Adolescent Literacy, Field Tested
Literacy Interventions for Adolescent Struggling Readers
Michael F. Hock
Irma F. Brasseur-Hock
This chapter explores research-based literacy interventions that have been found to be effective in closing the achievement gap for adolescent struggling readers (ASRs). Three main questions were investigated: (1) Who are adolescent struggling readers?; (2) What is their reading component skill profile?; and (3) How can we close the academic literacy gap? Findings suggest that ASRs are a diverse group with significant literacy needs in all key reading component skills areas; ASRs present at least five empirically distinct reading skill profile subgroups; and teaching students strategies for reading, writing, and remembering important information are effective in closing the achievement gap for ASRs, including adolescents with learning disabilities. These strategies include the cognitive processes efficient readers employ when they read narrative and expository text, and the metacognitive and self-regulatory strategies they use when they select, monitor, and evaluate their understanding of text.
Hock, M.F., & Brasseur-Hock, I.F. (2009).
Literacy Interventions for Adolescent Struggling Readers.
In S.R. Parris, D. Fisher, & K. Headley (Eds.), Adolescent Literacy, Field Tested (pp. 129-142). Newark, DE: International Reading Association.