Literacy supports for adolescent struggling readers: taking action through comprehension instruction

Abstract

In response to the urgent national need to implement evidence-based literacy supports for adolescent struggling readers (ASRs), this chapter provides a framework for addressing reading comprehension instruction. Schools face significant challenges in the education of ASRs including how to address the achievement gap that emerges between proficient readers and a variety of poor reader subgroups predicted by the Simple View of Reading. The authors present current research in the components of reading comprehension (e.g., text structures, vocabulary, prior knowledge, cognitive strategies, and motivation) and explicit pedagogical practices associated with improving outcomes for ASRs, including a school-wide framework called the Content Literacy Continuum. Two specific interventions with supporting research are presented as model practices to improve outcomes for ASRs.

Citation

Faggella-Luby, M. and Sampson Graner, P. (2010), "Literacy supports for adolescent struggling readers: taking action through comprehension instruction", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Literacy and Learning (Advances in Learning and Behavioral Disabilities, Vol. 23), Emerald Group Publishing Limited, Leeds, pp. 61-94. https://doi.org/10.1108/S0735-004X(2010)0000023005