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| Adolescent Literacy Research and Practice |
| URL: HTTP://WWW.GUILFORD.COM/CGI-BIN/CARTSCRIPT.CGI?PAGE=PR/JETTON.HTM&A... |
| Format: Print, URL |
| Focus Area: Reading and literacy |
| Provider: Guilford Press |
| Abstract: This book addresses the role of literacy instruction in enhancing content area learning and fostering student motivation and success beyond the primary grades. The unique literacy needs of middle school and secondary students are examined and effective practices and interventions identified. Reviewing the breadth of current knowledge, leading authorities cover such topics as: How literacy skills develop in grades 5-12; Ways to incorporate literacy learning into English, social studies, math, and science; Struggling adolescent readers and writers: what works in assessment and intervention; Special challenges facing English language learners and culturally diverse students; and Implications for teacher training, policy, and future research. |
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| Claims of Effectiveness: Compiles insights from several experts in the field and provides effective strategies and interventions that are research-based. Research methods used include case studies, multiple-site, longitudinal, and quasi-experimental studies. |
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| Teaching Reading to Students with Emotional Behavioral Disorders (Newsletter) |
| URL: HTTP://WWW.STUDENTPROGRESS.ORG/LIBRARY/OTHERRESOURCES.ASP#TEACHINGR... |
| Format: PDF, URL |
| Focus Area: Special Education, Reading and literacy |
| Provider: National Center on Student Progress Monitoring |
| Abstract: Six early reading and behavior research centers have been funded by the U.S. Department of Education to build primary, secondary, and tertiary levels of reading support for struggling readers with concomitant emotional/behavior problems. The levels of support can range from universal supports for all students at the primary level, to intensive behavioral and reading support for students at the secondary level, to highly individualized behavior and/or reading interventions. This article describes four intervention practices--student engagement, peer-assisted learning strategies (PALS), direct instruction, and progress monitoring--that positively impact reading performance for students with emotional/behavioral disorders. |
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| Claims of Effectiveness: Reference is made to the following research findings: higher student engagement increases reading achievement, peer-assisted learning strategies may have a positive influence on students' academic and behavior performance, direct instruction that is explicit, systematic, and scaffolded has proven highly effective when teaching reading to students with EBD. |
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| Informing Adolescent Literacy Policy and Practice: Lessons Learned from the Striving Readers Program |
| URL: WWW.ALL4ED.ORG/FILES/POLICYBRIEFSTRIVINGREADERSINFORMSPOLICY.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Alliance for Excellent Education |
| Abstract: The Striving Readers program is the main federal effort aimed at improving literacy trends at the secondary school level. This policy brief takes a look at the first-year experiences of representatives from seven of the Striving Readers projects as well as other research and strategies that have been successful in the field. Recommendations are made for both program and policy in an attempt to promote a more cohesive and comprehensive adolescent literacy effort for secondary students. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this brief but the information is based on data collected during the first year of the program. |
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| Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement |
| URL: WWW.ALL4ED.ORG/FILES/LITCON.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Alliance for Excellent Education |
| Abstract: Today, more than six million of the nation’s secondary school students fall well short of grade-level expectations in reading and writing. Recognizing the urgency of this literacy crisis among middle and high school students, policymakers in all parts of the country have begun to implement a wide range of new programs and services designed to help struggling adolescent readers catch up in essential literacy skills, particularly reading fluency, vocabulary, and comprehension. However—and as this report argues—if students are to be truly prepared for the sophisticated intellectual demands of college, work, and citizenship, then these reforms will not be enough. Even as their schools help them to catch up in the basics, students also must be taught the advanced literacy skills that will enable them to succeed in the academic content areas—particularly the core content areas of math, science, English, and history. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
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| Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do |
| Format: Print |
| Focus Area: Reading and literacy |
| Provider: Jossey-Bass |
| Abstract: This book examines the core concepts and central pedagogies at the heart of teacher education programs by addressing the key foundational knowledge for teaching and discusses how to implement that knowledge in the classroom. |
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| Claims of Effectiveness: This book is based on an expert practioners' years of experience in this field. |
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| The Literacy Coach: A Key to Improving Teaching and Learning in Secondary Schools |
| URL: HTTP://WWW.ALL4ED.ORG/PUBLICATIONS/LITERACYCOACH.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Alliance for Education |
| Abstract: This paper is aimed at helping to develop an understanding of what works in successful programs as well as successful strategies for training effective literacy coaches. |
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| Claims of Effectiveness: This paper claims to be based upon research. However, most of the successful programs are grounded in single-site studies. The paper does not include enough information about its research basis to judge its rigor. |
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| Universal Design for Learning |
| URL: HTTP://WWW.RIT.EDU/~EASI/ITD/ITDV11N1/ABELL.HTM |
| Format: Print, URL |
| Focus Area: Special Education, Reading and literacy, Technology |
| Provider: Equal Access to Software and Information (EASI) |
| Abstract: Kentucky has embarked on a large-scale systems change effort to integrate Universal Design for Learning (UDL) principles, including use of digital curriculum and computerized reading supports, to improve overall student achievement. This article describes the implementation and evaluation of the program. |
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| Claims of Effectiveness: The authors describe qualitative and quantitative data collected during the statewide implementation of UDL-based practices. They conclude that UDL blends educational technology with accessible instructional resources that allow students to control and customize the learning environment to meet their own unique learning styles. The authors state that with core content available in accessible digital formats, paired with computerized reading and writing supports, students now have more tools to assist and manage their own learning needs. |
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| Vocabulary Book: Learning and Instruction, The |
| Format: Print |
| Focus Area: Reading and literacy |
| Provider: International Reading Association |
| Abstract: This book presents a comprehensive plan for vocabulary instruction from kindergarten through high school—a plan broad enough for students with small or exceptional vocabularies, and every child in between. |
| Rating: |
| Claims of Effectiveness: This book is based on an expert practioner's years of experience in the field. |
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| Cognitive Academic Language Learning Approach (CALLA) |
| URL: HTTP://WWW.GWU.EDU/~CALLA/ |
| Format: URL |
| Focus Area: Reading and literacy, English language learners |
| Provider: Cognitive Academic Language Learning Approach (CALLA) |
| Abstract: CALLA is an instructional model developed by Anna Chamot and J. Michael O’Malley. The model is designed for second- and foreign-language learners based on cognitive theory and research. The goals of CALLA are to help students learn essential academic content and language, and become independent and self-regulated learners by increasing their use of various learning strategies. The Web site includes articles on the implementation of the model, a list of districts using CALLA, and references for materials. |
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| Claims of Effectiveness: No evaluation is cited. The developers are education professors at George Washington University, (i.e., experts). This Web site offers a project overview and additional resources; it is information only. |
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| Strategic Literacy Initiative at WestEd (Web site) |
| URL: HTTP://WWW.WESTED.ORG/CS/SLI/PRINT/DOCS/SLI/HOME.HTM |
| Format: URL |
| Focus Area: Special Education, Reading and literacy |
| Provider: WestEd |
| Abstract: The Strategic Literacy Initiative (SLI) is a professional development and research program that serves middle and high school teachers, administrators, literacy coaches, and teacher educators. A key component of SLI's work is Reading Apprenticeship, a research-based instructional framework that helps struggling adolescent readers develop knowledge, strategies, and motivation to become more powerful readers. SLI's book, Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms, describes the Reading Apprenticeship® framework and the 9th Grade Academic Literacy course developed in collaboration with teacher teams in San Francisco. |
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| A Good Teacher in Every Classroom : Preparing the Highly Qualified Teachers Our Children Deserve |
| Format: Print |
| Focus Area: Reading and literacy |
| Provider: Jossey-Bass |
| Abstract: This book examines core concepts and central pedagogies that should be at the heart of any teacher education program—and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education. |
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| Claims of Effectiveness: This book is based on an expert practioners' years of experience in this field. |
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| A Profile of the Striving Readers Program: The Memphis School District Project |
| URL: WWW.ALL4ED.ORG/FILES/CASESTUDYSRMEMPHIS.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Alliance for Excellent Education |
| Abstract: In 2006, Memphis City Schools was awarded $16,074,687 for a 5-year period (2006–2011) for the Memphis Striving Readers Project, in collaboration with the University of Memphis and Bellarmine University (KY). It employs the Memphis Content Literacy Academy model as a schoolwide strategy and Scholastic’s READ 180 for targeted intervention. The project serves more than 5,000 students in eight middle schools. The study was designed to improve teachers’ performance through professional development, on-site coaching, and leadership seminars. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this information, but the findings are based on the first year of implementation of the program. |
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| Adolescents and Literacy: Reading for the 21st Century |
| URL: HTTP://WWW.ALL4ED.ORG/PUBLICATIONS/REPORTS.HTML |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Alliance for Education |
| Abstract: This report examines the empirical research on how to improve the literacy of children in grades four through 12. It brings together the key findings of the best available research on issues related to adolescent literacy. It also offers policymakers and the public a better understanding of the challenges and opportunities that confront the nation as it begins to work to improve the literacy levels of older children. |
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| Claims of Effectiveness: The report claims to describe what is currently known about effective literacy instruction and the impact of successful literacy programs. It is based on a review and summary of empirical research. Essentially it is a synthesis of hallmark research reviews that have been conducted in this area. |
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| Center on Instruction (Web site) |
| URL: HTTP://WWW.CENTERONINSTRUCTION.ORG/ |
| Format: URL |
| Focus Area: Special Education, Science, Reading and literacy, Mathematics, English language learners |
| Provider: Center on Instruction, RMC Research Corporation |
| Abstract: The Center on Instruction, one of five content centers linked to the U.S. Department of Education's 16 regional Comprehensive Centers, provides access to scientifically based research and information on K-12 instruction. Materials, syntheses of recent research, and exemplars of best practices in reading, math, science, special education, and English language learners are available on the Web site. |
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| Extensive Reading Interventions in Grades K-3: From Research to Practice |
| URL: HTTP://WWW.CENTERONINSTRUCTION.ORG/FILES/EXTENSIVE%20READING%20INTE... |
| Format: PDF, URL |
| Focus Area: Reading and literacy, Special Education |
| Provider: Center on Instruction, RMC Research Corporation |
| Abstract: This report summarizes available data on the effects of extensive reading interventions (based on at least 100 instructional sessions) and related implications for practice for students with reading problems or learning disabilities in a response to intervention (RTI) setting. |
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| Claims of Effectiveness: Researchers conducted a meta-analyses of 12 studies to determine the relative effectiveness of interventions for struggling early readers. The authors selected the studies based on predetermined criteria. For each study, a brief synopsis of the research design, methodology, nature of the intervention, and results are provided. For all studies, the Hedges procedure for calculating unbiased effect sizes for Cohen's d was used. Average effect sizes were calculated across all measures used in each study and are reported. |
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| Reading Next: A Vision for Action and Research in Middle and High School Literacy |
| URL: HTTP://WWW.ALL4ED.ORG/PUBLICATIONS/READINGNEXT/READINGNEXT.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Alliance for Education |
| Abstract: The Reading Next report provides an overview of the current research on adolescent literacy and strategies for turning that research into practice. The authors outline 15 key elements of an effective literacy program that include both instructional improvements and infrastructure improvements. The full document is available for free download. |
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| Claims of Effectiveness: The suggestions in this report are based on a review of contemporary literature. References indicate a wide variety of research types, ranging from single site studies to experimental designs. |
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| Ten Years of Research on Adolescent Literacy, 1994-2004: A Review |
| URL: WWW.LEARNINGPT.ORG/PDFS/LITERACY/TENYEARS.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Learning Point Associates |
| Abstract: This is a review of 55 research studies that were published in journals between 1994 and 2004. The review examines variables that affect literacy development in adolescents. It is designed to help practitioners select teaching strategies and curriculum based on recent research-based understanding of adolescent literacy. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report but the information is based on the author's expert opinion and experience as well as a research review of 55 studies. |
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| Adolescent Identities as Demanded by Science Classroom Discourse Communities |
| Format: Print |
| Focus Area: Reading and literacy, Science |
| Provider: Lawrence Erlbaum Associates |
| Abstract: Moje, E. B. & Dillon, D. R. (2006) Adolescent Identities as Demanded by Science Classroom Discourse Communities. In Alvermann, D.E., Hinchman, K. A., Moore, D.W., Phelps, S. F., & Waff, D.R. (Eds.), Reconceptualizing the Literacies in Adolescent's Lives (pp. 85-106). Mahwah , NJ : Lawrence Erlbaum Associates. |
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| Adolescent Literacy Walk-through for Principals: A Guide for Instructional Leaders |
| URL: WWW.CENTERONINSTRUCTION.ORG/FILES/ADOL%20LIT%20WALK%20THROUGH.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Center on Instruction, RMC Research Corporation |
| Abstract: This guide, designed to help principals more effectively monitor and support adolescent literacy instruction in their schools, can be used at the late elementary school level, in content-area classes in middle and high school, and with intervention groups or classes. It provides a scaffold to build principals' understanding of scientifically based reading instruction, as a means for a principal to gather information about the quality of literacy and reading intervention instruction in a school, and as a data collection guide for planning targeted professional development and resource allocation. It includes examples of what a principal might expect to see in a classroom as well as templates that states, districts, and schools may use or adapt. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
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| All the Stories We Have: Adolescents' Insights on Literacy and Learning in Secondary School. |
| Format: Print |
| Focus Area: Reading and literacy |
| Provider: International Reading Association |
| Abstract: This book offers strategies for learning about students both in and out of the classroom, and draws from adolescents' stories to highlight what students need from teachers. The author presents an interdisciplinary, project-based pedagogy that connects several different content areas and employs multiple teaching and learning strategies. |
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| Claims of Effectiveness: The book is based on an expert practioner's years of experience in this field. |
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| Assessments to Guide Adolescent Literacy Instruction [4-12] |
| URL: WWW.CENTERONINSTRUCTION.ORG/FILES/ASSESSMENT%20GUIDE.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Center on Instruction, RMC Research Corporation |
| Abstract: This guide, a companion volume to two other publications from the Center on Instruction—Academic Literacy Instruction for Adolescents and Improving Literacy Instruction in Middle and High Schools: A Guide for Principals—provides information about the key elements of a comprehensive assessment plan to improve literacy instruction for adolescents and provides examples of assessments and assessment systems currently in use or under development to improve literacy instruction for students in Grades 4-12. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this information but the guide is based on the author's expert opinion and years of experience. |
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| Constructions of Literacy: Studies of Literacy Teaching and Learning In and Out of Secondary Schools |
| Format: Print |
| Focus Area: Reading and literacy |
| Provider: Lawrence Erlbaum Associates |
| Abstract: This book explores and represents, through a series of case studies and commentaries, how and why secondary school teachers and students use literacy in formal and informal learning settings. The authors emphasize that literacy is socially, culturally, and historically constructed and recognize that there are many different perspectives on how that construction occurs. An important feature of this book is that the contributors explore and make explicit differing perspectives on literacy as a social construction. |
| Rating: |
| Claims of Effectiveness: This book claims to be research-based. However, most of the case studies presented by the authors are grounded in single-site studies. The book does not include enough information about its research basis to judge its rigor. |
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| Developing Scientific Literacy Through the Use of Literacy Teaching Strategies. |
| Format: Print |
| Focus Area: Reading and literacy, Science |
| Provider: NSTA Press |
| Abstract: Textual Tools Study Group (2006) Developing Scientific Literacy Through the Use of Literacy Teaching Strategies. In Douglas, R., Klentschy, M., & Worth, K. (Eds.), Linking Science & Literacy in the K-8 Classroom (pp. 261-285). Arlington, VA: NSTA Press |
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| Effective Instruction for Adolescent Struggling Readers |
| URL: WWW.CENTERONINSTRUCTION.ORG/FILES/ADOL%20STRUGGLING%20READERS%20PRA... |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Center on Instruction, RMC Research Corporation |
| Abstract: A body of research-based practices is emerging to guide instruction for adolescent struggling readers. This practice brief focuses on the five reading components adolescents need to succeed in school and beyond. Each component—word study, fluency, vocabulary, comprehension, and motivation—is discussed in terms of the available research, comparisons of successful and struggling readers' behaviors, and recommended instructional practices. The brief aligns with two Center on Instruction publications, Reading Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice (Scammacca et al., 2007) and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (Torgesen et al., 2007). |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this brief but the information is an overview of the research-based interventions for older students struggling with reading. |
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| Immigrant Learners and Their Families: Literacy to Connect the Generations |
| URL: HTTP://WWW.ERIC.ED.GOV/ERICDOCS/DATA/ERICDOCS2SQL/CONTENT_STORAGE_0... |
| Format: PDF, URL |
| Focus Area: Reading and literacy, Rural Education |
| Provider: Center for Applied Linguistics (CAL) |
| Abstract: This resource examines the experiences of immigrant families and demonstrates how they, although possessing limited conventional English literacy skills, employ forms of literacy valued by their countries of origin that do not necessarily focus on technical skills. Recognizing and honoring the cultural heritage of students allows educators to appreciate and support student strengths rather than follow a deficit model. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this book but the information is based on the experiences of learners and educators across the U.S. who have worked with intergenerational and multilingual literacy programs. |
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| Improving Literacy Instruction in Middle and High Schools: A Guide for Principals |
| URL: HTTP://WWW.CENTERONINSTRUCTION.ORG/FILES/PRINCIPAL%20S%20GUIDE%20SE... |
| Format: PDF, URL |
| Focus Area: Leadership, Reading and literacy |
| Provider: Center on Instruction, RMC Research Corporation |
| Abstract: This "quick start" guide for principals of both middle and high schools identifies three goals for secondary school literacy initiatives and provides elements of instruction required to meet these goals. It then outlines the critical elements of a school-level literacy action plan. |
| Rating: |
| Claims of Effectiveness: According to the authors, this guide is based on scientific research on reading and reading instruction, and on studies of successful schools and interviews with successful principals. It is a very brief overview of the major elements involved in successful school-level efforts to increase academic literacy in middle and high school students. Aside from interview data, no evidence of the effectiveness of specific strategies is presented. |
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| Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World |
| Format: Print |
| Focus Area: Reading and literacy |
| Provider: Jossey-Bass |
| Abstract: Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World. Catherine Snow (Editor), Peg Griffin (Editor), M. Susan Burns (Editor) ISBN: 0-7879-7465-X. Hardcover. Jossey-Bass, An Imprint of Wiley. October 2005 |
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| Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six Through 12 |
| URL: HTTP://WWW.SREB.ORG/PROGRAMS/HSTW/PUBLICATIONS/PUBS/03V63_LITERACY%... |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Southern Regional Education Board (SREB) |
| Abstract: This guide provides concrete, research-based steps not only to raise reading and writing achievement but also to help students learn more in every class by using literacy skills. The guide focuses on five literacy goals: reading 25 books across the curriculum; writing weekly in all classes; using reading and writing strategies; writing research papers; and taking rigorous language-arts classes. |
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| Claims of Effectiveness: This guide claims to be based upon research-based steps. However, the guide does not include enough information about its research basis to judge its rigor. |
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| Measure for Measure: A Critical Consumers’ Guide to Reading Comprehension Assessments for Adolescents |
| URL: WWW.CARNEGIE.ORG/LITERACY/TTA/PDF/TTA_MORSY.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Carnegie Corporation |
| Abstract: This guide from the Carnegie Corporation of New York's Council on Advancing Adolescent Literacy draws together evidence on nine of the most commonly used, commercially available reading comprehension assessments for use with adolescents. It provides a critical view into the strengths and weaknesses of each. Authors Leila Morsy, Michael Kieffer, and Catherine Snow focus on the utility of assessments for the purposes of screening groups of students to identify those who struggle and diagnosing their specific needs. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness are made but the information is based on the authors' expert opinions and review of research. |
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| Narrowing the Opportunity Gap: U.S. Programs Rural Literacy Initiative 2005-2006 Results |
| URL: HTTP://WWW.SAVETHECHILDREN.ORG/PUBLICATIONS/PROGRAMS/USP/US-PROGRAM... |
| Format: PDF, URL |
| Focus Area: Reading and literacy, Rural Education |
| Provider: Save the Children Foundation |
| Abstract: This resource contains evaluation results from the Save the children literacy program during the 2005-2006 school year. The results indicate that the program approach was effective at increasing the reading levels of regular participants. |
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| Claims of Effectiveness: This resource suggests that the Save the Children literacy program increased reading levels of regular participants. This evaluation found that the percentage of children reading at or above grade level increased from 21.8 to 27.3 percent, a statistically significant gain. No methodology was provided in this resource and data could not be found on the Web site. |
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| Reading in the Disciplines: The Challenges of Adolescent Literacy [4-12] |
| URL: WWW.CARNEGIE.ORG/LITERACY/TTA/PDF/TTA_LEE.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Carnegie Corporation |
| Abstract: This guidance document from the Carnegie Corporation of New York's Council on Advancing Adolescent Literacy discusses some of the challenges for adolescents who struggle with written texts in the academic subject areas of history, science, mathematics, and literacy. It also explores how standards, assessments, and teaching instruction can be strengthened to support these readers. |
| Rating: |
| Claims of Effectiveness: No claims of effectivess pertain to this information. |
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| Reading to Learn: A Classroom Guide to Reading Strategy Instruction, Grades 4 – 12 |
| URL: HTTP://HIGHSCHOOL.CCSSO.ORG/ALFRESCO/D/D/WORKSPACE/SPACESSTORE/4959... |
| Format: URL |
| Focus Area: Reading and literacy |
| Provider: Council of Chief State School Officers (CCSSO) |
| Abstract: This classroom guide provides an overview of the nine reading comprehension strategies of the Vermont Reading Initiative and describes a number of "tools" that can be used to help students master each strategy. The report includes worksheets that help educators structure lesson plans and also gives educators frameworks to help them evaluate student work and progress, and identify students who are falling behind. This document can help states support their districts, schools, and classrooms in implementation of statewide literacy efforts. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this guide but the information is based on the Vermont Reading Initiative. |
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| Teaching All Students to Read in Elementary School: A Guide for Principals |
| URL: HTTP://WWW.CENTERONINSTRUCTION.ORG/FILES/PRINCIPALS%20GUIDE%20ELEME... |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Center on Instruction, RMC Research Corporation |
| Abstract: This "quick start" guide for elementary school-level instruction includes critical elements of an effective reading program in elementary school, critical tasks for principals as literacy leaders, and special considerations for reading instruction after third grade. |
| Rating: |
| Claims of Effectiveness: According to the authors, this guide is based on scientific research on reading and reading instruction and interviews with successful principals. It is a very brief overview of the major leadership tasks required to implement and sustain an effective reading program in an elementary school. Aside from interview data, no evidence of the effectiveness of specific strategies is presented. |
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| Tech-Create Project |
| URL: HTTP://WWW.ATACCESS.ORG/RESOURCES/ATK12/BP/CREATIVEWRITING.HTML |
| Format: URL |
| Focus Area: Special Education, Reading and literacy, Technology |
| Provider: Alliance for Technology Access |
| Abstract: Tech-Create, a creative writing project, was developed to serve adolescents with disabilities, ages 11 to 15 years. The program includes literacy activities using multimedia-authoring software to create thematic books and movies. In utilizing the computer and software applications, individuals are able to input their stories through visual illustration, text-based writing, animation, music, and dictation directly into the software application. |
| Rating: |
| Claims of Effectiveness: This program enabled adolescents that were often very intimidated by print due to their learning deficits, to build their skills as well as their self-esteem as they watched their creativity come to life. |
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| Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success |
| URL: WWW.CARNEGIE.ORG/LITERACY/TTA/PDF/TTA_MAIN.PDF |
| Format: PDF, URL |
| Focus Area: Reading and literacy |
| Provider: Carnegie Corporation |
| Abstract: This report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy describes the research base and data on how to help students "read to learn." It also includes a discussion of best practices and describes how the practices and recommendations in the document are currently being implemented in schools and districts across the United States and, if implemented widely, hold promise for helping students become more skilled readers as they enter college and careers. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this report but the information is based on the authors' expert opinions and experience as well as a review of the current research. |
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