In this report, the author first reviews and analyzes existing empirical research on effective literacy instruction and the impact of successful literacy programs, along with materials from other published and unpublished investigations. The report considers the importance and impact of factors including motivation, alphabetic principle, fluency, vocabulary, and comprehension on literacy instruction. Other topics discussed include: the developmental nature of reading and content learning; the differing needs of English-language learners; the role that technology can play in improving literacy; the importance of professional development; and the effects of exiting infrastructure. While not arguing against future research, the report concludes that state and district policymakers can use the existing wealth of knowledge on adolescent literacy as a foundation for change in secondary schools.
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Background and Context
Across the country states are struggling to establish sound literacy learning standards for adolescents and appropriate teacher preparation standards in literacy for teachers who will work with adolescents. At the secondary level, literacy should not only be addressed in the language arts curriculum, but it should play a central role in every subject area.
