Helping Adolescents Become

Good Readers

A student's inability to read at grade level can have far-reaching consequences: it can affect not only the students' school experience and learning opportunities but his or her choices beyond school. A new publication from the Northwest Regional Educational Laboratory—Improving Adolescent Reading: Findings From Research—looks at the research on adolescent reading and what schools and families can do to help struggling readers.

The book, authored by Deborah Davis with Jean Spraker and Jim Kushman, focuses on six different areas that work together to improve results: research-based instructional practices in content classrooms; additional support for struggling readers; assessments to determine appropriate instruction; school organization and family outreach; student motivation; and professional development for teachers. A list of "implications for schools" is included in the discussion of each of these topics, suggesting steps that schools and educators can take right away. The book also features an annotated section of teacher resources and an extensive description of research studies that pertain to the six areas.

The publication underscores the fact that reading is a concern for the whole secondary-level school. While it's better to diagnose and treat reading problems early, it's never too late to help struggling readers. Students at all stages of adolescence and all levels of ability have shown they can achieve proficiency with the proper support.

Improving Adolescent Reading is a stand-alone publication appropriate for teachers and administrators; it will also be used as a training tool in conjunction with NWREL's Onward to Excellence program (see NW Report, September–October 2004 for more details). To purchase copies of the book, go to NWREL's catalog at www.nwrel.org/comm/catalog.