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Accelerating Instruction in Reading: Grades 9-12 - Center on ...

Accelerating Instruction in Reading: Grades 9-12 - Center on ...

Curriculum and

Curriculum and ong>Instructionong>Annotated State High School Readong>inong>g Resources• Bacevich, A. & Salong>inong>ger, T. (2006): This report provides five recommendations for states and districts basedon a study of the Alabama Readong>inong>g Initiative: begong>inong> with a flexible model that reflects a broad research basethat can be responsive to the needs of students, content areas, and local conditions; use explicit strategiesto ong>inong>crease comprehension across content areas; identify and ong>inong>tervene as early as possible with studentswho are most at risk; ensure leadership development; and be creative and vigilant with local and externalfundong>inong>g.• Carnegie Council on Advancong>inong>g Adolescent Literacy. (2010): The Carnegie Council on Advancong>inong>g AdolescentLiteracy has recently released a series of reports that provide research and specific recommendationsdesigned to tackle adolescent literacy. The first of those, A Time to Act: An Agenda for Advancong>inong>g AdolescentLiteracy for College and Career Success, contaong>inong>s a chapter with priority action steps for school leaders, districtleaders, state leaders, and federal policymakers.• Haynes, M., & Levong>inong>, J. (2009): This report outlong>inong>es the actions ong>inong> five states where leaders have made significantgaong>inong>s ong>inong> adolescent literacy. Those actions ong>inong>clude: adoptong>inong>g comprehensive literacy plans that connectreadong>inong>g, writong>inong>g, speakong>inong>g, listenong>inong>g, and thong>inong>kong>inong>g and ong>inong>tegrate literacy ong>inong>struction withong>inong> subject areas;strengthenong>inong>g teacher licensure and preparation of teachers to provide research-based readong>inong>g and writong>inong>gthroughout the curriculum; developong>inong>g a contong>inong>uum of supports and ong>inong>terventions for strugglong>inong>g readers anddesignong>inong>g policy structures and supports to drive local implementation of district- and school-wide literacyplans.• National Association of State Boards of Education. (2006): This report recommends that every state “developand vigorously implement a statewide literacy plan to ensure that all students can read proficiently.” Itprovides a checklist for states that ong>inong>cludes layong>inong>g the ground work for a focus on adolescent literacy, establishong>inong>ga state framework, and ensurong>inong>g that teachers have the knowledge and support to provide literacyong>inong>struction.• Southern Regional Education Board. (2009): Leaders from the Southern Regional Education Board statesconsulted with experts and examong>inong>ed state practices to generate a list of recommended state actions: defong>inong>especific readong>inong>g skills students need to master key subjects; identify the best teachong>inong>g strategies to help studentsdevelop comprehension skills ong>inong> each subject; ensure these strategies are applied statewide by ong>inong>cludong>inong>gthem ong>inong> professional development for current teachers and ong>inong> preparation programs for new teachers;and provide support that strugglong>inong>g readers need.Annotated District and School High School Readong>inong>g Resources• Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., et al. (2007): This piece provides research-basedevidence and endorses specific ong>inong>terventions for students who are readong>inong>g below grade level and thosewho are English language learners (ELLs). The publication describes six areas that are essential for readong>inong>gand thong>inong>kong>inong>g skills ong>inong> grades 4-ong>12ong>: readong>inong>g fluency, vocabulary knowledge, content knowledge, higher-levelreasonong>inong>g and thong>inong>kong>inong>g skills, cognitive strategies specific to readong>inong>g comprehension, and motivation andengagement.• Scammacca, N., et al. (2007): This report, commissioned by the ong>Centerong> on ong>Instructionong>, offers decision-makersresearch-based ong>inong>formation about ong>inong>terventions that can help older students who contong>inong>ue to struggle withreadong>inong>g. This report provides research-based implications for practice.• Biancarosa, G. & Snow, C. (2004): This document, which was supported by Carnegie Corporation of NewYork, outlong>inong>es 15 key components of comprehensive literacy programs, essentially providong>inong>g a checklist forschools and districts that wanted to improve their services for adolescent strugglong>inong>g readers. The fifteencomponents are: direct, explicit ong>inong>struction; effective ong>inong>structional prong>inong>ciples embedded ong>inong> the content; motivationand self-directed learnong>inong>g; text-based collaborative learnong>inong>g; strategic tutorong>inong>g; diverse texts; ong>inong>tensivewritong>inong>g; technology components; ongoong>inong>g formative assessments; extended time for literacy; professionaldevelopment; ongoong>inong>g summative assessments of students and programs; teacher teams; leadership; andcomprehensive and coordong>inong>ated literacy program.140

Curriculum and ong>Instructionong>• Kamil, M., et al. (2008): The Institute of Education Sciences (IES) commissioned a practice guide designedto brong>inong>g the best possible evidence to the challenge of improvong>inong>g adolescent literacy. This report describesfive recommendations for ong>inong>struction as well as the strength of evidence to support each: provide explicitvocabulary ong>inong>struction; provide direct and explicit comprehension strategy ong>inong>struction; provide opportunitiesfor extended discussion of text meanong>inong>g and ong>inong>terpretation; ong>inong>crease student motivation and engagementong>inong> literacy learnong>inong>g; and make available ong>inong>tensive and ong>inong>dividualized ong>inong>terventions for strugglong>inong>g readers thatcan be provided by traong>inong>ed specialists.References and ResourcesBacevich, A., & Salong>inong>ger, T. (2006). Sustaong>inong>ong>inong>g focus on secondary school readong>inong>g: Lessons and recommendations fromthe Alabama Readong>inong>g Initiative. Washong>inong>gton, DC: National High School ong>Centerong> at the American Institutes for Research.Retrieved from http://www.betterhighschools.org/docs/NHSC_ARI_ResearchBrief_010907.pdfBalfanz, R., McPartland, J., & Shaw, A. (2002). Re-conceptualizong>inong>g extra help for high school students ong>inong> a high standards era.Baltimore, MD: ong>Centerong> for Social Organization of Schools, Johns Hopkong>inong>s University.Biancarosa, G., & Snow, C. (2004). Readong>inong>g next: A vision for action and research ong>inong> middle and high school literacy. A reportto Carnegie Corporation of New York. Washong>inong>gton, DC: Alliance for Excellent Education. Retrieved from http://www.all4ed.org/publications/Readong>inong>gNext?Readong>inong>gNext.pdfBoardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective ong>inong>struction for adolescentstrugglong>inong>g readers: A practice brief. Portsmouth, NH: RMC Research Corporation, ong>Centerong> on ong>Instructionong>. Retrievedfrom http://www.centeronong>inong>struction.org/files/Practice%20Brief-Strugglong>inong>g%20Readers.pdfBremer, C. D., Clapper, A. T., & Deshler, D. D. (2002). Improvong>inong>g word identification skills usong>inong>g Strategic ong>Instructionong> Model(SIM) Strategies. Research to Practice Brief, 1(4). Mong>inong>neapolis, MN: University of Mong>inong>nesota, National ong>Centerong> on SecondaryEducation and Transition.Carnegie Council on Advancong>inong>g Adolescent Literacy. (2010). Time to act: An agenda for advancong>inong>g adolescent literacy forcollege and career success. New York, NY: Carnegie Corporation of New York. Retrieved from http://www.carnegie.org/literacy/tta/ong>inong>dex.htmlong>Centerong> on ong>Instructionong>. (2007). A synopsis of “Writong>inong>g next: Effective strategies to improve writong>inong>g of adolescents ong>inong> middle &high schools.” Portsmouth, NH: RMC Research Corporation: Author. Retrieved from http://www.centeronong>inong>struction.org/files/COI%20SPED%20Writong>inong>g%20Next%20synopsis.pdfong>Centerong> on ong>Instructionong>. (2009). Adolescent literacy resources: An annotated bibliography—Second edition 2009. RMCResearch Corporation, Portsmouth, NH: Author. Retrieved from http://www.centeronong>inong>struction.org/files/Annotated%20Biblio%20Second%20Edition%202009.pdfComprehensive School Reform Quality ong>Centerong>. (2005). Works ong>inong> progress: A report on middle and high school improvementprograms. Washong>inong>gton, DC: American Institutes for Research.Gajria, M., Jitendra, A., Sood, S., & Sacks, G. (2007). Improvong>inong>g comprehension of expository text ong>inong> students with LD: Aresearch synthesis. Journal of Learnong>inong>g Disabilities, 40, 210-225. Retrieved from http://www.centeronong>inong>struction.org/files/Synopsis%20Improvong>inong>g%20Comprehension.pdfGraham, S., & Perong>inong>, D. (2007). Writong>inong>g next: Effective strategies to improve writong>inong>g of adolescents ong>inong> middle and highschools. A report to Carnegie Corporation of New York. Washong>inong>gton, DC: Alliance for Excellent Education. Retrieved fromhttp://www.all4ed.org/files/Writong>inong>gNext.pdfHaynes, M., & Levong>inong> J. (2009). State actions to improve adolescent literacy: Results from NASBE’s State Adolescent LiteracyNetwork. Arlong>inong>gton, VA: National Association of State Boards of Education.Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salong>inong>ger, T., & Torgesen, J. (2008). Improvong>inong>g adolescent literacy: Effectiveclassroom and ong>inong>tervention practices: A practice guide (NCEE #2008-4027). Washong>inong>gton, DC: National ong>Centerong> for EducationEvaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdfKoelsch, N. (2006). Improvong>inong>g literacy outcomes for English language learners ong>inong> high school: Considerations for statesand districts ong>inong> developong>inong>g a coherent policy framework. Washong>inong>gton, DC: National High School ong>Centerong> at the AmericanInstitutes for Research. Retrieved from http://www.betterhighschools.org/docs/NHSC_Improvong>inong>gLiteracy_010907.pdf141

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