Adolescent+Literacy

This page is for issues in Adolescent Literacy including reading in the Content Area.

Click here to get a copy of [|Reading Next] which gives the components of a good Adolescent Literacy Program Brozo and Flynt (2008) give six evidence -based principles for motivating students to read 1. Elevating self efficacy 2. Engendering interest in new learning 3. Connecting outside with inside literacies 4. Making an abundnce of interesting texts available 5. Expanding choices and options 6. Structuring collaboration for motivation. Brozo and Flynt (2008) Motivating students to read in the content classroom: six evidence-based principles. Reading Teacher, 62(2), pp172-174.
 * Motivation**

If you were experiencing difficulty with the last link, go to this new link and scroll down to a Time to Act.
 * To get the New Report about reading in the disciplines **

[|A Time to Act]A new and final report from the Carnegie Corporation of New York's Council on Advancing Adolescent Literacy looks at the imperatives for continued literacy instruction for middle and high school students. While there is currently a strong knowledge base of reading instruction for grades K-3, "the truth is that good early literacy instruction does not inoculate students against struggle or failure later on," according to the report. Literacy supports for adolescents present greater instructional challenges and demand a range of strategies. Adolescent learners must decipher complex passages, synthesize information at a higher level, and learn to form independent conclusions based on evidence. They must also develop special skills and strategies for reading across differing content areas -- for example history, social science, and mathematics. To ensure delivery of quality literacy instruction, the report lays out specific action steps for school leaders, district leaders, state leaders, and federal policymakers. Leaders at all levels must make literacy education a priority, with schools, curricula, and statewide standards designed specifically to advance literacy outcomes of students. "We already know more than enough to raise the level of adolescent literacy and learning achievement in our schools," write the authors. "The time to act is now."