Adolescent Literacy - PDResources Free Stuff

8/12/2019 Adolescent Literacy - PDResources Free Stuff

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Adolescent Literacy

Excerpted from the CE Course Adolescent Literacy , The National Institute for Literacy andProfessional Development Resources, 2007.

Adolescents entering the adult world in the 21stcentury will read and write more than at any other time in human history. They will need advancedlevels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope withthe flood of information they will find everywhere they turn. They will need literacy to feed their imagination sothey can c reate the world of the future.

Despite the call for todays adolescents to achieve higher levels of literacy than previous generations,

approximately 8.7 million fourth through twelfth grade students struggle with the reading and writing tasks thatare required of them in school. For many adolescent s tudents, ongoing difficulties with reading and writingfigure prominently in the decision to drop out of school. These indicators suggest that literacy instructionshould continue beyond the elementary years and should be tailored to the more complex forms of literacy thatare required of adolescent students in the middle and high school years.

There are a number of key literacy components that interact to help form literacy skills:

Decoding/phonemic awareness and phonics Morphology

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to the collection of words a s tudent understands when listening to others s peak; and (3) print vocabulary, whichrefers to words used in reading and writing. Print vocabulary is more diff icult t o attain than oral vocabularybecause it relies upon quick, accurate, and automatic recognition of the written word. Furthermore, the words,figures of speech, syntax (the grammatical arrangement of words in sentences), and text structures of printedmaterial are more complex and obscure than that of conversational language. A few studies have suggestedthat vocabulary inst ruction leads to improved comprehension.

In addition to dist inctions between oral, aural, and print vocabulary, vocabulary is categorized according towhether it is typically used in an informal or formal setting. Vocabulary used in a formal, educational setting is

referred to as academic vocabulary. Researchers who investigate academic vocabulary knowledge typicallycategorize words into three areas: (1) high-frequency, everyday words (e.g., building, bus driver, eraser, etc.);(2) non-specialized academic words that occ ur across content areas (e.g., examine, cause, formation); and (3)specialized content-area words that are unique to specific disciplines (e.g., ecosystem,foreshadowing, octagon).

Text Comprehension

Comprehension is the process of extracting or constructing meaning (building new meanings and integratingnew with old information) from words once they have been identified. Many struggling adolescent readers donot have difficulty reading words accurately; they have difficulty making sense of the information and ideas

conveyed by the text. Comprehension varies depending on the text being read. Even proficient readers mayhave difficulty comprehending particular texts from time to time. Difficulties with comprehension may resultfrom a readers unfamiliarity with the content, style, or syntactic structures of the text. Even as adults, manypeople struggle when reading Shakespeare or the manual for installing a new computer program.

How content-area teachers can work with struggling adolescent readers in their classrooms

Countless middle and high school students at every socioeconomic l evel are struggling with learning academiccontent because they c annot read and write at grade level. To address this problem, all educators, includingcontent-area teachers, need information on how to incorporate effect ive lit eracy learning strategies into thecontent-area curriculum.

Some common themes have emerged from the research literature as effective practices for instruction. Themost common suggestion made throughout the research surveyed is that teachers should use systematic,explicit, and direct instruction. When students experience explicit instruction on a specific skill, teacher modeling, guided practice, and independent practice, they are much more likely to become proficient at the skillbeing taught. The second common theme throughout many of the literacy components discussed is the use of repetition. One way to ensure that students retain a strategy or skill is to review it in different contexts and withdifferent texts. Whether applied to reading a text repeatedly to improve fluency or practicing the steps of astrategy multiple times to master that strategy, repetition contributes to the improvement of adolescent literacyskills.

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The improvement of adolescent literacy is an issue that all middle and high school teachers should beequipped to address in their inst ruction. To be effect ive, content-area teachers must be aware of inst ructionalapproaches and strategies that can be used within their existing curricula to help improve the literacy levels of the struggling readers that t hey encounter. In this way, they will learn the content area.

If you would like the full text of this publication, it is in the public domain and available at no cost athttp://lincs.ed.gov/publications/pdf/adolescent_literacy07.pdf

If you would like to read this entire article and receive two hours of continuing education credit, visitProfessional Development Resources at https://pdresources.org/course/index/1/1071/Adolescent-Literacy

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Tags: Adolesce nt Literacy , childrens literacy , helping children learn to read , literacy in children

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