction in reading for students with serious difficulties What it looks like: Small group or 1:1, everyday for 45-60 minutes, instruction is systematic and explicit, focuses on phonemic decoding, reading accuracy, and building fluency One way to do this is to use research-based programs to support and guide the instruction Corrective Reading Spell Read P.A.T. Wilson Reading System Lindamood-Bell Programs Failure Free Reading
Page 1 and 2: Nuts and Bolts of Adolescent Litera
Page 3 and 4: Myth 1: Adolescents don’t need de
Page 5 and 6: The Reading Process The goal of all
Page 7 and 8: The Many Strands that are Woven int
Page 9 and 10: Primary Characteristics of Struggli
Page 11 and 12: Can phonics be successfully taught
Page 13 and 14: Adolescent Literacy Comprehension I
Page 15 and 16: Early Literacy Instruction Scientif
Page 17 and 18: Closing the gap in middle and high
Page 19 and 20: A Continuum of Literacy Instruction
Page 21 and 22: Diagnostic decision tree for studen
Page 23 and 24: The side of the tree for students w
Page 25 and 26: TOWRE Scoring …a test of phonemic
Page 30 and 31: A different model for improving rea
Page 32 and 33: Still another model for improving r
Page 34 and 35: The take away ideas: Because readin
Page 36 and 37: False • Literacy is more complex
Page 38 and 39: Myth 3: Reading coaches are the key
Page 40 and 41: Classroom Practices for Adolescents
Page 42 and 43: Modeling • Students can learn rea
Page 44 and 45: Cooperative Learning • Students c
Page 46 and 47: Focused Tutoring • Adolescent rea
Page 48 and 49: A very recent report on ―what wor
Page 50 and 51: Reading Next: Two kinds of action i
Page 52 and 53: Improving reading skills in middle
Page 54 and 55: Is it really possible to substantia

Nuts and Bolts of Adolescent Literacy

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