View the latest reports on literacy topics from a variety of national groups and researchers.
Kentucky Content Literacy Consortium—Striving Readers Project Paper
The Kentucky Content Literacy Consortium was formed in response to a five-year Striving Readers grant from the United Stated Department of Education awarded in 2006. The Consortium is made up of Danville Public Schools, the Collaborative for Teaching and Learning (CTL), the Center for Collaboration in Literacy Development at the University of Kentucky (CCLD), and the University of Louisville (U of L). In partnership, these organizations conducted a five-year Striving Readers project with 21 middle and high schools in seven districts across Kentucky.
This paper summarizes program implementation, lessons learned, and links to existing tools and resources that can support others in learning from and applying Kentucky’s experience in adolescent literacy reform. Information and lessons learned are organized by critical categories for school improvement:
- Aligned Curriculum
- Multiple Assessments
- Instruction and Intervention
- Literate Environment
- Professional Development
It is hoped that the experiences, pathways and lessons from the Kentucky Striving Readers project will serve well to guide others in their efforts to continually improve literacy instruction for adolescents across the country.
This report describes efforts by five states—Alabama, Florida, Kentucky, New Jersey, and Rhode Island—to improve adolescent literacy. Highlighting common challenges and lessons, the report examines how each state has engaged key stakeholders, set rigorous goals and standards, aligned resources to support adolescent literacy goals, built educator capacity, and used data to measure progress.
State Actions to Improve Adolescent Literacy: Results from NASBE’s State Adolescent Literacy Network
Beginning in 2007, with support from the Carnegie Corporation of New York, the National Association of State Boards of Education (NASBE) began working with five grant states—Connecticut, Kentucky, New Hampshire, Utah, and West Virginia—that formed the State Adolescent Literacy Network. The Network’s goal is to build state policy frameworks and capacity to improve adolescent literacy. This is the final report on the network grant.
--Reading Next, a report to the Carnegie Corporation of New York combines the best research currently available with strategies for turning research into practice. Outlined are 15 key elements of an effective literacy intervention for middle and high school students.
-- Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools, commissioned by Carnegie Corporation of New York and published by the Alliance for Excellent Education, discusses eleven specific teaching techniques that research suggests will help improve the writing abilities of the country’s 4th- to 12th-grade students. Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement
According to the Carnegie Corporation, "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." The Next Chapter: A School Board Guide to Improving Adolescent Literacy
According to Susan Frost in the introduction to this report, "Literacy is the key to high school graduation. We know that an eighth-grader’s reading level is the strongest predictor of whether he or she will succeed in high school. Students reading in the bottom quartile are 20 times more likely to drop out of high school than students reading in the top quartile. Literacy is the driver of academic improvement across all subjects. In its recent report, Reading Between the Lines, ACT found that student readiness for college-level reading appears to substantially affect readiness for college-level work in other areas, specifically English, mathematics, and science. Yet, few middle and high school content-area teachers today know how to reinforce literacy skills while teaching in their own subject areas."