Improving Adolescent Literacy: Some PolicyMaking Basics

1
Improving Adolescent Literacy
Some Policy-Making Basics

• Timothy Shanahan
• University of Illinois at Chicago
• shanahan_at_uic.edu

2
Create learning standards

• In the 1990s, REA instigated standards-reform in
  reading
• Few states have specific reading outcome
  requirements beyond the elementary grades
• Those that exist tend to lack grade
  level or disciplinary-linked specifics

3
Build public awareness

• The need for an adolescent-emphasis on literacy
  will be ongoing
• Attention to the reading needs of
  young children has distracted attention
• Teachers in upper grades are often uncertain
  about their role
• Parents are uncertain of what to expect

4
Focus on all students

• Tendency is to view literacy improvement as only
  for lowest achieving kids/schools
• Reading is not completely learned in the primary
  gradesby anybody
• High school initiatives are smart, but
  leapfrogging the middle makes no sense

5
Increase amount of reading

• Challenging reading should be part of the
  requirements of coursework
• No reason to teach reading if reading isnt
  expected
• Do away with the rational teacher

6
Increase amount of instruction

• Amount of high quality teaching is the biggest
  determinant of learning
• Departmentalization makes it hard for
  individual teachers to stress literacy
  sufficiently
• Need for time standards and support for the upper
  grades
• After school/summer school

7
Emphasize research-based curriculum

• Teach key elements
• Teach with sufficient intensity
• Teach vocabulary
• Teach oral reading fluency
• Teach reading comprehension strategies
• Teach writing

8
Support targeted interventions

• Low literacy does not have to be a life sentence
• Research supports the value of intervention
  efforts aimed at the needs of striving readers
• Two levels of response
• Quality of instruction is a big issue here
• IDEA and Title I money can be used to
  support such efforts

9
Invest in professional development

• What teachers know is essential (cant tell that
  by secondary teacher preparation standards)
• Certification standards for reading teachers and
  for disciplinary teachers
• Target PD within disciplines
• Coaches or disciplinary instructional
  teams?
• Title II money can be used

10
Require assessment

• Need data, but not a RF-style testing plan at
  this level
• Small learning changes cant be detected (slower
  growth)
• Accountability testing,
  screenings, diagnostic and testing are
  useful
• Monitoring must be more curriculum
  oriented
• Group decision-making

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Improving Adolescent Literacy Some
Policy-Making Basics

• Timothy Shanahan
• University of Illinois at Chicago
• shanahan_at_uic.edu