Adolescent Literacy

Truths about Adolescent Literacy

  • Adolescence is not too late to intervene.  Interventions do benefit older students.
  • Older students with reading difficulties benefit from interventions focused at both the word and text level.
  • Older students with reading difficulties benefit from improved knowledge of word meanings and concepts.
  • Word-study interventions are appropriate for older students struggling at the word level.
  • Teachers can provide interventions that are associated with positive effects.
  • Teaching comprehension strategies to older students with reading difficulties is beneficial.
  • Older readers’ average gains in reading comprehension are somewhat smaller than those in other reading and reading-related areas studied.
  • Older students with learning disabilities (LD) benefit from reading intervention when it is appropriately focused.

Scammacca et al., 2007

Effective Reading Instruction

from The International Dyslexia Association, “Effective Reading Instruction”, www.dyslexiaida.org/effective-reading-instruction/

The most difficult problem for students with dyslexia is learning to read. Unfortunately, popularly employed reading approaches, such as Guided Reading or Balanced Literacy, are not effective for struggling readers. These approaches are especially ineffective for students with dyslexia because they do not focus on the decoding skills these students need to succeed in reading.

What does work is Structured Literacy, which prepares students to decode words in an explicit and systematic manner. This approach not only helps students with dyslexia, but there is substantial evidence that it is more effective for all readers.

Structured Literacy instruction is marked by several elements:

Phonology. Phonology is the study of sound structure of spoken words and is a critical element of Structured Language instruction. Phonological awareness includes rhyming, counting words in spoken sentence, and clapping syllables in spoken words. An important aspect of phonological awareness is phonemic awareness or the ability to segment words into their component sounds, which are called phonemes. A phoneme is the smallest unit of sound in a given language that can be recognized as being distinct from other sounds in the language. For example, the word cap has three phonemes (/k/, /ă/, /p/), and the word clasp has five phonemes (/k/, /l/, /ă/, /s/, /p/).

Sound-Symbol Association. Once students have developed the awareness of phonemes of spoken language, they must learn how to map the phonemes to symbols or printed letters. Sound-symbol association must be taught and mastered in two directions: visual to auditory (reading) and auditory to visual (spelling). Additionally, students must master the blending of sounds and letters into words as well as the segmenting of whole words into the individual sounds. The instruction of sound-symbol associations is often referred to as phonics. Although phonics is a component of Structured Literacy, it is embedded within a rich and deep language context.

Syllable Instruction. A syllable is a unit of oral or written language with one vowel sound. Instruction includes teaching of the six basic syllable types in the English language: closed, vowel-consonant-e, open, consonant-le, r-controlled, and vowel pair. Knowledge of syllable types is an important organizing idea. By knowing the syllable type, the reader can better determine the sound of the vowel in the syllable. Syllable division rules heighten the reader’s awareness of where a long, unfamiliar word may be divided for great accuracy in reading the word.

Morphology. A morpheme is the smallest unit of meaning in the language. The Structured Literacy curriculum includes the study of base words, roots, prefixes, and suffixes. The word instructor, for example, contains the root struct, which means to build, the prefix in, which means in or into, and the suffix or, which means one who. An instructor is one who builds knowledge in his or her students.

Syntax. Syntax is the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation, and the mechanics of language.

Semantics. Semantics is that aspect of language concerned with meaning. The curriculum (from the beginning) must include instruction in the comprehension of written language.

Structured Literacy is distinctive in the principles that guide how critical elements are taught:

Systematic and Cumulative. Structured Literacy instruction is systematic and cumulative. Systematic means that the organization of material follows the logical order of the language. The sequence must begin with the easiest and most basic concepts and elements and progress methodically to more difficult concepts and elements. Cumulative means each step must be based on concepts previously learned.

Explicit Instruction. Structured Literacy instruction requires the deliberate teaching of all concepts with continuous student-teacher interaction. It is not assumed that students will naturally deduce these concepts on their own.

Diagnostic Teaching. The teacher must be adept at individualized instruction. That is instruction that meets a student’s needs. The instruction is based on careful and continuous assessment, both informally (for example, observation) and formally (for example, with standardized measures. The content presented must be mastered to the degree of automaticity. Automaticity is critical to freeing all the student’s attention and cognitive resources for comprehension and expression.

References

Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Implications from Post-NRP research.  In S. Brady, D. Braze, & C. Fowler (Eds.), Explaining individual differences in reading (pp. 69–96), London: Psychology Press.

Denton, C. A., Fletcher, J. M., Taylor, W. P., Barth, A. E., & Vaughn, S. (2014). An experimental evaluation of Guided Reading and explicit interventions for primary-grade students at-risk for reading difficulties. Journal of Research on Educational Effectiveness, 7(3), 268–293.

Ehri, L., Nunes, R. S., Stahl, S., & Willows, D. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71, 393–447.

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: Wiley.

McCardle, P., & Chhabra, V. (Eds.). (2004). The voice of evidence in reading research. Baltimore, MD, Paul H. Brookes.

National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child and Human Development.

Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can’t, and what can be done about it. New York: Basic Books.

Resources for ADHD

Symptoms of Dyslexia

Is My Child Dyslexic?

Individuals with dyslexia have trouble with reading, writing, spelling and/or math even though they have the ability and have had opportunities to learn. Individuals with dyslexia can learn, but they often need specialized instruction to overcome the problem. Often these individuals, who have talented and productive minds, are said to have a language learning difference.

Common characteristics of dyslexia

Most of us have one or two of these characteristics. That does not mean that everyone has dyslexia. A person with dyslexia usually has several of these characteristics that persist over time and interfere with his or her learning.

Oral Language
  • Late learning to talk
  • Difficulty pronouncing words
  • Difficulty acquiring vocabulary or using age appropriate grammar
  • Difficulty following directions
  • Confusion with before/after, right/left, and so on
  • Difficulty learning the alphabet, nursery rhymes, or songs
  • Difficulty understanding concepts and relationships
  • Difficulty with word retrieval or naming problems
  • Reading
  • Difficulty learning to read
  • Difficulty identifying or generating rhyming words, or counting syllables in words (phonological awareness)
  • Difficulty with hearing and manipulating sounds in words (phonemic awareness)
  • Difficulty distinguishing different sounds in words (phonological processing)
  • Difficulty in learning the sounds of letters (phonics)
  • Difficulty remembering names and shapes of letters, or naming letters rapidly
  • Transposing the order of letters when reading or spelling
Reading
  • Misreading or omitting common short words
  • “Stumbles” through longer words
  • Poor reading comprehension during oral or silent reading, often because words are not accurately read
  • Slow, laborious oral reading

Written language
  • Difficulty putting ideas on paper
  • Many spelling mistakes
  • May do well on weekly spelling tests, but may have many spelling mistakes in daily work
  • Difficulty proofreading