English Language Learners in Middle and High School

By Reading Rockets (2008)

In this 45-minute video, Dr. Deborah Short, a Senior Research Associate for the Language Education and Academic Development division of the Center for Applied Linguistics, discusses how to teach content to late-entry ELLs and how to ensure reading comprehension for success in the content areas.

Finding a Great Summer Program: A Checklist for Parents

By John Hopkins University, Center for Summer Learning (2008)

How Parents Can Encourage Teens to Read

By Reading Is Fundamental (2008)

You know that reading is important, and you obviously want to make sure that your teenager grows into adulthood with all the skills he or she needs to succeed. The following is a list of ways that to encourage your teens to read.

Position Statement on Student Grade Retention and Social Promotion

By National Association of School Psychologists (2008)

In this position statement about student grade retention and social promotion, the National Association of School Psychologists (NASP) identifies characteristics of students more likely to be retained; and the impact of retention at the secondary school level, late adolescence, and early adulthood. NASP also provides a long list of alternatives to retention and social promotion.

A Critical Analysis of Eight Informal Reading Inventories

By International Reading Association (2008)

There are a number of current informal reading inventories. Each has its strengths and limitations and unique characteristics, which should be considered in order to best fit a teacher's needs.

A Student's Perspective on Writing

By Regina G. Richards (2008)

Eli tells us what it is like to have dysgraphia. Regina Richards, a well-known expert on dysgraphia (and Eli's mom), explains how to help children who struggle with the challenges Eli describes. Practical techniques discussed include POWER (Prepare, Organize, Write, Edit, Revise) and providing authentic positive comments that move the child forward.

Escritura basada en los estándares para estudiantes ELL

By Colorín Colorado (2008)

Escribir es comunicación, creatividad y colaboración. Escribir es un proceso social para los estudiantes ELL, igual que para cualquier otro escritor. Para los estudiantes que están aprendiendo inglés lograr el equilibrio entre escribir bien y respetar los estándares depende de la calidad del proceso de enseñanza, la práctica y el entorno de la clase para aprender.

Teaching Writing to Diverse Student Populations

By Access Center (2008)

Writing is a complex operation requiring knowledge of text structure, syntax, vocabulary, and topic, and sensitivity to audience needs; so it is not surprising that many teens find writing challenging. This article identifies the qualities of strong writing instruction, and offers advice to teachers for incorporating writing instruction into their practice, using tools like notebooks and journals, and sharing strategies that reinforce the importance of pre-writing and revision.

Consejos para Padres de Adolescentes con Dificultades para Escribir

By Colorín Colorado (2008)

Al graduarse de la escuela preparatoria, se espera que los estudiantes estadounidenses hayan aprendido a escribir de manera eficaz para una variedad de propósitos, desde la redacción de cartas y cuentos hasta ensayos e informes de investigación. Sin embargo, a muchos estudiantes de la escuela media y la preparatoria no les gusta escribir, y los estudiantes que están aprendiendo inglés como segunda lengua pueden tener especial dificultad para la escritura. En este artículo veremos algunos de los motivos por los que los estudiantes más grandes buscan evitar la escritura, así como algunas sugerencias para que usted pueda ayudar a su hijo adolescente a convertirse en un mejor escritor.

The Enhanced Reading Opportunities Study: Early Impact and Implementation Findings

By James Kemple, William Corrin, Terry Salinger and Suzannah Herrmann (2008)

While much has been learned about literacy in the elementary grades, less is known about programmatic approaches that help struggling adolescent readers acquire the skills they need to succeed in high school. The Enhanced Reading Opportunities Study tests the effectiveness of two supplemental literacy interventions targeted to ninth-grade readers with reading comprehension skills that are two to four years below grade level. The interventions studied are (1) Reading Apprenticeship for Academic Literacy from WestEd and (2) Xtreme Reading from the University of Kansas Center for Research on Learning.