Improving Adolescent Literacy: Some Policy-Making Basics Timothy Shanahan University of Illinois at Chicago

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

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

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 grades—by anybody High school initiatives are smart, but leapfrogging the middle makes no sense

Increase amount of reading Challenging reading should be part of the requirements of coursework No reason to teach reading if reading isn’t expected Do away with the rational teacher

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

Emphasize research-based curriculum Teach key elements Teach with sufficient intensity Teach vocabulary Teach oral reading fluency Teach reading comprehension strategies Teach writing

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

Invest in professional development What teachers know is essential (can’t 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

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

Improving Adolescent Literacy Some Policy-Making Basics Timothy Shanahan University of Illinois at Chicago