The Literacy Needs of Adolescents in Their Own Words

Abstract

By featuring the stories of seven students, the authors of this article hope to prompt administrators and teachers to examine the literacy instruction in their schools and make practical changes to meet adolescents' needs. Concerned about these statistics that only 31% of the eighth‐grade students on the NAEP 2007 reading assessment performed on the proficient level or above, a university research team of educators conducted a multiple‐case study, creating a collection of snapshots of adolescent students' literacy needs, and compared their needs to the instruction the students received in their schools. From these seven cases, the team determined that all of the students needed comprehension instruction, then developed suggestions for some practical changes that schools could make to meet adolescents' needs and involve parents. بناء على الاهتمام بالإحصائيات التي تذكر أن 31% فقط من طلاب الصف الثامن أدى أداء على مستوى الكفاءة أو فوق ذلك على الاختبار القرائي عام 2007 التابع لبرنامج التقييم الوطني للتقدم التعليمي أجرى فريق بحثي من المعلمين دراسة متعددة الحالات نتجت عن مجموعة لقطات لحاجات الطلاب المراهقين في معرفة القراءة والكتابة وقارن حاجاتهم بالتعليم الذي تعرض الطلاب له في مدارسهم. ومن هذه الحالات السبعة استنتج الفريق أن كل الطلاب احتاجوا إلى تعليم الاستيعاب ثمة طرح اقتراحات لبعض التغييرات العملية التي قد تنفذها المدارس لسد حاجات المراهقين وإشغال الوالدين. 统计数字显示，在2007年美国国家教育进展评估的阅读评估中，第八年级的学生只有百分之三十一能够达到或超过熟练程度。一组大学教育工作研究人员注意到这问题，因而进行了一个多个案研究，收集有关青少年学生读写文化需要的资料，并把此学生需要与学生在学校所接受的教学作比较。该研究组根据七个个案研究，确定所有个案学生均需要阅读理解教学，并作出建议，让学校改变其教学实践，以切合青少年的教学需要及促进父母对其子女教育的参与。 Intéressée par la statistique selon laquelle seuls 31% des élèves de huitième année de l'évaluation de la NAEP de 2007 ont atteint ou dépassé le niveau de compétence, une équipe universitaire de recherches a effectué une étude de cas multiple, en constituant une collection d'instantanés sur ce dont ont besoin ces adolescents en littératie, puis a comparé ces besoins à l'enseignement qu'ils ont reçu dans leur école. Partant de ces sept cas, l'équipe a conclu que tous les élèves avaient besoin d'un enseignement de la compréhension, puis fait des suggestions d'ordre pratique que les écoles puissent mettre en œuvre afin de répondre aux besoins des adolescents et impliquer les parents. Оценка чтения, проведенная NAEP (Общенациональное оценивание процесса обучения) в 2007 году, показала, что только 31% восьмиклассников демонстрируют хорошие и отличные навыки. Группа университетских преподавателей, обеспокоенная такой статистикой, предприняла кейс‐исследование, сделав срез потребностей семи подростков в плане развития грамотности и сравнив эти потребности с тем обучением, которые они получают в школах. Полученные данные свидетельствуют о том, что всем им необходимо дополнительное обучение для лучшего понимания прочитанного. В статье представлены предложения исследователей: что можно изменить в практике школьного обучения, чтобы удовлетворить потребности подростков и привлечь родителей к учебному процессу. Preocupados por el hecho que sólo 31% de los estudiantes de oct...

impact of past language arts teachers on the reading motivation of twelfth grade students

“…Struggling readers are often reading below the grade or age level of their peers and can experience problems in a variety of areas including comprehension, fluency, vocabulary, and ability to flexibly apply a variety of strategies to comprehend text (Guthrie & Klauda, 2014;Paige, 2011;Pitcher, Martinez, Dicembre, Fewster, & McCormick, 2010). Reading motivation, according to Guthrie et al (1997, p. 439) is "the motivated use of strategies for reading."…”

“…The deficiencies of evidence in the literature include underexplored areas of research into adolescent reading concerns (Brooks-Yip & Koonce, 2010;McKenna et al, 2012). Quantitative research studies are often successfully used in reading motivation research, but recent research acknowledges the importance of students' personal input into their own reading goals and futures (Pitcher et al, 2010). The affective areas of reading motivation and attitude need to be explored more fully as these relate to reading motivation and attitude as these areas have not been widely explored as of yet (Eccles & Wigfield, 2002;McKenna et al, 2012).…”

“…Many times the true reading weaknesses for individual students are not addressed or not addressed adequately in these programs, leading to wasted time and stagnating progress. Students may spend years within these programs without ever achieving proficiency (Pitcher, Martinez, Dicembre, Fewster, & McCormick, 2010). Often there is no preexisting solution to a student's reading problem and teachers need to creatively seek out new ways of increasing reading ability and engaging students (Pitcher et al, 2010).…”

“…Reading Specialists provide resources and expertise that other teachers often cannot for reading instruction (Pitcher et al, 2010). Many struggling readers are male, and so differentiation becomes a key component in the implementation of motivational strategies in the reading classroom (Applegate & Applegate, 2010).…”

“…Specific metacognitive reading strategies such as before, during and after reading strategies, for example, the K-W-L strategy, have been shown to improve reading ability and therefore reading attitude (Ciampa, 2012;Guthrie et al, 1997;Pitcher et al, 2010). Keskin notes a positive correlation in that metacognitive reading strategies improve reading attitude in students, by improving students' reading abilities, which in turn leads to increased proficiency in reading.…”