1. The Performance Gap Skills / Demands Years in School
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
Years in School 1

2. The Performance Gap The “Gap” Skills and Demands Years in School 9 th
The Performance Gap
2Yrs
2 1/2Yrs
Skills and
Demands
1 1/2Yrs
1Yr
9 th
The “Gap”
5 th
Years in School
9 th 2

3. Then ask…. Five questions about literacy supports currently in place.3

4. 5 Questions
What’s in place in core classes to ensure that students will get the “critical” content no matter what level their literacy skills?
Are procedures for teaching powerful learning strategies embedded in courses across the curriculum?
What happens for students who know how to decode but can’t comprehend well?
What happens for those students who are reading below the 4th grade level?
What happens for students who have language problems or significant reading disabilities? 4

5. Use a “content literacy” framework to determine an action plan
Finally….
Use a “content literacy” framework to determine an action plan 5

6. Building Blocks for Content Literacy
HIGHER ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE 6

7. A Continuum of Literacy Instruction
HIGHER ORDER
A Continuum of Literacy Instruction
(Content Literacy Continuum -- CLC)
SUBJECT MATTER
Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)
Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences)
Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level)
Level 5: Therapeutic or personalized intervention (mastery of language underpinnings of curriculum content and learning strategies)
STRATEGIES
SKILLS
LANGUAGE 7

8. Tiered Framework of Support
in Every School
5% (or so) need tertiary support
15% (or so) need secondary
support
80% (or so) of students have
needs met through
implementation of evidence-
based practices
Intensive, personalized
Focused, smaller instructional
groups, pacing altered
Selection of instructional
materials and practices
chosen to meet student
needs. Implementation
with fidelity. Prevention of
learning problems or low
achievement.

9. Tiered Framework of Literacy Support
Personalized literacy instruction
Coordinated across all levels
Reading programs for students
needing instruction at the word level
2 to 5 years below grade level
Targeted learning strategies
embedded in content classes
Content Enhancement
routines used school-wide
Tier 3
Tier 2
Tier 1

10. Tiered Framework of Support in Every School
Selection of instructional materials and practices chosen to
meet student needs.
Implementation with
fidelity. Prevention focus (Content Enhancement - Level 1 CLC -
fits here. Embedded strategies - Level 2 CLC fits here.)
80% (or so) of
students have
needs met through
implementation of evidence-
based practices
Focused, smaller instructional
groups, pacing altered
Intensive, personalized
15% (or so) need secondary
support
5% (or so) need tertiary support

11. Tiered Framework of Support in Every School
Selection of instructional materials and practices chosen to
meet student needs.
Implementation with
fidelity. Prevention of
learning problems or low
achievement.
80% (or so) of
students have
needs met through
implementation of evidence-
based practices
Focused, smaller instructional
groups, pacing altered (Intensive
Learning Strategies or OTHER program
- Level 3 and 4 -fits here.)
Intensive, personalized
15% (or so) need secondary
support
5% (or so) need tertiary support

12. Tiered Framework of Support in Every School
Selection of instructional materials and practices chosen to
meet student needs.
Implementation with
fidelity. Prevention of
learning problems or low
achievement.
80% (or so) of
students have
needs met through
implementation of evidence-
based practices
Focused, smaller instructional
groups, pacing altered
Intensive, personalized (Instruction designed to meet specific, individual needs - Level 5 of CLC - fits here)
15% (or so) need secondary
support
5% (or so) need tertiary support

13. A Continuum of Literacy Instruction
Level 1: Enhanced content instruction (strategic teaching to ensure mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave learning strategies within and across courses as part of large-group instruction)
Level 3: Intensive strategy instruction (ensure mastery of specific strategies via research-based instruction in small groups and in tutoring)
Level 4: Intensive basic skill instruction (mastery of entry-level literacy skills below the 4th grade level)
Level 5: Therapeutic, personalized intervention (mastery of language underpinnings related to curriculum content, learning strategies, and entry level skills)

14. Content Literacy “Synergy”
CONTENT CLASSES
Enhanced Content Instruction
CONTENT CLASSES
Embedded Strategy Instruction
Intensive Strategy Instruction
strategy classes strategic tutoring
• Point # 4: A framework for a comprehensive and coordinated approach.
COST EFFECTIVE IN THAT FEWER NEED INTENSIVE INSTRUCTION
• Starts with general education. All levels are linked and overlap. NOT segregated, isolated programs and services.
A school wide model. Supports SIM AND other programs/interventions
Intensive Basic Skill Instruction
Therapeutic, personalized intervention
Improved Literacy
KU-CRL CLC- Lenz, Ehren, &Deshler, 2005 14

15. More Information

16. 20+ Reports on Adolescent Literacy16

17. What are the most effective literacy interventions?