Building Reading Proficiency at the Secondary Level
INTRODUCTION
BUILDING READING PROFICIENCY AT THE SECONDARY LEVEL A Guide to
Resources
Cynthia L. Peterson, Ph.D. David C. Caverly, Ph.D. Sheila A. Nicholson, M.S.Ed. Sharon O'Neal, Ph.D. Susen Cusenbary, M.Ed. Southwest Texas State University
Southwest Educational Development Laboratory 211 East 7th Street Austin, TX 78701
?Southwest Educational Development Laboratory, 2000. This guide is produced in whole or in part with funds from the Office of Educational Research and Improvement, U.S. Department of Education, under contract #RJ96006801. The content herein does not necessarily reflect the views of the Department of Education, any other agency of the U.S. Government or any other source.
You are welcome to reproduce Building Reading Proficiency at the Secondary Level and may distribute copies at no cost to recipients; please credit the Southwest Educational Development Laboratory as publisher. SEDL is an Equal Opportunity/ Affirmative Action Employer and is committed to affording equal employment opportunities to all individuals in all employment matters. Available in alternative formats.
INTRODUCTION
CONTENTS
ACKNOWLEDGMENTS
iv
INTRODUCTION
1
? How to Use the Guide
2
? How Resources Were Selected
3
PART I: PERSPECTIVES
6
? Struggling Secondary Readers: A Closer Look
6
? Informal Assessment
7
? Building Reading Proficiency at the Secondary Level
9
? Principles of Effective Reading Instruction
17
? Principles of Effective Professional Development
19
PART II: RESOURCES
22
? Five Questions Organize the Programs and Strategies
22
? Programs
23
? Strategies
23
? Definitions of Terms
70
PART III: PROCEDURES FOR COMPILING THE GUIDE
133
BIBLIOGRAPHY
136
INTRODUCTION
ACKNOWLEDGMENTS
This project was sponsored by Southwest Educational Development Laboratory and prepared by a team of
? ?
Dr. Shernaz Garc?a, The University of Texas at Austin Dr. Wes Hoover, Southwest Educational
investigators in the College of Edu-
Development Laboratory
cation at Southwest Texas State University, ? Dr. Marty Hougen, Austin Independent
San Marcos, Texas.
School District, Austin, Texas
The following individuals provided assis- ? Tom Leyden, Texas Association of
tance in the development of this resource.
Secondary School Principals
? Dr. Ellen Bell, Texas Association of
? Brenda Jean Tyler, The University of
Supervision and Administration
Texas at Austin.
? Dian Cooper, Texas Association of
? Dr. Judy Walis, Spring Branch
Supervision and Administration
Independent School District, Spring
? Enrique Garcia, Seguin High School,
Branch, Texas
Seguin, Texas
INTRODUCTION
INTRODUCTION
We set out to document the resources available to educators who work with struggling secondary readers. These readers struggle in general education and reading classes, grades six through twelve. Some are students with mild disabilities, classified as learning disabled, for whom regular classroom teachers have instructional responsibility. Some are students whose culture or language differ from the culture of the classroom. Many are students who have become skilled evaders of reading, who know the stress of not being able to read successfully.
By the secondary grades, students are presumed to have acquired basic reading skill. Over the last decade, researchers and policymakers have all but abandoned attention to secondary-level remediation to focus on preventing the need for it. Unfortunately, the need remains. The need for a new look at adolescent literacy was the focus of a recent position statement of the International Read-
ing Association (Moore, Bean, Birdyshaw, & Rycik, 1999). Our project, initiated by the Southwest Educational Development Laboratory (SEDL), was prompted by requests from secondary educators for tools to support their students who struggle with print in the classroom. Its purpose is to establish what we know and to describe what is currently available.
With the goal of building a guide to resources, we reviewed the scholarly literature to determine: (a) current theoretical perspectives and research findings on building reading proficiency at the secondary level and (b) their implications for classroom instruction. Rather than reporting all the factors that can impact secondary-level reading proficiency, we present those for which a research base establishes essential importance and for which there are pedagogical implications. We identified and described programs and strategies that aligned with those findings.
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