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skills that must be taught to all students so they can meet increasingly challenging reading and writing demands as they move through the upper grades (4-12)
(Sedita, 2017).

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IES (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/8

NCTE (2018) A Call to action: What we know about adolescent literacy instruction. Retrieved from https://ncte.org/statement/adolescentliteracy/

Sedita, J. (2017). What is Adolescent Literacy? Retrieved from https://keystoliteracy.com/blog/adolescent-literacy/

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Strategy #5- Intervention for Struggling Readers

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Strategy #5- Intervention for Struggling Readers

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Some adolescents need more support to increase literacy skills. The purpose of supplemental, intensive  and individualized reading interventions is to help improve these skills. This is a 2-step process that includes an initial screening assessment to identify who needs extra help. Next is a diagnostic test to provide a profile of the students literacy strengths and weaknesses and determine students skill level.
Could include fundamental skills such as phonemic awareness, decoding, text reading fluency, building vocabulary ect.
(IES, 2008)

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Strategy #4- Increasing Student Motivation and Engagement

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Strategy #4- Increasing Student Motivation and Engagement

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Students need to build confidence to meet new literacy challenges; confident readers are more likely to be engaged (Lent, 2009). Students should have opportunities to read multiple perspectives on real-life issues and experiences as well as share their own. Teachers should select high interest material for their audience and allow students to choose as well. Wide independent reading develops fluency, builds vocabulary and knowledge of text structures, and offers the reader the experience they need to read and construct meaning with more challenging texts (NCTE, 2018).

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Strategy #3- Opportunities for Extended Discussion of Text Meaning and Interpretation

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Strategy #3- Opportunities for Extended Discussion of Text Meaning and Interpretation

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Teachers should provide opportunities for students to engage in discussions in various content areas to improve reading comprehension. Helps to build deeper understanding of authors meaning or critically analyze or challenge authors conclusions. This can be done as a whole class or small group activity and could include students presenting or defending their own interpretations/points of view through debate (IES, 2008)

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Strategy #2-          Direct and Explicit Comprehension Strategy Instruction 

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Strategy #2-          Direct and Explicit Comprehension Strategy Instruction 

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Improves reading comprehension through instruction that focuses on routines and procedures readers use to help them make sense of text. This can include summarizing, asking/answering questions, paraphrasing, the use of graphic organizers and finding the main idea. Teacher models the strategy then allows time for guided practice before giving student time for independent practice to apply strategies (IES, 2008).

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Strategy #1- Explicit Vocabulary Instruction

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Strategy #1- Explicit Vocabulary Instruction

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As students progress through the grades, print vocabulary increasingly contains words rarely used in oral vocabulary. Learning specialized vocabulary contributes to success of reading among adolescent students. Teachers help students learn the meaning of new words and strengthen their independent skills of constructing meaning of text (IES, 2008). This includes introducing new content specific words at the beginning of the lesson and linking to prior knowledge. Using new vocabulary words often and keeping a vocabulary journal.

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Reading Is Not a Technical Skill Acquired Once and For All In the Primary Grades, But Rather a Developmental Process Throughout The Readers Life (NCTE, 2018).

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Reading Is Not a Technical Skill Acquired Once and For All In the Primary Grades, But Rather a Developmental Process Throughout The Readers Life (NCTE, 2018).