| |
What Students Say…
In interviews with researchers (McCray, 2001), low-level readers challenged the common myth that middle school readers are apathetic, choosing easier activities over reading. These students were doubtful about their future success as adults, but still hoped their reading skills would improve, saying to their teachers:
- I would learn more if I read more for myself.
- Understand that I am afraid to read and the fear makes me crazy.
- Sit down and read with me during or after school, because I don’t want the other kids to think that something is wrong with me.
- Don’t put me in reading groups. I would rather you work with me by myself.
- Bring me more books, and let me read things that I want to read.
The Big Picture: Adolescent Literacy as a National Concern
According to the 2003 National Assessment of Educational Progress, only 32 percent of the nation’s adolescents have the literacy abilities necessary to succeed in school and become lifelong learners, and 42 percent have “basic” skills. The lowest performing 26 percent are cause for great concern: These teenagers may not be able to add up the total cost of purchases on an order form, locate information in a newspaper article, fill out a Social Security card application, or find an intersection on a street map (Reder, 1998).1
More than one-third of the nation’s juvenile justice population reads below the fourth-grade level. The National Associations of Elementary and Secondary School Principals have issued a joint policy statement about the importance of a comprehensive literacy agenda to future prospects of the nation’s youth (Ferrandino & Tirozzi, 2004); many secondary schools are now launching schoolwide literacy initiatives, and incorporating literacy support in dropout prevention programs. Tutors and mentors can play an important role in this national effort.
 What Can Tutors and Mentors Do?, Engaging Adolescents: Wild and Shy Times
|
