Evaluating the interventions for struggling adolescent readers Fisher, D., & Ivey, G. (2006)....

Evaluating the interventions Evaluating the interventions for struggling adolescent for struggling adolescent

readersreaders

Fisher, D., & Ivey, G. (2006). Fisher, D., & Ivey, G. (2006). Journal of Adolescent & Adult Journal of Adolescent & Adult

Literacy, 50(3Literacy, 50(3), 180-189.), 180-189.

The federal government’s 2005 The federal government’s 2005 “Striving Readers” initiative“Striving Readers” initiative

The President’s Striving Readers initiative The President’s Striving Readers initiative provides a focus on improving the reading skills provides a focus on improving the reading skills of high school students who read below grade of high school students who read below grade level. This Presidential initiative, first funded in level. This Presidential initiative, first funded in 2005, builds on the No Child Left Behind 2005, builds on the No Child Left Behind elementary school reading initiatives. The elementary school reading initiatives. The President’s [fiscal year] 2006 budget will provide President’s [fiscal year] 2006 budget will provide $200 million, an increase of $175 million, eight $200 million, an increase of $175 million, eight times the 2005 level to improve the reading skills times the 2005 level to improve the reading skills of these high school students. (press release of these high school students. (press release dated January 12, 2005)dated January 12, 2005)

California’s initiative on struggling California’s initiative on struggling readersreaders

The purpose of the current middle school rThe purpose of the current middle school reading intervention is “to provide a compreeading intervention is “to provide a comprehensive, intensive, accelerated reading/lanhensive, intensive, accelerated reading/language arts program designed for students guage arts program designed for students in grades four through eight whose readinin grades four through eight whose reading achievement is significantly below grade g achievement is significantly below grade level. level. (California Department of Education, (California Department of Education, www.cde.ca.gov/www.cde.ca.gov/ ci/rl/im/documents/ ci/rl/im/documents/

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WhenWhen is a intervention program is a intervention program necessary?necessary?

Without these two nonnegotiable features of the Without these two nonnegotiable features of the learning environment—access to high-quality, learning environment—access to high-quality, readable texts and instruction in strategies to readable texts and instruction in strategies to read and write across the school day—it is read and write across the school day—it is doubtful that a specific, limited intervention will doubtful that a specific, limited intervention will make much of a difference. If a school has make much of a difference. If a school has already made these fundamental changes and already made these fundamental changes and there are still students who struggle to read, it is there are still students who struggle to read, it is likely that an intervention program or initiative is likely that an intervention program or initiative is necessary (Ivey & Fisher, 2006).necessary (Ivey & Fisher, 2006).

Five Guidelines for Reading InterventionFive Guidelines for Reading Intervention

The teacher should play a critical role The teacher should play a critical role in assessment and instruction.in assessment and instruction.

Five Guidelines for Reading InterventionFive Guidelines for Reading Intervention

The intervention should reflect a The intervention should reflect a comprehensive approach to reading comprehensive approach to reading and writing.and writing.

Five Guidelines for Reading InterventionFive Guidelines for Reading Intervention

Reading and writing in the intervention Reading and writing in the intervention should be engaging.should be engaging.

Five Guidelines for Reading InterventionFive Guidelines for Reading Intervention

Interventions should be driven by Interventions should be driven by useful and relevant assessments.useful and relevant assessments.

Five Guidelines for Reading InterventionFive Guidelines for Reading Intervention

The intervention should include The intervention should include significant opportunities for authentic significant opportunities for authentic reading and writing.reading and writing.