Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i54FhM901063; Fri, 4 Jun 2004 11:43:22 -0400 (EDT) Date: Fri, 4 Jun 2004 11:43:22 -0400 (EDT) Message-Id: <133.2fe5a9cc.2df1f193@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: MWPotts2001@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2769] (no subject) X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: 9.0 for Windows sub 910 Content-Type: text/plain; charset="UTF-8" Status: RO Content-Length: 2992 Lines: 51 Colleagues, The central question in the article below "How do you know a good adolescent literacy program when you see one?" can be answered, by those of us who have been working with the Read With Understanding Project. It is a research-based program that focuses on adults, including young adults. The MELD Even Start Program for Adolescent Parents in Washington, DC is using the program in a contextualized, purposeful endeavor with moms who are mostly at level 2 on the Performance Continuum. All the Best, Meta Potts, Moderator 4-EFF List Glen Allen, VA _mwpotts@aol.com_ (mailto:mwpotts@aol.com) CHOOSING AN ADOLESCENT LITERACY PROGRAM ISN’T AS EASY AS ABC (from the PEN Weekly Newsblast for 6/4/04. Twenty-five percent of the nation’s secondary school students read considerably below grade level, putting them at risk of dropping out of high school without a diploma, or of graduating unprepared for college or a successful future. School districts across the country are scrambling to increase the reading and writing skills of their older students by putting effective literacy programs into place in their middle and high schools. Offerings from non-profit and for-profit providers abound, leading to confusion about the components that an adolescent literacy program should contain to meet the needs of a school or school system’s students. To help school board members and other school leaders judge the value of different literacy programs for the needs of their students, the Alliance for Excellent Education has today released a new issue brief that provides initial criteria for choosng an adolescent literacy program. Adolescents who struggle with reading have difficulties in comprehending the increasingly complex material presented in classes across the curriculum. The availability of programs to increase adolescent reading skills requires that practitioners as well as policymakers be better equipped to answer the question, "How do you know a good adolescent literacy program when you see one?" The purpose of this brief is to provide information to help policymakers, educators, parents, and others concerned with adolescent literacy make informed decisions about literacy programs for struggling readers and the programs’ suitability for specific groups of students. The brief is not intended for an audience of literacy experts, and does not pretend to offer a comprehensive program evaluation guide; rather, it is designed to help decision makers ask the right questions when assessing literacy programs for selection for federal, state, and local funding. The brief addresses citical questions that must be addressed when assessing any literacy program, such as motivation, fluency, vocabulary, comprehension, phonics, writing, and assessment. To read, "How to Know a Good Adolescent Literacy Program When You See One: Quality Criteria to Consider," visit: http://www.all4ed.org/press/pr_060204.htm
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