Literacy in Secondary Schools

Increasing literacy skills is a focus of many secondary schools.

The fact is too many secondary students are below their grade level in literacy. Being behind in literacy has a cumulative effect on other subjects. The student is struggling to learn the content at a higher level than they can comprehend. These low literacy rates are seen predominately in low-income and minority-student populations. Reading or literacy is not typically taught at the secondary level, and teachers are not prepared to teach literacy to the struggling students.

Boosting Secondary Literacy

The reality is without strong literacy skills, students cannot successfully meet the standards in content areas. In order to overcome this deficit, content teachers need to be trained in teaching literacy along with their content. Teachers need to learn how to identify specific literacy needs of the student and adjust or differentiate the instruction of the classroom. One way to identify specific needs is through assessment data. Not only will using data help determine the needs of the students, but also data will help monitor progress of those students.

Alabama Reading Initiative

According to the Alabama Reading Initiative, sound reading instruction is based on four areas in which children are taught certain skills: phonemic awareness, which is the ability to manipulate sounds in the spoken language; phonics, which is the understanding the relationship between sounds and letters; reading fluently with accuracy and speed; and applying comprehension strategies to understand and enjoy what is being read.

Elements of Successful Literacy Programs

Successful literacy programs begin with the staff in the building. Reading coaches should be available to provide assistance to teachers in learning and implementing new strategies in their classrooms. Reading coaches also help in assessing students and mentoring struggling readers. Teacher collaboration is another part of a successful literacy program. Providing time for teachers to meet and discuss strategies that worked and other experiences will help in understanding why some students struggle to read and what strategies can be used for that student.

One Size Fits All Will Not Work

The one-size-fits-all theory will not work in a successful secondary literacy program. Content areas are different and require students to use different approaches and strategies to improve literacy in that content area. Teachers of different content areas must find or develop specific strategies to fit their subject. A science teacher will have a different approach to content than a history teacher.

Change Comes From Within

School administrators and staff must be directly involved in helping improve literacy skills and test scores. Administrators and teachers know the needs of their students and can tailor programs and classes to ensure an improvement of literacy skills. Administrators and building leaders can help keep literacy improvements on track and focused.

References

• Sustaining Focus on Secondary School Reading
• Making Room for Literacy in Secondary Schools