Supporting Young Adolescents/'
adolescents
literacy
middle school
comprehension
reading
Related Resources From the
Adopted by
International Reading
the Board of Directors
Supporting
Association
of the
critical Young
variety
Books
International
Adolescents’
Brozo, W.G. (2002). To Be a Boy, To Be a Reader: Engaging
Reading
Teen and Preteen Boys in Active Literacy
Association
Literacy
Buehl, D. (2001). Classroom Strategies for Interactive
Learning
and the
Learning, Second Edition
Board of Trustees
Moje, E.B. (2000). “All the Stories That We Have”:
future
of the
Adolescents’ Insights About Literacy and Learning in
Secondary Schools
National Middle
Moore, D.W., Alvermann, D.E., & Hinchman, K.A. (Eds.).
School Association
(1999). Struggling Adolescent Readers: A Collection of
funding
Teaching Strategies
December 2001
Rycik, J.A., & Irvin J.L. (Eds.). (2001). What Adolescents
Deserve: A Commitment to Students’ Literacy Learning
teaching
Journal Articles
This brochure may be purchased from the International Reading Association
Faust, M.A., & Glenzer, N. (2000). “I could read those parts
in bulk quantities, prepaid only. (Please contact the Association for pricing
information.) Single copies are free upon request by sending a self-
over and over”: Eighth graders rereading to enhance
addressed, stamped envelope. Requests from outside the U.S. should include
learning
enjoyment and learning with literature. Journal of
an envelope, but postage is not required. Single copies can be downloaded
Adolescent & Adult Literacy, 44, 234–239.
free for personal use through the Associations’ websites:
www.reading.org/positions.html or www.nmsa.org
Harmon, J.M. (2000). Assessing and supporting independent
(requires Adobe’s Acrobat Reader).
word learning strategies of middle school students.
©2002 International Reading Association
Journal of Adolescent & Adult Literacy, 43, 518–527.
Brochure design by Linda Steere
Photos by Artville
Ivey, G., & Broaddus, K. (2000). Tailoring the fit: Reading
instruction and middle school readers. The Reading
Teacher, 54, 68–78.
lifelong
A J O I N T
assessment
Moje, E.B., Young, J.P., Readence, J.E., & Reinking, D.W.
800 Barksdale Road
P O S I T I O N
reader
(2000). Reinventing adolescent literacy for new times:
N
PO Box 8139
S T A T E M E N T
Perennial and millennial issues, Journal of Adolescent &
Newark, Delaware 19714-8139, USA
diversity
Adult Literacy, 43, 400–410.
Phone: 302-731-1600
O F T H E
planning
Fax: 302-731-1057
Vacca , R.T. (1998). Let’s not marginalize adolescent literacy.
Website: www.reading.org
I N T E R N A T I O N A L
Journal of Adolescent & Adult Literacy, 41, 604–609.
R E A D I N G
study skills
National Middle School Association
A S S O C I A T I O N
4151 Executive Parkway
Suite 300
strategies
A N D T H E
instruction
Westerville, Ohio 43081
N A T I O N A L
Phone: 800-528-NMSA
Website: www.nmsa.org
M I D D L E S C H O O L
information
A S S O C I A T I O N
1052 2/02
discussion
In recent years early reading has received increased attention from
rest of their school careers and beyond. Therefore,
policymakers, funding agencies, and educational planners. Young children
schools serving young adolescents should provide
must get off to a good start in reading; however, it is a serious mistake to assume
the following.
that a good start is sufficient for producing confident readers. The ability to
Continuous reading instruction for
comprehend a variety of texts, to use sophisticated comprehension and study
all young adolescents
strategies, to read critically, and to develop a lifelong desire to read are not acquired
Continuous reading instruction requires that all
entirely during the early years. A good start is critical, but not sufficient. Middle
middle school teachers understand reading and
school students deserve continued and systematic instruction in reading.
learning processes, realize the intricate and diverse
needs of young adolescents, and know how to help
It is during the middle school years that most students refine their reading
students develop both the competence and desire
preferences; become sophisticated readers of informational text; and lay the
to read increasingly complex materials across the
groundwork for the lifelong reading habits they will use in their personal,
curriculum. Reading strategies and skills are
professional, and civic lives. During the middle school years, young adolescent
central to the success of the integrated,
students can use reading to help answer profound questions about themselves and
multidisciplinary middle school curriculum, and
the world. With good instruction, ample time, and opportunity to read across a
every teacher must possess the knowledge and
skills to integrate reading instruction across the
variety of types of texts, young adolescents can become successful readers both in
curriculum.
and out of the school setting.
Reading instruction that is
individually appropriate
Young adolescents arrive at middle school with
a wide range of individual, cultural, ethnic, and
International comparisons back this up. They
were stable, the reading scores of older students
linguistic differences that have a significant impact
consistently show that U.S. readers get off to a fast
dropped.
on their reading performance. Providing instruction
start, but that they begin to falter during early
United States elementary educators seem to
that is appropriate for each student, therefore,
adolescence. A study released by International
do an excellent job of teaching young children to
requires well-prepared classroom teachers who
Educational Achievement (Elley, 1992) involved
read as measured by international comparisons.
integrate individualized reading instruction within
200,000 students in 31 nations. Nine-year-olds in
However, the data indicate that the level of student
their content areas. This also requires reading
the United States were second only to those in
performance drops off in the middle school and
specialists who can help their colleagues
Finland in reading achievement. Fourteen-year-olds
high school years. This drop in scores must be
acquire skills and techniques for delivering
in the United States, while still scoring above
addressed immediately with all the resources at
developmentally appropriate reading instruction in
average, ranked ninth. Similarly, while the average
our disposal. Young adolescents deserve quality
their content areas. Reading specialists are also
scores of younger children on the 1998 National
reading instruction so they can achieve a level of
necessary for providing intervention programs for
Assessment of Educational Progress (NAEP, 1999)
reading proficiency that will serve them well for the
struggling readers.
Assessment that informs
Call to action
instruction
Because of the importance of reading and
Assessment plans and measures must show
literacy, the International Reading Association and the
learners’ strengths as well as their needs. The
National Middle School Association urge classroom
measures should help guide teachers in designing
teachers, school-based educators, educational
instruction that will best help them grow in reading
policymakers, and family and community members
proficiency. Large-scale assessment programs that
to take the following actions to improve the literacy
focus on comparisons of student groups across
performance of all middle level students.
districts, states and provinces, and nations are not
Recommendations for Classroom Teachers
sufficient. Adequate assessment measures must
• Engage in whole-school planning to implement
be supported by strong informal reading
components of a successful school- or district-
assessments that take place in classrooms and
wide literacy learning plan that is integrative and
involve both teachers and students in the process.
interdisciplinary.
These plans must be used to shape and reshape
• Collaborate with administrators, librarians,
instruction so that it meets the needs of all
guidance counselors, intervention specialists,
students.
and other school-based educators to improve
reading instruction and achievement.
Ample opportunities to read and
discuss reading with others
• Interpret assessment data and make information
Schools for young adolescents must have
available to other teachers and school-based
ready access to a wide variety of print and nonprint
educators.
• Know what to look for in good literacy-learning
resources that will foster in students
• Provide opportunities for students to read
classrooms.
independence, confidence, and a lifelong desire to
material they choose and to be read to each
read. Because middle school students are a
• Coordinate efforts for improved literacy learning
school day.
diverse group, care must be taken to include
in schools and districts.
material that will appeal to linguistically and
Recommendations for State/District Leaders and
• Integrate literacy throughout the curriculum,
Policymakers
culturally diverse students. Librarians and media
recognizing the multidisciplinary nature of
• Provide needed funding for schools to implement
specialists are important partners who can ensure
reading instruction.
high-quality literacy programs.
access for all adolescents. All school-based
professionals must have sufficient knowledge of
• Provide needed funding to ensure that all young
Recommendations for Teacher Educators
adolescents are surrounded in their classrooms
reading materials to provide guidance for
• Provide both preservice and inservice teachers
and school libraries by a plethora of new,
adolescents in selecting reading materials.
with an understanding of the literacy-learning
interesting, and diverse reading materials.
Students must have many opportunities to choose
process, a repertoire of strategies for enhancing
reading materials that are interesting and
• Provide funding for staff development of all
learning in the content areas, and methods for
engaging. School-based professionals should
school personnel so they understand how to
improving vocabulary development.
model reading in various forms, have a love of
integrate reading instruction across content
• In partnership with schools, provide professional
reading, and possess the skills needed to help
areas and school settings.
development opportunities for all teachers to
students progress toward mastery in all aspects
• Work to enact legislation that will further school-
become expert reading instructors in their
of reading.
and district-wide efforts to improve student
content areas.
reading achievement.
• Model good reading instructional practices in
• Provide mentoring opportunities for new teachers
college and university classrooms.
so they can learn ways of supporting young
adolescent literacy learning.
Recommendations for Families and Community
Members
Recommendations for School-Based Educators
• Be positive role models for reading and writing.
• Become knowledgeable about literacy learning.
• Provide an abundance of reading materials and
• Provide professional development opportunities
exhibit a positive attitude about reading and
so all teachers are able to facilitate literacy
writing.
learning in all curricular areas.
• Encourage young adolescents to read.
• Provide modeling and coaching to introduce new
• Be engaged as partners with the school in the
instructional strategies for integrating reading
academic lives of adolescents.
instruction across all subjects.
• Provide opportunities for teachers to read to
References
students during the school day.
Elley, W.B. (1992). How in the world do students read? Hamburg, Germany:
• Guide students in selecting books to read and
International Association for the Evaluation of Educational Achievement.
National Assessment of Educational Progress (NAEP). (1999). NAEP 1998
provide for multiple opportunities to respond to
reading report card for the nation and the states. Washington, DC:
texts in writing.
National Center for Education Statistics.
Related Resources From the National Middle School Association
Books
Journal Articles
Rothermel, D. (1996). Starting Points: How to Set Up and Run a Writing Workshop
Blachowicz, C., & Ogle, D.M. (2001). Finding a starting point: Using assessment to guide reading
instruction. Middle Ground, 5(2), 38–40.
Schurr, S., & Lounsbury, J. (2001). Staff Development Kit #3: Revitalizing Teaming to Improve
Student Learning
Erickson, C., & Strefling, A. (2001). Make every teacher a reading teacher. Middle Ground, 5(2),
33–37.
Vatterott, C. (1999). Academic Success Through Student Empowerment
Harmon, J.M., & Woods, K.D. (2001) The TAB Book Club Approach: Talking (T) about (A) books (B)
Wheelock, A. (1998). Safe To Be Smart: Building a Culture for Standards-Based Reform in the
in content area classrooms. Middle School Journal, 32(3), 30–34.
Middle Grades
Irvin, J.L. (1999, February). Don’t just stick to the plot...Teach students how to read expository
Woods, K.D., & Harmon, J.M. (2001). Strategies for Integrating Reading and Writing in Middle and
text, too! Middle Ground, 2(3), 31–33.
High School Classrooms
Wormeli, R. (2001). Reading between the lines. Middle Ground, 5(2), 29–31.
