High School Literacy Programs
An international comparison of reading comprehension and performance indicated that juniors and seniors in the United States scored significantly lower than students in Brazil, Indonesia and other developing countries. Approximately 38% of high school seniors are reading at what is considered below basic levels, which indicates that there is a need for literacy programs in schools.
Many teachers were not surprised at these findings. They said it confirmed that even students who read well enough in the lower primary grades may encounter some trouble with reading later. In both middle schools and high schools, teachers usually consider themselves to be “content specialists” and believe that elementary school teachers are the ones who should be helping children to improve reading skills. One method of turning that around is to secure ongoing development by working with a literacy specialist who will coach the teachers on the best way of infusing literacy instruction while teaching.
There has been some action taken to improve these scores, including the No Child Left Behind Act that requires states to develop and administer assessments in the basic literacy skills. If the school wants to continue to receive federal funding they are required to give the test to all students in certain grades. There are several states that now require high school seniors to pass an exam in order to graduate.
If you need further proof that a standardized literacy program is needed for students, then consider the fallout from poor writing and reading abilities in post secondary circles as well, as 73% of employers have rated the reading and writing abilities of recent graduates as “fair” or “poor.” Over a third of the undergraduates needed remedial writing and reading courses during the first year or two in college.
In the high school literacy programs the teachers are asked to make the reading portion of a student’s curriculum more interactive, or “visible.” This program encourages students to gain more insights into the reading process, to read for recreation and to help with their problem solving abilities. School personnel have studied assessments and current research that is available on the reading process and realized that asking students to “read to learn” is difficult to do without supplying the proper tools for them to achieve this successfully. Many of the pilot literacy programs are set up to include a secondary literacy specialist who will split their time between classroom teaching and mentoring other teachers. The student’s progress is continuously monitored to ensure the program is working properly.
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Posted February 9, 2010
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