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Improving adolescent
literacy: Effective classroom and interventions practices: A 

Practice Guide

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Improving adolescent
literacy: Effective classroom and interventions practices: A 

Practice Guide

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Reading fluency
assessments and instruction: what, 

why, and how?

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Reading fluency
assessments and instruction: what, 

why, and how?

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Repeated Readings Combined With Word Boxes Phonics Technique Increases Fluency Levels of High School Students With Severe Reading Delays

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Repeated Readings Combined With Word Boxes Phonics Technique Increases Fluency Levels of High School Students With Severe Reading Delays

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 The Relations Among Summarizing Instruction, Support... Reading Engagement and ...Text Comprehension

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 The Relations Among Summarizing Instruction, Support... Reading Engagement and ...Text Comprehension

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Instructional Contexts for Engagement and Achievement in Reading 

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Instructional Contexts for Engagement and Achievement in Reading 

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We believe that engagement in reading is crucial to the devel- opment of reading comprehension skills and reading achievement

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INTERVENTIONS FOR ADOLESCENT STRUGGLING READERSA Meta-Analysis with Implications for Practice

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INTERVENTIONS FOR ADOLESCENT STRUGGLING READERSA Meta-Analysis with Implications for Practice

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Academic Literacy INstruction for Adolescents

Recommendation 1:

Provide Explicit Instruction and Supportive Practice in the Use of Effective Comprehension Strategies Throughout theSchool Day [excerpt p. 17]

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Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7to 17. Exceptional Children, 78(1), 89-106. Retrieved fromhttp://search.proquest.com/docview/887546637?accountid=28829

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Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7to 17. Exceptional Children, 78(1), 89-106. Retrieved fromhttp://search.proquest.com/docview/887546637?accountid=28829

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There is some beginning evidence that positive attributions regarding effort can motivate children to acquire and persist in using strategies.    (Berkeley, S.,Mastropieri, M., & Scruggs, T. 2011, p. 20)..

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There is some beginning evidence that positive attributions regarding effort can motivate children to acquire and persist in using strategies.    (Berkeley, S.,Mastropieri, M., & Scruggs, T. 2011, p. 20)..

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These beliefs decrease the likelihood that these students will put forth the required effort to use cognitive and metacognitive strategies. This is particularly the case for older students with LD because they often have a history of academic failure and as a result, are likely to believe that they have little control over their academic achievement (Nelson & Manset-Williamson, 2006).

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FALSE thinking of older students: older students tend to believe that if they only need to put in a little effort, they must have high ability, and conversely that if they need to put in a lot of effort that they must have low ability (Stipek, 1993) ... Found in

(Berkeley, S.,Mastropieri, M., & Scruggs, T.

2011, p. 28).

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 In conjunction with RCS [reading comprehension strategy]  instruction, students assigned to the additional AR condition were explicitly taught how to identify faulty attributions for success and failure (e.g., luck) and instead make positive attributions for reading comprehension outcomes (i.e., strategy use). To promote the appeal to older students, AR concepts were initially introduced through sport examples of appropriate attributions (e.g., a basketball player’s positive vs. negative thinking when a crowd jeers during a free throw and the resulting outcome). The sport examples were intended to illustrate the AR concepts, help students make connections between known personal experiences and the AR concepts, and increase student motivation to learn the RCS strategies. In addition, specific teacher feedback was provided that rein- forced student attributions for strategy use.

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 In conjunction with RCS [reading comprehension strategy]  instruction, students assigned to the additional AR condition were explicitly taught how to identify faulty attributions for success and failure (e.g., luck) and instead make positive attributions for reading comprehension outcomes (i.e., strategy use). To promote the appeal to older students, AR concepts were initially introduced through sport examples of appropriate attributions (e.g., a basketball player’s positive vs. negative thinking when a crowd jeers during a free throw and the resulting outcome). The sport examples were intended to illustrate the AR concepts, help students make connections between known personal experiences and the AR concepts, and increase student motivation to learn the RCS strategies. In addition, specific teacher feedback was provided that rein- forced student attributions for strategy use.

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Berkeley, S., Mastropieri, M., & Scruggs, T. (2011, p. 21)

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"Research indicates that explicit instruction involving  motivation and metacognitive support for reading strategy use in the context of a discipline is an efficient and effective means of increasing reading comprehension"

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"Research indicates that explicit instruction involving  motivation and metacognitive support for reading strategy use in the context of a discipline is an efficient and effective means of increasing reading comprehension"

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Littlefield, A., (2011)

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need?

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"...students with disabilities ...often do

not learn as much from expository

reading as their peer.... extremely

important ...these be taught strategies

to help them understand expository

texts, including when and where the

strategies might be effective and

how to persist in using strategies when

text is not initially understood"

(Berkeley, S.,Mastropieri, M., & Scruggs, T.

2011, p. 28).