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!

DOLESCENT ,ITERACY
! 0OLICY 2ESEARCH "RIEF PRODUCED BY 4HE .ATIONAL #OUNCIL OF 4EACHERS OF %NGLISH

#AUSES FOR #ONCERN


). 4()3 )335%
)T IS EASY TO SUMMON THE LANGUAGE OF CRISIS IN DISCUSSING ADOLESCENT LITERACY
Z #AUSES FOR #ONCERN
!FTER ALL A RECENT STUDY OF WRITING INSTRUCTION REVEALS THAT  PERCENT OF
Z #OMMON -YTHS ABOUT HIGH SCHOOL SENIORS NEVER OR RARELY WRITE A PAPER OF THREE OR MORE PAGES
!DOLESCENT ,ITERACY AND ALTHOUGH TH AND TH GRADERS SHOWED SOME IMPROVEMENT IN WRITING
Z 5NDERSTANDING !DOLESCENT BETWEEN  AND  THE SCORES OF TH GRADERS SHOWED NO SIGNIlCANT
,ITERACY CHANGE ,ESS THAN HALF OF THE  !#4 TESTED HIGH SCHOOL GRADUATES
DEMONSTRATED READINESS FOR COLLEGE LEVEL READING AND THE  .ATIONAL
Z 2ESEARCH "ASED 2ECOMMENDA
TIONS FOR %FFECTIVE !DOLESCENT !SSESSMENT OF %DUCATIONAL 0ROGRESS .!%0 READING SCORES FOR TH GRAD
,ITERACY )NSTRUCTION ERS SHOWED A DECREASE FROM  PERCENT AT THE PROlCIENT LEVEL IN  TO 
PERCENT IN 
2ECENT .!%0 RESULTS ALSO REVEAL A PERSISTENT ACHIEVEMENT GAP BETWEEN
THE READING AND WRITING SCORES OF WHITES AND STUDENTS OF COLOR IN TH AND
TH GRADES &URTHERMORE BOTH WHITES AND STUDENTS OF COLOR SCORED LOWER
IN READING IN  AS COMPARED WITH  AND BOTH MALE AND FEMALE STU
DENTS ALSO SCORED LOWER IN 
4HE CHALLENGES ASSOCIATED WITH ADOLESCENT LITERACY EXTEND BEYOND
SECONDARY SCHOOL TO BOTH COLLEGE AND ELEMENTARY SCHOOL -ANY ELEMEN
TARY SCHOOL TEACHERS WORRY ABOUT THE TH GRADE SLUMP IN READING ABILITIES
&URTHERMORE PRELIMINARY ANALYSIS OF READING INSTRUCTION IN THE ELEMENTARY
SCHOOL SUGGESTS THAT AN EMPHASIS ON PROCESSES OF HOW TO READ CAN CROWD
OUT ATTENTION TO READING FOR IDEAS INFORMATION AND CONCEPTSˆTHE VERY
SKILLS ADOLESCENTS NEED TO SUCCEED IN SECONDARY SCHOOL )N THE OTHER DIREC
TION COLLEGE INSTRUCTORS CLAIM THAT STUDENTS ARRIVE IN THEIR CLASSES ILL PRE
PARED TO TAKE UP THE LITERACY TASKS OF HIGHER EDUCATION AND EMPLOYERS
LAMENT THE INADEQUATE LITERACY SKILLS OF YOUNG WORKERS )N OUR INCREASINGLY
hmATv WORLD THE 53 SHARE OF THE GLOBAL COLLEGE EDUCATED WORKFORCE HAS
FALLEN FROM  PERCENT TO  PERCENT IN RECENT DECADES AS YOUNG WORKERS
IN DEVELOPING NATIONS DEMONSTRATE EMPLOYER SATISFYING PROlCIENCY IN
LITERACY
)N THIS CONTEXT MANY INDIVIDUALS AND GROUPS INCLUDING ELECTED OFlCIALS
GOVERNMENTAL ENTITIES FOUNDATIONS AND MEDIA OUTLETSˆSOME WITH LITTLE
4HIS PUBLICATION OF THE *AMES 2 3QUIRE KNOWLEDGE OF THE lELDˆHAVE STEPPED FORWARD TO SHAPE POLICIES THAT
/FlCE OF 0OLICY 2ESEARCH OFFERS UPDATES
IMPACT LITERACY INSTRUCTION .OTABLY THE 53 #ONGRESS IS CURRENTLY DISCUSS
ON RESEARCH WITH IMPLICATIONS FOR POLICY
ING NEW 3TRIVING 2EADERS LEGISLATION "ILLS 3 AND (2 DESIGNED TO
DECISIONS THAT AFFECT TEACHING AND LEARN
IMPROVE THE LITERACY SKILLS OF MIDDLE AND HIGH SCHOOL STUDENTS 4EST SCORES
ING %ACH ISSUE ADDRESSES A DIFFERENT TOPIC
$OWNLOAD THIS ISSUE AT HTTPWWWNCTEORG AND OTHER NUMBERS DO NOT CONVEY THE FULL COMPLEXITY OF LITERACY EVEN
ABOUTOVERPOSITIONSCATEGORYLITERACY THOUGH THEY ARE EFFECTIVE IN ELICITING A FEELING OF CRISIS !CCORDINGLY A USEFUL
HTM 2EAD MORE ON THIS TOPIC AT ALTERNATIVE WOULD BE FOR TEACHERS AND OTHER INFORMED PROFESSIONALS TO TAKE
HTTPWWWNCTEORGPUBSCHRON AN INTEREST IN POLICY THAT SHAPES LITERACY INSTRUCTION 4HIS DOCUMENT PRO
HIGHLIGHTSHTM VIDES RESEARCH BASED INFORMATION TO SUPPORT THAT INTEREST
#ONTINUED ON PAGE 

!DOLESCENT ,ITERACY Z ! 0OLICY 2ESEARCH "RIEF 


4HE .ATIONAL #OUNCIL OF 4EACHERS OF %NGLISH

#OMMON -YTHS ABOUT


!DOLESCENT ,ITERACY
-YTH ,ITERACY REFERS ONLY TO READING
2EALITY ,ITERACY ENCOMPASSES READING WRITING AND A
VARIETY OF SOCIAL AND INTELLECTUAL PRACTICES THAT CALL UPON
THE VOICE AS WELL AS THE EYE AND HAND )T ALSO EXTENDS TO
NEW MEDIAˆINCLUDING NON DIGITIZED MULTIMEDIA DIGITIZED
MULTIMEDIA AND HYPERTEXT OR HYPERMEDIA

-YTH 3TUDENTS LEARN EVERYTHING ABOUT


READING AND WRITING IN ELEMENTARY SCHOOL
2EALITY 3OME PEOPLE SEE THE PROCESSES OF LEARNING TO READ
AND WRITE AS SIMILAR TO LEARNING TO RIDE A BICYCLE AS A SET OF
SKILLS THAT DO NOT NEED FURTHER DEVELOPMENT ONCE THEY HAVE READERS OF POETRY THE STUDENT WHO HAS DIFlCULTY WITH WORD
BEEN ACHIEVED !CTUALLY LITERACY LEARNING IS AN ONGOING AND PROBLEMS IN MATH MAY BE VERY COMFORTABLE WITH HISTORI
NON HIERARCHICAL PROCESS 5NLIKE MATH WHERE ONE PRINCIPLE CAL NARRATIVES -ORE IMPORTANT MANY OF THE LITERACIES OF
BUILDS ON ANOTHER LITERACY LEARNING IS RECURSIVE AND REQUIRES ADOLESCENTS ARE LARGELY INVISIBLE IN THE CLASSROOM 2ESEARCH
CONTINUING DEVELOPMENT AND PRACTICE  ON READING AND WRITING BEYOND THE CLASSROOM SHOWS THAT
STUDENTS OFTEN HAVE LITERACY SKILLS THAT ARE NOT MADE EVIDENT
-YTH ,ITERACY INSTRUCTION IS THE RESPONSIBILITY
IN THE CLASSROOM UNLESS TEACHERS MAKE SPECIAL EFFORTS TO
OF %NGLISH TEACHERS ALONE INCLUDE THEM 
2EALITY %ACH ACADEMIC CONTENT AREA POSES ITS OWN LITERACY
CHALLENGES IN TERMS OF VOCABULARY CONCEPTS AND TOPICS -YTH 3CHOOL WRITING IS ESSENTIALLY AN
!CCORDINGLY ADOLESCENTS IN SECONDARY SCHOOL CLASSES NEED ASSESSMENT TOOL THAT ENABLES STUDENTS TO SHOW
EXPLICIT INSTRUCTION IN THE LITERACIES OF EACH DISCIPLINE AS WELL WHAT THEY HAVE LEARNED
AS THE ACTUAL CONTENT OF THE COURSE SO THAT THEY CAN BECOME 2EALITY 7HILE IT IS TRUE THAT WRITING IS OFTEN CENTRAL TO AS
SUCCESSFUL READERS AND WRITERS IN ALL SUBJECT AREAS SESSMENT OF WHAT STUDENTS HAVE LEARNED IN SCHOOL IT IS ALSO
A MEANS BY WHICH STUDENTS LEARN AND DEVELOP 2ESEARCH
-YTH !CADEMICS ARE ALL THAT MATTER IN LITERACY
SHOWS THAT INFORMAL WRITING TO LEARN CAN HELP INCREASE STU
LEARNING
DENT LEARNING OF CONTENT MATERIAL AND IT CAN EVEN IMPROVE
2EALITY 2ESEARCH SHOWS THAT OUT OF SCHOOL LITERACIES PLAY THE SUMMATIVE WRITING IN WHICH STUDENTS SHOW WHAT THEY
A VERY IMPORTANT ROLE IN LITERACY LEARNING AND TEACHERS CAN HAVE LEARNED
DRAW ON THESE SKILLS TO FOSTER LEARNING IN SCHOOL !DOLES
CENTS RELY ON LITERACY IN THEIR IDENTITY DEVELOPMENT USING
READING AND WRITING TO DElNE THEMSELVES AS PERSONS 4HE
5NDERSTANDING !DOLESCENT
DISCOURSES OF SPECIlC DISCIPLINES AND SOCIALCULTURAL CON ,ITERACY
TEXTS CREATED BY SCHOOL CLASSROOMS SHAPE THE LITERACY LEARN
ING OF ADOLESCENTS ESPECIALLY WHEN THESE DISCOURSES ARE /VERVIEW $IMENSIONS OF !DOLESCENT
DIFFERENT AND CONmICTING ,ITERACY
)N ADOLESCENCE STUDENTS SIMULTANEOUSLY BEGIN TO DEVELOP
-YTH 3TUDENTS WHO STRUGGLE WITH ONE LITERACY
IMPORTANT LITERACY RESOURCES AND EXPERIENCE UNIQUE LITERACY
WILL HAVE DIFlCULTY WITH ALL LITERACIES CHALLENGES "Y FOURTH GRADE MANY STUDENTS HAVE LEARNED
2EALITY %VEN CASUAL OBSERVATION SHOWS THAT STUDENTS A NUMBER OF THE BASIC PROCESSES OF READING AND WRITING
WHO STRUGGLE WITH READING A PHYSICS TEXT MAY BE EXCELLENT HOWEVER THEY STILL NEED TO MASTER LITERACY PRACTICES UNIQUE

 !DOLESCENT ,ITERACY Z ! 0OLICY 2ESEARCH "RIEF


4HE *AMES 2 3QUIRE /FlCE FOR 0OLICY 2ESEARCH

TO DIFFERENT LEVELS DISCIPLINES TEXTS AND SITUATIONS !S ADO


LESCENTS EXPERIENCE THE SHIFT TO CONTENT AREA LEARNING THEY &OR ADOLESCENTS SCHOOL BASED
NEED HELP FROM TEACHERS TO DEVELOP THE CONlDENCE AND
SKILLS NECESSARY FOR SPECIALIZED ACADEMIC LITERACIES
LITERACY SHIFTS AS STUDENTS ENGAGE
!DOLESCENTS ALSO BEGIN TO DEVELOP NEW LITERACY RESOURCES WITH DISCIPLINARY CONTENT AND
AND PARTICIPATE IN MULTIPLE DISCOURSE COMMUNITIES IN AND A WIDE VARIETY OF DIFlCULT TEXTS
OUT OF SCHOOL &REQUENTLY STUDENTS EXTRACURRICULAR LITERACY
AND WRITING TASKS
PROlCIENCIES ARE NOT VALUED IN SCHOOL ,ITERACYS LINK TO COM
MUNITY AND IDENTITY MEANS THAT IT CAN BE A SITE OF RESISTANCE
FOR ADOLESCENTS 7HEN STUDENTS ARE NOT RECOGNIZED FOR
Z ,EARNING THE LITERACIES OF A GIVEN DISCIPLINE CAN HELP
BRINGING VALUABLE MULTIPLE LITERACY PRACTICES TO SCHOOL THEY
ADOLESCENTS NEGOTIATE MULTIPLE COMPLEX DISCOURSES
CAN BECOME RESISTANT TO SCHOOL BASED LITERACY  AND RECOGNIZE THAT TEXTS CAN MEAN DIFFERENT THINGS IN
DIFFERENT CONTEXTS
 3HIFTING ,ITERACY $EMANDS
Z %FlCACIOUS TEACHING OF CROSS DISCIPLINARY LITERACIES HAS A
4HE MOVE FROM ELEMENTARY TO SECONDARY SCHOOL ENTAILS SOCIAL JUSTICE DIMENSION AS WELL AS AN INTELLECTUAL ONE 
MANY CHANGES INCLUDING FUNDAMENTAL ONES IN THE NA
TURE OF LITERACY REQUIREMENTS &OR ADOLESCENTS SCHOOL  -ULTIPLE AND 3OCIAL ,ITERACIES
BASED LITERACY SHIFTS AS STUDENTS ENGAGE WITH DISCIPLINARY
CONTENT AND A WIDE VARIETY OF DIFlCULT TEXTS AND WRITING !DOLESCENT LITERACY IS SOCIAL DRAWING FROM VARIOUS
TASKS %LEMENTARY SCHOOL USUALLY PREPARES STUDENTS IN THE DISCOURSE COMMUNITIES IN AND OUT OF SCHOOL !DOLESCENTS
PROCESSES OF READING BUT MANY ADOLESCENTS DO NOT UNDER ALREADY HAVE ACCESS TO MANY DIFFERENT DISCOURSES INCLUDING
STAND THE MULTIPLE DIMENSIONS OF CONTENT BASED LITERACIES THOSE OF ETHNIC ONLINE AND POPULAR CULTURE COMMUNITIES
4HEY REGULARLY USE LITERACIES FOR SOCIAL AND POLITICAL PURPOSES
AS THEY CREATE MEANINGS AND PARTICIPATE IN SHAPING THEIR
IMMEDIATE ENVIRONMENTS
7HEN STUDENTS ARE NOT RECOGNIZED FOR 4EACHERS OFTEN DEVALUE IGNORE OR CENSOR ADOLESCENTS
BRINGING VALUABLE MULTIPLE LITERACY EXTRACURRICULAR LITERACIES ASSUMING THAT THESE LITERACIES ARE
MORALLY SUSPECT RAISE CONTROVERSIAL ISSUES OR DISTRACT ADO
PRACTICES TO SCHOOL THEY CAN BECOME LESCENTS FROM MORE IMPORTANT WORK 4HIS MEANS THAT SOME
RESISTANT TO SCHOOL BASED LITERACY ADOLESCENTS LITERACY ABILITIES REMAIN LARGELY INVISIBLE IN THE
CLASSROOM

2ESEARCH SAYS   
!DOLESCENTS MAY STRUGGLE WITH READING IN SOME AREAS AND
Z 4HE LITERACIES ADOLESCENTS BRING TO SCHOOL ARE VALUABLE
DO QUITE WELL WITH OTHERS 4HEY MAY ALSO BE CHALLENGED TO
RESOURCES BUT THEY SHOULD NOT BE REDUCED TO STEREO
WRITE IN WAYS THAT CONFORM TO NEW DISCIPLINARY DISCOURSES TYPICAL ASSUMPTIONS ABOUT PREDICTABLE RESPONSES
4HE PROLIFERATION OF HIGH STAKES TESTS CAN COMPLICATE THE FROM SPECIlC POPULATIONS OF STUDENTS
LITERACY LEARNING OF ADOLESCENTS PARTICULARLY IF TEST PREPARA
Z !DOLESCENTS ARE SUCCESSFUL WHEN THEY UNDERSTAND
TION TAKES PRIORITY OVER CONTENT SPECIlC LITERACY INSTRUCTION
THAT TEXTS ARE WRITTEN IN SOCIAL SETTINGS AND FOR SOCIAL
ACROSS THE DISCIPLINES PURPOSES
2ESEARCH SAYS    Z !DOLESCENTS NEED BRIDGES BETWEEN EVERYDAY LITERACY
Z !DOLESCENTS ARE LESS LIKELY TO STRUGGLE WHEN SUBJECT PRACTICES AND CLASSROOM COMMUNITIES INCLUDING
AREA TEACHERS MAKE THE READING AND WRITING APPROACH ONLINE NON BOOK BASED COMMUNITIES
ES IN A GIVEN CONTENT AREA CLEAR AND VISIBLE Z %FFECTIVE TEACHERS UNDERSTAND THE IMPORTANCE OF
Z 7RITING PROMPTS IN WHICH STUDENTS REmECT ON THEIR ADOLESCENTS lNDING ENJOYABLE TEXTS AND DONT ALWAYS
CURRENT UNDERSTANDINGS QUESTIONS AND LEARNING PRO TRY TO SHIFT STUDENTS TO hBETTERv BOOKS 
CESSES HELP TO IMPROVE CONTENT AREA LEARNING 
Z %FFECTIVE TEACHERS MODEL HOW THEY ACCESS SPECIlC
CONTENT AREA TEXTS #ONTINUED ON PAGE 

!DOLESCENT ,ITERACY Z ! 0OLICY 2ESEARCH "RIEF 


4HE .ATIONAL #OUNCIL OF 4EACHERS OF %NGLISH

«
$EMYSTIFY CONTENT SPECIlC !FlRM MULTIPLE LITERACIES
LITERACY PRACTICES
0ROMOTING
«
«
!DOLESCENT ,ITERACY
-OTIVATE THROUGH 3UPPORT LEARNER CENTERED
MEANINGFUL CHOICE THROUGH CLASSROOM ENVIRONMENTS
2ESEARCH "ASED
4EACHING 0RACTICES

«
%NGAGE STUDENTS WITH
«
REAL WORLD LITERACY PRACTICES
&OSTER SOCIAL RESPONSIBILITY
THROUGH MULTICULTURAL LITERACY

 )MPORTANCE OF -OTIVATION Z 3TUDENT CHOSEN TASKS MUST BE SUPPORTED WITH APPRO


PRIATE INSTRUCTIONAL SUPPORT OR SCAFFOLDING
-OTIVATION CAN DETERMINE WHETHER ADOLESCENTS ENGAGE
WITH OR DISENGAGE FROM LITERACY LEARNING )F THEY ARE NOT
ENGAGED ADOLESCENTS WITH STRONG LITERACY SKILLS MAY CHOOSE " 2ESPONSIVE #LASSROOM %NVIRONMENTS
NOT TO READ OR WRITE 4HE NUMBER OF STUDENTS WHO ARE NOT Z #ARING RESPONSIVE CLASSROOM ENVIRONMENTS ENABLE
ENGAGED WITH OR MOTIVATED BY SCHOOL LEARNING GROWS AT STUDENTS TO TAKE OWNERSHIP OF LITERACY ACTIVITIES AND
EVERY GRADE LEVEL REACHING EPIDEMIC PROPORTIONS IN HIGH CAN COUNTERACT NEGATIVE EMOTIONS THAT LEAD TO LACK OF
MOTIVATION
SCHOOL !T THE SECONDARY LEVEL STUDENTS NEED TO BUILD
CONlDENCE TO MEET NEW LITERACY CHALLENGES BECAUSE CONl Z )NSTRUCTION SHOULD CENTER AROUND LEARNERS !CTIVE
DENT READERS ARE MORE LIKELY TO BE ENGAGED %NGAGEMENT IS INQUIRY BASED ACTIVITIES ENGAGE RELUCTANT ACADEMIC
READERS AND WRITERS )NQUIRY BASED WRITING CONNECTS
ENCOURAGED THROUGH MEANINGFUL CONNECTIONS 
WRITING PRACTICES WITH REAL WORLD EXPERIENCES AND
TASKS
2ESEARCH SAYS   
Z %XPERIENCES WITH TASK MASTERY ENABLE INCREASED SELF
%NGAGED ADOLESCENTS DEMONSTRATE INTERNAL MOTIVATION SELF EFlCACY WHICH LEADS TO CONTINUED ENGAGEMENT
EFlCACY AND A DESIRE FOR MASTERY 0ROVIDING STUDENT CHOICE
Z $EMYSTIFYING ACADEMIC LITERACY HELPS ADOLESCENTS
AND RESPONSIVE CLASSROOM ENVIRONMENTS WITH CONNECTIONS
STAY ENGAGED
TO hREAL LIFEv EXPERIENCES HELPS ADOLESCENTS BUILD CONlDENCE
AND STAY ENGAGED Z 5SING TECHNOLOGY IS ONE WAY TO PROVIDE LEARNER CEN
TERED RELEVANT ACTIVITIES &OR EXAMPLE MANY STUDENTS
! 3TUDENT #HOICE WHO USE COMPUTERS TO WRITE SHOW MORE ENGAGEMENT
AND MOTIVATION AND PRODUCE LONGER AND BETTER PA
Z 3ELF SELECTION AND VARIETY ENGAGE STUDENTS BY EN
PERS
ABLING OWNERSHIP IN LITERACY ACTIVITIES
Z 3USTAINED EXPERIENCES WITH DIVERSE TEXTS IN A VARIETY
Z )N ADOLESCENCE BOOK SELECTION OPTIONS INCREASE
OF GENRES THAT OFFER MULTIPLE PERSPECTIVES ON LIFE EX
DRAMATICALLY AND SUCCESSFUL READERS NEED TO LEARN TO
PERIENCES CAN ENHANCE MOTIVATION PARTICULARLY IF TEXTS
CHOOSE TEXTS THEY ENJOY )F THEY CANT IDENTIFY PLEASUR
INCLUDE ELECTRONIC AND VISUAL MEDIA 
ABLE BOOKS ADOLESCENTS OFTEN LOSE INTEREST IN READING
Z !LLOWING STUDENT CHOICE IN WRITING TASKS AND GENRES
CAN IMPROVE MOTIVATION !T THE SAME TIME WRITING
CHOICE MUST BE BALANCED WITH A RECOGNITION THAT ADO
LESCENTS ALSO NEED TO LEARN THE LITERACY PRACTICES THAT !LLOWING STUDENT CHOICE IN
WILL SUPPORT ACADEMIC SUCCESS
WRITING TASKS AND GENRES CAN
Z #HOICE SHOULD BE MEANINGFUL 2EADING MATERIALS
SHOULD BE APPROPRIATE AND SHOULD SPEAK TO ADOLES
IMPROVE MOTIVATION
CENTS DIVERSE INTERESTS AND VARYING ABILITIES

 !DOLESCENT ,ITERACY Z ! 0OLICY 2ESEARCH "RIEF


4HE *AMES 2 3QUIRE /FlCE FOR 0OLICY 2ESEARCH

 6ALUE OF -ULTICULTURAL
0ERSPECTIVES
-ONOCULTURAL APPROACHES TO TEACHING CAN
CAUSE OR INCREASE THE ACHIEVEMENT GAP AND
ADOLESCENTS DISENGAGEMENT WITH LITERACY
3TUDENTS SHOULD SEE VALUE IN THEIR OWN CULTURES
AND THE CULTURES OF OTHERS IN THEIR CLASSROOMS
3TUDENTS WHO DO NOT lND REPRESENTATIONS OF
THEIR OWN CULTURES IN TEXTS ARE LIKELY TO LOSE IN
TEREST IN SCHOOL BASED LITERACIES 3IMILARLY THEY
SHOULD SEE THEIR HOME LANGUAGES AS HAVING
VALUE 4HOSE WHOSE HOME LANGUAGE IS DEVALUED
IN THE CLASSROOM WILL USUALLY lND SCHOOL LESS
ENGAGING

2ESEARCH SAYSx
-ULTICULTURAL LITERACY IS SEEING THINKING READING
WRITING LISTENING AND DISCUSSING IN WAYS THAT
CRITICALLY CONFRONT AND BRIDGE SOCIAL CULTURAL AND PERSONAL
DIFFERENCES )T GOES BEYOND A hTOURISTv VIEW OF CULTURES AND
ENCOURAGES ENGAGEMENT WITH CULTURAL ISSUES IN ALL LITERATURE 3TUDENTS WHO DO NOT SEE
IN ALL CLASSROOMS AND IN THE WORLD
REPRESENTATIONS OF THEIR OWN
! -ULTICULTURAL ,ITERACY ACROSS !LL #LASSROOMS CULTURES IN TEXTS ARE LIKELY TO LOSE
Z -ULTICULTURAL EDUCATION DOES NOT BY ITSELF FOSTER CUL INTEREST IN SCHOOL BASED LITERACIES
TURAL INCLUSIVENESS BECAUSE IT CAN SOMETIMES REINFORCE
STEREOTYPICAL PERCEPTIONS THAT NEED TO BE ADDRESSED
CRITICALLY
Z -ULTICULTURAL LITERACY IS NOT JUST A WAY OF READING hETH
Z #ONFRONTING ISSUES OF RACE AND ETHNICITY WITHIN CLASS
NICv TEXTS OR DISCUSSING ISSUES OF hDIVERSITY v BUT RATHER
ROOMS AND IN THE LARGER COMMUNITY WILL ENHANCE
IS A HOLISTIC WAY OF BEING THAT FOSTERS SOCIAL RESPONSIBIL
STUDENT LEARNING AND ENGAGEMENT 
ITY AND EXTENDS WELL BEYOND %NGLISHLANGUAGE ARTS
CLASSROOMS
" 'OALS OF -ULTICULTURAL ,ITERACY
Z 4EACHERS NEED TO ACKNOWLEDGE THAT WE ALL HAVE CUL
TURAL FRAMEWORKS WITHIN WHICH WE OPERATE AND EVERY Z 3TUDENTS WILL VIEW KNOWLEDGE FROM DIVERSE ETHNIC AND
ONEˆTEACHERS AND STUDENTS ALIKEˆNEEDS TO CONSIDER CULTURAL PERSPECTIVES AND USE KNOWLEDGE TO GUIDE AC
HOW THESE FRAMEWORKS CAN BE CHALLENGED OR CHANGED TION THAT WILL CREATE A HUMANE AND JUST WORLD
TO BENElT ALL PEOPLES  Z 4EACHERS WILL HELP STUDENTS UNDERSTAND THE WHITE
Z 4EACHER KNOWLEDGE OF SOCIAL SCIENCE PEDAGOGICAL AND NESS STUDIES PRINCIPLE THAT WHITE IS A RACE SO THEY CAN
SUBJECT MATTER CONTENT KNOWLEDGE ABOUT DIVERSITY DEVELOP A CRITICAL PERSPECTIVE ON RACIAL THINKING BY
WILL FOSTER ADOLESCENTS LEARNING PEOPLE OF ALL SKIN COLORS
Z 3UCCESSFUL LITERACY DEVELOPMENT AMONG %NGLISH ,AN Z -ULTICULTURAL LITERACY WILL SERVE AS A MEANS TO MOVE
GUAGE LEARNERS DEPENDS ON AND FOSTERS COLLABORATIVE BETWEEN CULTURES AND COMMUNITIES AND DEVELOP
MULTICULTURAL RELATIONSHIPS AMONG RESEARCHERS TEACH TRANSNATIONAL UNDERSTANDINGS AND COLLABORATION
ERS PARENTS AND STUDENTS Z )DEALLY STUDENTS WILL MASTER BASIC LITERACIES AND BE
Z )NTEGRATION OF TECHNOLOGY WILL ENHANCE MULTICULTURAL COME MULITCULTURALLY LITERATE CITIZENS WHO FOSTER A
LITERACY DEMOCRATIC MULTICULTURAL SOCIETY 

#ONTINUED ON PAGE 

!DOLESCENT ,ITERACY Z ! 0OLICY 2ESEARCH "RIEF 


4HE .ATIONAL #OUNCIL OF 4EACHERS OF %NGLISH

&OR SCHOOL PROGRAMSx


2ESEARCH ON SUCCESSFUL SCHOOL PROGRAMS FOR ADOLESCENT
LITERACY REVEALS lFTEEN FEATURES THAT CONTRIBUTE TO STUDENT
ACHIEVEMENT
 DIRECT AND EXPLICIT INSTRUCTION
 EFFECTIVE INSTRUCTIONAL PRINCIPLES EMBEDDED IN CONTENT
 MOTIVATION AND SELF DIRECTED LEARNING
 TEXT BASED COLLABORATIVE LEARNING
 STRATEGIC TUTORING
 DIVERSE TEXTS
 INTENSIVE WRITING
 TECHNOLOGY
 ONGOING FORMATIVE ASSESSMENT OF STUDENTS
 EXTENDED TIME FOR LITERACY
2ESEARCH "ASED  LONG TERM AND CONTINUOUS PROFESSIONAL DEVELOPMENT

2ECOMMENDATIONS FOR ESPECIALLY THAT PROVIDED BY LITERACY COACHES


 ONGOING SUMMATIVE ASSESSMENT OF STUDENTS AND
%FFECTIVE !DOLESCENT ,ITERACY PROGRAMS

)NSTRUCTION  INTERDISCIPLINARY TEACHER TEAMS


 INFORMED ADMINISTRATIVE AND TEACHER LEADERSHIP AND
&OR TEACHERSx  COMPREHENSIVE AND COORDINATED LITERACY PROGRAM

2ESEARCH ON THE PRACTICES OF HIGHLY EFFECTIVE ADOLESCENT


&OR POLICYMAKERSx
LITERACY TEACHERS REVEALS A NUMBER OF COMMON QUALITIES
4EACHERS WHO HAVE RECEIVED RECOGNITION FOR THEIR CLASSROOM ! NATIONAL SURVEY PRODUCED ACTION STEPS FOR POLICYMAKERS
WORK WHO ARE TYPICALLY IDENTIlED AS OUTSTANDING BY THEIR INTERESTED IN FOSTERING ADOLESCENT LITERACY 4HESE INCLUDE
PEERS AND SUPERVISORS AND WHOSE STUDENTS CONSISTENTLY DO  ALIGN THE HIGH SCHOOL CURRICULUM WITH POSTSECONDARY
WELL ON HIGH STAKES TESTS SHARE A NUMBER OF QUALITIES 4HESE EXPECTATIONS SO THAT STUDENTS ARE WELL PREPARED FOR
QUALITIES IN ORDER OF IMPORTANCE INCLUDE THE FOLLOWING COLLEGE
 TEACHING WITH APPROACHES THAT FOSTER CRITICAL THINKING  FOCUS STATE STANDARDS ON THE ESSENTIALS FOR COLLEGE AND
QUESTIONING STUDENT DECISION MAKING AND INDEPEN WORK READINESS
DENT LEARNING  SHAPE HIGH SCHOOL COURSES TO CONFORM WITH STATE
 ADDRESSING THE DIVERSE NEEDS OF ADOLESCENTS WHOSE STANDARDS
LITERACY ABILITIES VARY CONSIDERABLY  ESTABLISH CORE COURSE REQUIREMENTS FOR HIGH SCHOOL
 POSSESSING PERSONAL CHARACTERISTICS SUCH AS CARING GRADUATION
ABOUT STUDENTS BEING CREATIVE AND COLLABORATIVE AND  EMPHASIZE HIGHER LEVEL READING SKILLS ACROSS THE HIGH
LOVING TO READ AND WRITE SCHOOL CURRICULUM
 DEVELOPING A SOLID KNOWLEDGE ABOUT AND COMMITMENT  MAKE SURE STUDENTS ATTAIN THE SKILLS NECESSARY FOR
TO LITERACY INSTRUCTION EFFECTIVE WRITING
 USING SIGNIlCANT QUALITY AND QUANTITY OF LITERACY ACTIVI  ENSURE THAT STUDENTS LEARN SCIENCE PROCESS AND INQUIRY
TIES INCLUDING HANDS ON SCAFFOLDING MINILESSONS DIS SKILLS AND
CUSSIONS GROUP WORK STUDENT CHOICE AMPLE FEEDBACK  MONITOR AND SHARE INFORMATION ABOUT STUDENT PROGRESS
AND MULTIPLE FORMS OF EXPRESSION
4HIS REPORT IS PRODUCED BY .#4%S *AMES 2 3QUIRE /FlCE OF 0OLICY
 PARTICIPATING IN ONGOING PROFESSIONAL DEVELOPMENT 2ESEARCH DIRECTED BY !NNE 2UGGLES 'ERE WITH ASSISTANCE FROM ,AURA
 DEVELOPING QUALITY RELATIONSHIPS WITH STUDENTS AND !ULL (ANNAH $ICKINSON -ELINDA -C"EE /RZULAK AND %BONY %LIZABETH
4HOMAS ALL STUDENTS IN THE *OINT 0H$ 0ROGRAM IN %NGLISH AND
 MANAGING THE CLASSROOM EFFECTIVELY %DUCATION AT THE 5NIVERSITY OF -ICHIGAN

 !DOLESCENT ,ITERACY Z ! 0OLICY 2ESEARCH "RIEF


4HE *AMES 2 3QUIRE /FlCE FOR 0OLICY 2ESEARCH

%NDNOTES 
"ANGERT $ROWNS 2 , (URLEY - -  7ILKINSON "  4HE EFFECTS OF
SCHOOL BASED WRITING TO LEARN INTERVENTIONS ON ACADEMIC ACHIEVEMENT

!#4   !LIGNING POSTSECONDARY EXPECTATIONS AND HIGH SCHOOL PRACTICE ! META ANALYSIS 2EVIEW OF %DUCATIONAL 2ESEARCH   
4HE GAP DElNED 0OLICY IMPLICATIONS OF THE !#4 NATIONAL CURRICULUM SURVEY
'REENLEAF # , 3CHOENBACH 2 #ZIKO #  -UELLER &   !PPRENTIC
RESULTS   )OWA #ITY )! 2ETRIEVED ON *ULY   FROM HTTP
ING ADOLESCENT READERS TO ACADEMIC LITERACY (ARVARD %DUCATION 2EVIEW2EVIEW
WWWACTORGPATHPOLICYPDF.ATIONAL#URRICULUM3URVEYPDF
  
!PPLEBEE !  ,ANGER *   4HE STATE OF WRITING INSTRUCTION IN

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