Request Permissions. For terms and use, please refer to our Terms and Conditions Association publishes several peer-reviewed journals and numerous books, offers The Enhanced Reading Opportunities Study: Early Impact and Implementation Findings (NCEE 2008-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of 042). Education. He may be contacted at 4283 El Cajon Boulevard, #100, San Diego, CA 92105, USA. Specifically, it looks at effective interventions for struggling adolescent readers, what the specific impact of reading interventions are on reading comprehension, and what specific impact reading interventions have for students with learning disabilities.

}�+�0��?��f�� �8ߊH400x���T���j��I@F�M���ZQ'W��h``2�Q�8���0w�`K���8��D���D(�8E��è����#���mͭǤ��R9�� �6���)'��>�З:���1�1��q{+���o�4���6�R��H;��� Mnk�_�&��� , �,$�T;8"�:8;�;�;8����X:@�d���!�$Ǝ6�\D�GHʸ�٢h���; 8��!o �Y�X,b���X!`����z�lC뤋.̟�f, Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Early interventions are designed to help students before they begin to fail. Somers, M.-A., Corrin, W., Sepanik, S., Salinger T., Levin, J., and Zmach, C. (2010). (2009). Fostering collaboration among relevant departments and programs. Journal of Adolescent & Adult Literacy is a peer-reviewed journal serving those interested in the teaching of reading to adolescents and adults. Access supplemental materials and multimedia. Published By: International Literacy Association, Access everything in the JPASS collection, Download up to 10 article PDFs to save and keep, Download up to 120 article PDFs to save and keep. 0000017341 00000 n This report summarizes aspects of recent research on reading instruction for adolescent struggling readers. H����N1��`�a�*/�:���.���B���U\Dd A9��$�G����:���M[UQ�=;�7��>&H�N� However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. 0000004548 00000 n However, for researchers and teacher educators who study adolescent literacy, these questions are now coming more fre-quently and more urgently.

Select the purchase ��P�/'������޻߂�%�. and encouraging the lifetime reading habit. The ERO program effects did not continue beyond the program year. Using Response-to-Intervention and three-tier reading models. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

© 2006 Wiley School records were used to examine the effect of the literacy programs on academic performance during the program year (9th grade) and a year afterwards. Ensuring that programs are carried out as designed. Kemple, J., Corrin, W., Nelson, E., Salinger, T., Herrmann, S., and Drummond, K. (2008). Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice(Scammanca et al., 2007) and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction(Torgesen et al., 2007). The This second edition of the Effective Instruction for Adolescent Struggling Readers professional development module is a revision of the 2008 version and presents information based on findings from Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice (Scammacca et al., 2007) and recommendations discussed in Improving Adolescent Literacy: … institution, Login via your Such interventions are most often provided by reading specialists or teachers who have undergone thorough training to help them … They do not represent an exhaustive reading curriculum. 0000006596 00000 n JSTOR®, the JSTOR logo, JPASS®, Artstor®, Reveal Digital™ and ITHAKA® are registered trademarks of ITHAKA. 0000001594 00000 n The Enhanced Reading Opportunities Study tests the effectiveness of two supplemental literacy interventions targeted to ninth-grade readers with reading comprehension skills that are two to four years below grade level. Additional support for product development was made available through the California Adolescents Literacy Initiative (CALI) Reads Project. a range of professional meetings worldwide, and provides a variety of other 0000010176 00000 n services to the education community. LAIP's instructional strategies are evidenced-based, explicit and systematic. One of the dilemmas facing teachers who are supporting struggling readers is ensuring that the student gets a broad and balanced curriculum, while also targeting the key areas of need. Help us support the teachers of struggling readers. 0000001466 00000 n During the 9th grade, the ERO program also had a positive impact on students' academic performance in core subject areas, including their grades and credit accumulation. It focuses on the reading skills that adolescents need to more fully access content-area curricula and, in turn, secure a productive future. It both synthesizes Members include classroom teachers, J., Reutebuch, C. K., & Torgesen, J. K. (2007), Interventions for h�bbd``b`����G ��$�>�)L�� .#n���_ �H� At the end of 9th grade, both groups were assessed using a standardized, nationally normed reading test, and participated in surveys about their reading activities and behaviors. 0 researchers, psychologists, librarians, media specialists, and parents. 0000038273 00000 n Washington, DC: AYPF. The Literate Adolescents Intervention Program (LAIP) offers a one-year multi-component reading intervention for older struggling readers. Disclaimer: The contents of this website were developed through an Office of Special Education Programs grant.

0000037068 00000 n option. AdLit.org is an educational initiative of WETA, the flagship public television and radio station in the nation's capital, and is funded by Carnegie Corporation of New York and by the Ann B. and Thomas L. Friedman Family Foundation. %PDF-1.6 %����

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©2000-2020 ITHAKA. The Enhanced Reading Opportunities Final Report: The Impact of Supplemental Literacy Courses for Struggling Ninth-Grade Readers Executive Summary (NCEE 2010-4022). Each issue offer practical, classroom-tested ideas grounded in current research and theory. The authors assess current reading interventions for struggling readers and offer five guidelines for choosing an effective program. 0000003320 00000 n Read your article online and download the PDF from your email or your account. At the end of 9th grade, both groups were assessed using a standardized, nationally normed reading test, and participated in surveys about their reading activities and behaviors. 0000038545 00000 n E-mail dfisher@mail.sdsu.edu. 144 31 While much has been learned about literacy in the elementary grades, less is known about programmatic approaches that help struggling adolescent readers acquire the skills they need to succeed in high school. This item is part of JSTOR collection The Enhanced Reading Opportunities Study tests the effectiveness of two supplemental literacy interventions targeted to ninth-grade readers with reading comprehension skills that are two to four years below grade level.

startxref 0000004071 00000 n The statements and views expressed are solely the responsibility of the author(s). dedicated to promoting high levels of literacy for all by improving the quality Children who present with literacy difficulties will benefit from whole-class work and activities, alongside the interventions delivered by the support teacher. Portsmouth, NH: RMC Research The study found: 1) the ERO supplemental literacy programs improved students' reading comprehension skills during the 9th grade, corresponding to an improvement from the 23rd to the 25th percentile. ��:�S��k��t��z�9DZ{����1�{B�y}j�O�:�������ٮ�L(z�����ąx������*��ΑE8���P. of reading instruction, disseminating research and information about reading, implications for practice. Reading intervention is my passion. The study identifies six factors that, according to the district representatives interviewed, can promote or hinder program implementation: Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008).



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