Struggling readers present a particular challenge for middle and high schools, as without adequate literacy skills, students cannot succeed in their individual subjects. Donald Deshler and Michael Kennedy ask how their outcomes can be improved
INCREASINGLY, school leaders and teachers are exhorted to prepare students to perform at higher levels. Meeting government targets is especially challenging in middle and high schools, as many students lack the literacy skills needed to readily access and understand their subject-matter classes. Consequently, ways must be found to help struggling adolescents become learners who can fluently navigate and successfully respond to rigorous academic demands. This challenge is compounded by the fact that secondary teachers do not have enough time to teach all that needs to be taught – especially the literacy skills that should have been mastered in elementary school. Yet a growing number of secondary principals and teachers have dramatically changed the literacy performance of struggling learners, and, in doing so, altered the overall achievement trajectory of their schools.
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