DOCSLIB.ORG

Literacy Challenges for the Twenty-First Century

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Literacy Challenges for the Twenty-First Century Literacy www.futureofchildren.org The Future of Children Literacy Challenges for the Twenty-First Century VOLUME 22 NUMBER 2 FALL 2012 3 Literacy Challenges for the Twenty-First Century: Introducing the Issue 17 Patterns of Literacy among U.S. Students 39 The Role of Out-of-School Factors in the Literacy Problem 55 Improving Reading in the Primary Grades 73 Reading and Reading Instruction for Children from Low-Income and Volume 22 Number 2 Fall 2012 Volume Non-English-Speaking Households 89 Adolescent Literacy: Learning and Understanding Content 117 The Importance of Infrastructure Development to High-Quality Literacy Instruction 139 Technology Tools to Support Reading in the Digital Age A COLLABORATION OF THE WOODROW WILSON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS AT A COLLABORATION OF THE WOODROW WILSON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS AT PRINCETON UNIVERSITY AND THE BROOKINGS INSTITUTION PRINCETON UNIVERSITY AND THE BROOKINGS INSTITUTION The Future of Children seeks to translate high-level research into information that is useful Board of Advisors to policy makers, practitioners, and the media. Lawrence Balter Charles N. Kahn III The Future of Children is a collaboration of the Woodrow Wilson School of Public and New York University Federation of American Hospitals International Affairs at Princeton University and the Brookings Institution. Jeanne Brooks-Gunn Marguerite Kondracke Columbia University America’s Promise—The Alliance for Youth Senior Editorial Staff Journal Staff Judith Feder Rebecca Maynard Georgetown University University of Pennsylvania Sara McLanahan Kris McDonald Editor-in-Chief Associate Editor William Galston Lynn Thoman Princeton University Princeton University Brookings Institution Corporate Perspectives Director, Center for Research on University of Maryland Child Wellbeing, and William S. Tod Lauren Moore Heather B. Weiss Professor of Sociology and Public Affairs Project Manager Jean B. Grossman Harvard University Princeton University Princeton University Janet M. Currie Amy Wilkins Senior Editor Brenda Szittya Kay S. Hymowitz Education Reform Now Princeton University Managing Editor Manhattan Institute for Policy Research Director, Center for Health and Wellbeing, Princeton University and Henry Putnam Professor of Economics Martha Gottron and Public Affairs Managing Editor Ron Haskins Princeton University Senior Editor Lisa Markman-Pithers Brookings Institution Outreach Director Senior Fellow and Co-Director, Center on Princeton University Children and Families Reid Quade Cecilia Rouse Outreach Coordinator Senior Editor Brookings Institution Princeton University Director, Education Research Section, Regina Leidy and Katzman-Ernst Professor in the Communications Coordinator Economics of Education and Professor of Princeton University Economics and Public Affairs Tracy Merone The views expressed in this publication do not necessarily represent the views of the Woodrow Isabel Sawhill Administrator Wilson School at Princeton University or the Brookings Institution. Senior Editor Princeton University Brookings Institution Copyright © 2012 by The Trustees of Princeton University Senior Fellow, Cabot Family Chair, and Co-Director, Center on Children and Families This work is licensed under the Creative Commons Attribution-NoDerivs 3.0 Unported License, http://creativecommons.org/licenses/by-nd/3.0. Authorization to reproduce articles is allowed with proper attribution: “From The Future of Children, a collaboration of the The Future of Children would like to thank The Annie E. Casey Foundation and the David and Woodrow Wilson School of Public and International Affairs at Princeton University and the Lucile Packard Foundation for their generous support. Brookings Institution.” To purchase a print copy, access free electronic copies, or sign up for our e-newsletter, go to ISSN: 1054-8289 our website, www.futureofchildren.org. If you would like additional information about the ISBN: 978-0-9814705-9-7 journal, please send questions to [email protected]. VOLUME 22 NUMBER 2 FALL 2012 Literacy Challenges for the Twenty-First Century 3 Literacy Challenges for the Twenty-First Century: Introducing the Issue by Richard Murnane, Isabel Sawhill, and Catherine Snow 17 Patterns of Literacy among U.S. Students by Sean F. Reardon, Rachel A. Valentino, and Kenneth A. Shores 39 The Role of Out-of-School Factors in the Literacy Problem by Jane Waldfogel 55 Improving Reading in the Primary Grades by Nell K. Duke and Meghan K. Block 73 Reading and Reading Instruction for Children from Low-Income and Non-English-Speaking Households by Nonie K. Lesaux 89 Adolescent Literacy: Learning and Understanding Content by Susan R. Goldman 117 The Importance of Infrastructure Development to High-Quality Literacy Instruction by David K. Cohen and Monica P. Bhatt 139 Technology Tools to Support Reading in the Digital Age by Gina Biancarosa and Gina G. Griffiths www.futureofchildren.org Literacy Challenges for the Twenty-First Century: Introducing the Issue Literacy Challenges for the Twenty-First Century: Introducing the Issue Richard Murnane, Isabel Sawhill, and Catherine Snow dvanced literacy is a This issue of the Future of Children prerequisite to adult success explores the literacy of America’s children in the twenty-first century. and how to improve it. We begin this intro- By advanced literacy we do ductory essay by reviewing briefly why literacy not mean simply the ability is so important in today’s world and why the Ato decode words or read a text, as necessary concept of literacy needs to be broadened as these elementary skills are. Instead we to include a set of competencies that go well mean the ability to use reading to gain access beyond the ability to recognize words and to the world of knowledge, to synthesize decode text. We end with a summary of the information from different sources, to other articles in the issue and briefly consider evaluate arguments, and to learn totally new what steps policy makers might take to subjects. These higher-level skills are now respond to the urgent needs we cite. essential to young Americans who wish to explore fields as disparate as history, science, The Growing Demand for and mathematics; to succeed in postsecondary Strong Literacy Skills education, whether vocational or academic; to The “literacy problem” we address here is earn a decent living in the knowledge-based not that literacy has declined among recent globalized labor market; and to participate in generations of children. It is that today’s a democracy facing complex problems. economy and the complex political and social challenges facing the nation demand more The literacy challenge confronting children, advanced skills than ever before. their families, and schools in the United States has two parts. The first is the universal The average reading skill of non-Hispanic need to better prepare students for twenty- white children from recent cohorts is first-century literacy demands. The second remarkably similar to that of comparable is the specific need to reduce the disparities children born in the 1960s, and the average in literacy outcomes between children from reading achievement of recent cohorts of disadvantaged backgrounds and those from black children and Hispanic children is more privileged homes. considerably higher than that of comparable Richard Murnane is the Thompson Professor of Education and Society at the Harvard Graduate School of Education; Isabel Sawhill is a senior fellow, Cabot Family Chair, and co-director of the Center on Children and Families, at the Brookings Institution; Catherine Snow is the Patricia Albjerg Graham Professor of Education at the Harvard Graduate School of Education. VOL. 22 / NO. 2 / FALL 2012 3 Richard Murnane, Isabel Sawhill, and Catherine Snow Figure 1. National Assessment of Educational Progress Test Score Trends in Reading: National Averages for Thirteen-Year-Olds (Eighth Grade) 280 White 270 Black 260 Latino 250 240 Scale score 230 220 210 200 1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004 2008 Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1971–2008 Long-Term Trend Reading Assessments. cohorts born several decades ago. These because they can be and have been taken over points are illustrated in figure 1, which by computer-guided machines or by workers presents trends from the National Assessment in lower-wage countries.1 of Educational Progress in the average reading levels of American thirteen-year-olds During those same three decades the demand in the major race and ethnicity groups. for workers in higher-paid occupations, for example, in technical and professional Although the literacy of American children fields, was growing. These jobs typically has not changed appreciably over the past require postsecondary education or training, forty years, the American labor market has leaving workers with inadequate literacy changed dramatically. The change in the skills competing for the growing number of nation’s occupational structure is illustrated in low-paying service jobs. figure 2, which displays the shares of workers employed in large occupational groups, Americans also need strong literacy skills arrayed from lowest wage on the left to to participate constructively in a pluralistic highest wage on the right. The big declines democracy facing complex domestic and between 1979 and 2009 in the share of global challenges,
Load more

Recommended publications
  • Defence Strategic Communications
    Defence Strategic Communications | Volume 5 | Autumn 2018 DEFENCE STRATEGIC COMMUNICATIONS DEFENCE STRATEGIC 12 Volume 5 | Autumn 2018 DEFENCE STRATEGIC COMMUNICATIONS The official journal of the NATO Strategic Communications Centre of Excellence AUTUMN 2018 The Acoustic World of Influence: How Musicology Illuminates Strategic Communications Hostile Gatekeeping: the Strategy of Engaging With Journalists in Extremism Reporting The ‘Fake News’ Label and Politicisation of Malaysia’s Elections Brand Putin: an Analysis of Vladimir Putin’s Projected Images What Does it Mean for a Communication to be Trusted? Strategic Communications at the Pyeongchang Winter Olympics: a Groundwork Study ISSN: 2500-9486 DOI: 10.30966/2018.RIGA.5. Defence Strategic Communications | Volume 5 | Autumn 2018 DOI 10.30966/2018.RIGA.5.5 WHAT DOES IT MEAN 171 FOR A COMMUNICATION TO BE TRUSTED? Francesca Granelli Abstract Despite following best practice, most governments fail in their strategic communications. There is a missing ‘X’ factor: trust. This offers a quick win to strategic communicators, provided they understand what the phenomenon involves. Moreover, it allows practitioners to avoid the risk of citizens feeling betrayed when their government fails to deliver. Keywords: trust, communications, impersonal trust, distrust, reliance, co-operation, strategic communications About the author Dr Francesca Granelli is a Teaching Fellow at King’s College London, where her research focuses on trust. Her forthcoming book is Trust, Politics and Revolution: A European History. Defence Strategic Communications | Volume 5 | Autumn 2018 DOI 10.30966/2018.RIGA.5.5 172 Introduction Governments, politicians, and commentators are worried. The ‘crisis of trust’ is now a common refrain, which draws upon a mountain of apparent evidence.1 Edelman’s Trust Barometer, for instance, points to declining levels of trust in governments, NGOs, businesses, and the media across most countries each year.
    [Show full text]
  • Adolescents' Literacy Development in English As a Foreign Language In
    Adolescents’ Literacy Development in English as a Foreign Language in Iceland Lærke Engelbrecht M.Ed. Thesis University of Iceland School of Education Faculty of Teacher Education Adolescents’ Literacy Development in English as a Foreign Language in Iceland Lærke Engelbrecht M.Ed. Thesis in Teaching in Lower Secondary School Supervisor: Michael Dal Faculty of Teacher Education School of Education University of Iceland October 2015 Adolescents’ Literacy Development in English as a Foreign Language in Iceland This thesis is 30 ECTS in the final project towards a 120 ECTS M.Ed. degree at the School of Education, University of Iceland. © 2015 Lærke Engelbrecht This thesis may not be copied without permission from the author. Printed by: Háskólaprent ehf. Reykjavík, Iceland, 2015 Abstract The scope of the thesis centres on literacy development among adolescents in Iceland in English as a Foreign Language (EFL). The thesis is divided into two parts: a theoretical part and a section on qualitative research. The first part looks at the history and theories regarding reading and literacy development and learning motivation in adolescents. The second part focuses on a qualitative research study conducted in 2015 in Iceland. The results are based on data from interviews with two compulsory-school teachers, who teach EFL in grades 7-10 in Iceland. Literacy development is a crucial element for being able to participate actively and successfully in Icelandic society and to adapt to a rapidly changing and globalised world. The growing exposure and importance of English as a foreign language in Iceland and the rapid development of information and communication technology (ICT) requires both substantial knowledge of English and development of literacy.
    [Show full text]
  • Crisis in Adolescent Literacy from the Perspective That the Crisis Requires Focused Action at the Local and State Levels
    Addressing the “Crisis” in Adolescent Literacy Terry Salinger American Institutes for Research This paper was prepared for the U.S. Department of Education (ED), Office of Elementary and Secondary Education, Smaller Learning Communities Program under Contract Number ED‐07‐CO‐0106 with EDJ Associates, Inc. in Herndon, VA. The views expressed in this publication do not necessarily represent the positions or policies of ED, nor do references to trade names, commercial products, services, or organizations imply endorsement by the U.S. government. TABLE OF CONTENTS Introduction ........................................................................................................................................... 1 Some Reasons Why Many Students Struggle as Adolescents............................................................ 1 The Developmental Continuum From Early Reading Onward ........................................................... 3 Insufficient Guidance From State Standards....................................................................................... 4 Reading for Meaning and Learning...................................................................................................... 5 Outcomes of Low Literacy for Students in Secondary Schools .......................................................... 7 Planning to Meet the Adolescent Literacy Crisis................................................................................. 9 Conclusion...........................................................................................................................................
    [Show full text]
  • Identity Chats: Co-Authorized Narratives and the Performance of Writerly Selves in Mass-Multiliterate Times
    IDENTITY CHATS: CO-AUTHORIZED NARRATIVES AND THE PERFORMANCE OF WRITERLY SELVES IN MASS-MULTILITERATE TIMES Stacy Kastner A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2013 Committee: Dr. Lee Nickoson, Advisor Dr. Savilla Banister Graduate Faculty Representative Dr. Kristine Blair Dr. Sue Carter Wood Dr. Kevin Roozen, Auburn University © 2013 Stacy Kastner All Rights Reserved iii ABSTRACT Lee Nickoson, Advisor Inspired by my classroom experience and Deborah Brandt’s findings that generations of Americans were resistant to calling themselves “writer,” this multimodal dissertation focuses on the critical narratives, reading and writing artifacts, reflections, and theories of two primary co- researching-participants (CRPs) concerning the complicated and elusive identity of “writer” (Barthes; Foucault) and the not always complimentary relationship between definitions of writing in school, in popular culture and opinion, and in everyday practice (Brodkey; Prior). I conducted two narrative case studies between December 2011 and May 2013 with two adolescents. In my study, I integrated methods from rhetoric, composition, and writing studies with a narrative inquiry methodology, building co-authorization into the research relationship and utilizing digital composing tools in order to disrupt the limitations and exclusivity of a traditionally single-authored and print-based space and in order to situate the stories of student writers at the center of my study. I also made use of a variety of dialogue-driven instruments: (1) oral histories and loosely-based interviews (Brandt; Selfe and Hawisher); (2) a writer’s questionnaire that asked CRPs to describe “writing,” the identity “writer,” and themselves as writers; (3) Joy Reid’s Perceptual Learning Styles Preference Questionnaire; (4) archives of CRPs’ print and digital reading and writing artifacts; (5) artifact-based interviews (Halbritter and Lindquist); and (6) text-based interviews (Roozen).
    [Show full text]
  • Composition Studies 42.1 (2014) from the Editor Hat’S the Best Part of Your Job?” a Student in Advanced Composition “Wasked Me This Question Last Week
    Volume 42, Number 1 Spring 2014 composition STUDIES composition studies volume 42 number 1 Composition Studies C/O Parlor Press 3015 Brackenberry Drive Anderson, SC 29621 New Releases First-Year Composition: From Theory to Practice Edited by Deborah Coxwell-Teague & Ronald F. Lunsford. 420 pages. Twelve of the leading theorists in composition stud- ies answer, in their own voices, the key question about what they hope to accomplish in a first-year composition course. Each chapter, and the accompanying syllabi, pro- vides rich insights into the classroom practices of these theorists. A Rhetoric for Writing Program Administrators Edited by Rita Malenczyk. 471 pages. Thirty-two contributors delineate the major issues and questions in the field of writing program administration and provide readers new to the field with theoretical lenses through which to view major issues and questions. Recently Released . Writing Program Administration and the Community College Heather Ostman. The WPA Outcomes Statement—A Decade Later Edited by Nicholas N. Behm, Gregory R. Glau, Deborah H. Holdstein, Duane Roen, & Edward M. White. Writing Program Administration at Small Liberal Arts Colleges Jill M. Gladstein and Dara Rossman Regaignon. GenAdmin: Theorizing WPA Identities in the Twenty-First Century Colin Charlton, Jonikka Charlton, Tarez Samra Graban, Kathleen J. Ryan, & Amy Ferdinandt Stolley and with the WAC Clearinghouse . Writing Programs Worldwide: Profiles of Academic Writing in Many Places Edited by Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, & Aparna Sinha International Advances in Writing Research: Cultures, Places, Measures Edited by Charles Bazerman, Chris Dean, Jessica Early, Karen Lunsford, Suzie Null, Paul Rogers, & Amanda Stansell www.parlorpress.com 2013–2014 Reviewers A journal is only as good as its reviewers.
    [Show full text]
  • 'Just Leave Me Alone': Social Isolation and Civic Disengagement for The
    ‘Just Leave Me Alone’: Social Isolation and Civic Disengagement for the Small-City Poor INTRODUCTION The sprawling desert community of Riverway1, Washington is neither a booming city nor a persistently poor one. For its small size, it enjoys a relatively healthy economy, and has few identifiable pockets of high-density poverty. Yet, like most of the nation, it suffered significant job loss during the economic downturn of 2007-2009 (Washington State Employment Security Department 2012). Once a collection of small farm towns, Riverway had undergone rapid population growth and unmitigated sprawl in recent decades, as suburban housing developments, apartment complexes, strip-malls, and big- box stores spread into land that had been orchards and vineyards. As it grew, low-skilled individuals from both bigger cities and smaller rural communities flocked to Riverway in search of low-cost housing and job opportunities in its expanding construction and service sectors; many of them struggled when the recession hit. Although many came to Riverway specifically because of social ties there, a combination of social, cultural, structural and spatial barriers contributed to isolation amongst this population, limiting their options for survival as well as capacities for and interest in social and civic life. This paper, based on qualitative interviews and ethnographic observation, looks at the social repercussions of job loss and poverty in a type of community where they are rarely studied (Norman 2013): a small, postagrarian (Salamon 2003), sprawling Western city. Despite the tendency for sociological inquiry on poverty to focus on high-density and persistently poor communities, there is evidence that since the recession poverty is 1 becoming an increasing problem in small metropolitan areas and suburbs (Fessler 2013; Kneebone and Garr 2010).
    [Show full text]
  • An Analysis of Low-Income Black Students and Educational Outcomes
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2015 What's "Black" Got to Do With It: An Analysis of Low-Income Black Students and Educational Outcomes Derrick E. Griffith Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/568 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] WHAT’S “BLACK” GOT TO DO WITH IT? AN ANALYSIS OF LOW-INCOME BLACK STUDENTS AND EDUCATIONAL OUTCOMES by DERRICK EUGENE GRIFFITH A dissertation submitted to the Graduate Faculty in Urban Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York (2015) © 2015 Derrick E. Griffith All Rights Reserved ii This manuscript has been read and accepted by the graduate Faculty in Urban Education in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Juan Battle ________________________ _________________________ Date Chair of Examining Committee Anthony Picciano _________________________ _________________________ Date Executive Officer Anthony Picciano Nicholas Michelli Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT WHAT’S “BLACK” GOT TO DO WITH IT? AN ANALYSIS OF LOW-INCOME BLACK STUDENTS AND EDUCATIONAL OUTCOMES by Derrick Eugene Griffith Adviser: Professor Juan Battle Well-known social scientist William Wilson notes the Black underclass is particularly at risk of developing behaviors and attitudes that promote educational and social isolation.
    [Show full text]
  • Centennial Bibliography on the History of American Sociology
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sociology Department, Faculty Publications Sociology, Department of 2005 Centennial Bibliography On The iH story Of American Sociology Michael R. Hill [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/sociologyfacpub Part of the Family, Life Course, and Society Commons, and the Social Psychology and Interaction Commons Hill, Michael R., "Centennial Bibliography On The iH story Of American Sociology" (2005). Sociology Department, Faculty Publications. 348. http://digitalcommons.unl.edu/sociologyfacpub/348 This Article is brought to you for free and open access by the Sociology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sociology Department, Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Hill, Michael R., (Compiler). 2005. Centennial Bibliography of the History of American Sociology. Washington, DC: American Sociological Association. CENTENNIAL BIBLIOGRAPHY ON THE HISTORY OF AMERICAN SOCIOLOGY Compiled by MICHAEL R. HILL Editor, Sociological Origins In consultation with the Centennial Bibliography Committee of the American Sociological Association Section on the History of Sociology: Brian P. Conway, Michael R. Hill (co-chair), Susan Hoecker-Drysdale (ex-officio), Jack Nusan Porter (co-chair), Pamela A. Roby, Kathleen Slobin, and Roberta Spalter-Roth. © 2005 American Sociological Association Washington, DC TABLE OF CONTENTS Note: Each part is separately paginated, with the number of pages in each part as indicated below in square brackets. The total page count for the entire file is 224 pages. To navigate within the document, please use navigation arrows and the Bookmark feature provided by Adobe Acrobat Reader.® Users may search this document by utilizing the “Find” command (typically located under the “Edit” tab on the Adobe Acrobat toolbar).
    [Show full text]
  • Research and the Reading Wars James S
    CHAPTER 4 Research and the Reading Wars James S. Kim Controversy over the role of phonics in reading instruction has persisted for over 100 years, making the reading wars seem like an inevitable fact of American history. In the mid-nineteenth century, Horace Mann, the secre- tary of the Massachusetts Board of Education, railed against the teaching of the alphabetic code—the idea that letters represented sounds—as an imped- iment to reading for meaning. Mann excoriated the letters of the alphabet as “bloodless, ghostly apparitions,” and argued that children should first learn to read whole words) The 1886 publication of James Cattell’s pioneer- ing eye movement study showed that adults perceived words more rapidly 2 than letters, providing an ostensibly scientific basis for Mann’s assertions. In the twentieth century, state education officials like Mann have contin- ued to voice strong opinions about reading policy and practice, aiding the rapid implementation of whole language—inspired curriculum frameworks and texts during the late 1980s. And scientists like Cattell have shed light on theprocesses underlying skillful reading, contributing to a growing scientific 3 consensus that culminated in the 2000 National Reading Panel report. This chapter traces the history of the reading wars in both the political arena and the scientific community. The narrative is organized into three sections. The first offers the history of reading research in the 1950s, when the “conventional wisdom” in reading was established by acclaimed lead- ers in the field like William Gray, who encouraged teachers to instruct chil- dren how to read whole words while avoiding isolated phonics drills.
    [Show full text]
  • Adolescent Literacy References and Resources
    Adolescent Literacy References and Resources References • Alliance for Excellent Education. (2009, February). Adolescent literacy. Retrieved from www.all4ed.org/files/AdolescentLiteracyFactSheet.pdf. • Biancarosa, G., & Snow, C. E. (2004). Reading next: A vision for action & research in middle & high school literacy-A report from the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Retrieved from www.all4ed.org. • Curtis, M. E., & Longo, A. M. (1999). When adolescents can’t read: Reading research to practice. Newton, MA: Brookline Books. • Deshler, D. D., Palincsar, A. S., Biancarosa, G., & Nair, M. (2007). Informed choices for struggling adolescent readers: A research-based guide to instructional programs and practices. Newark, DE: International Reading Association. • Ehren, B., Lenz, B. K., & Deshler, D. D. (2004). Enhancing literacy proficiency with adolescents and young adults. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel, Handbook of language and literacy: Development and disorders (pp. 681–702). New York, NY: Guilford Press. • Faggela-Luby, M. N., & Deshler, D. D. (2009). Reading comprehension in adolescents with LD: What we know, what we need to learn. Learning Disabilities Research & Practice, 23(2), 70–78. • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Washington, DC: Alliance for Excellent Education. Retrieved from www.all4ed.org. • Haynes, M., & Levin, J. (2009). State actions to improve adolescent literacy: Results from NASBE’s state adolescent literacy network [Issues in Brief]. Arlington, VA: National Association of State Boards of Education. • Heller, R., & Greenleaf, C. L. (2007). Literacy instruction in the content areas: Getting to the core of middle & high school improvement.
    [Show full text]
  • October 2012 Sandra Stotsky 203 Graduate Education Building
    1 October 2012 Sandra Stotsky 203 Graduate Education Building University of Arkansas Fayetteville, Arkansas 72701 University Phone: 479 575 7282 EDUCATION Harvard University Graduate School of Education, Cambridge, Massachusetts Ed. D., June 1976, in Reading Research and Reading Education Thesis committee: Jeanne Chall, Israel Scheffler, and Helen Popp Thesis given a Distinction by all three readers; awarded a prize by the Committee on Degrees Qualifying Paper for Ed. D. given a Distinction, March 1974. Advisor: Carol Chomsky University of Michigan, Ann Arbor, Michigan B.A. with Distinction; concentration in French Literature Honors: Phi Beta Kappa, Phi Kappa Phi PROFESSIONAL EXPERIENCE 2007- Professor of Education Reform, 21st Century Chair in Teacher Quality, Department of Education Reform, University of Arkansas, Fayetteville. 1999-2006. Director, We the People: The Citizen and the Constitution National Institute for Secondary Teachers, summer institutes co-sponsored by the Center for Civic Education and the Lincoln and Therese Filene Foundation. 2004-2006. Visiting Research Scholar, Northeastern University . 1999-2003. Senior Associate Commissioner, Massachusetts Department of Education. In charge of revising state standards in mathematics, science, English/reading, history and the social sciences, technology, and preschool; teacher licensing regulations; and teacher tests in all subjects. 1984-2001. Research Associate, Harvard Graduate School of Education, affiliated with the Philosophy of Education Research Center (PERC), directed by Israel Scheffler. 1987-1999. Director, Summer Institute on Writing, Reading, and Civic Education , sponsored by the Lincoln and Therese Filene Foundation at the Harvard Graduate School of Education. 1996-1998. Senior Research Associate, Boston University School of Education. 1992-2000. Consultant for the United States Information Service to Polish, Latvian, Lithuanian, Romanian, and Ukrainian educators on the development of a civic education curriculum for their public schools.
    [Show full text]
  • Key Areas of Effective Adolescent Literacy Programs
    EDUCATION AND TREATMENT OF CHILDREN Vol. 36, No. 1, 2013 Key Areas of Effective Adolescent Literacy Programs Nancy E. Marchand-Martella, Ronald C. Martella, Sheri L. Modderman, Holly Petersen, and Spencer Pan Eastern Washington University Abstract This paper reviews best practices for effective adolescent literacy programs. A focus is placed on five areas of literacy instruction including word study, fluency, vocabulary, comprehension, and motivation. Each of these areas is discussed as well as how each area is relevant to reading and understanding narrative and content-area text at high levels. Keywords: adolescent literacy, academic literacy, vocabulary, comprehension, narrative, content-area, fluency, motivation, word study “ t no other time in our history has the ability to read been so important to all members of society” (Coyne, Kame’enui, & Carnine, 2011, p. 50). In fact, learning to read is the most important skill our students can learn in school, serving as the very foundation of all other academic subjects. Consider the following statistics noted by Brozo (2009)—about two-thirds of eighth and twelfth graders read below grade level; 32% of high school graduates are not prepared for college-level English composition courses; 40% of high school gradu- ates do not have the literacy skills required by employers; and 1.2 mil- lion students drop out of high school every year with literacy skills lower than those in most industrialized nations. Ensuring adoles- cents become literate, productive members of society is an undertak- ing that may not only increase the number of students who graduate from high school, succeed in college, and work in jobs that support a healthy lifestyle, but may also save the nation billions of dollars.
    [Show full text]