Improving Adolescent Literacy: Some Policy-Making Basics

Timothy ShanahanUniversity of Illinois at Chicagoshanahan@uic.edu

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 ShanahanUniversity of Illinois at Chicagoshanahan@uic.edu