The U.S. Department of

Education suggests that

“reading ability is a key

predictor of achievement in

mathematics and science, and

the global information economy

requires today’s American youth

to have far more advanced

literacy skills than those

required by any previous

generation”

(Kamil et al., 2008, p. 1)..

READING MATTERS!!

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The reality is students of today

will face challenging literacy

demands in tomorrow’s

competitive workplace.

According to Rampey, Dion,

and Donahue (2009), “the

average reading score for

seventeen year olds was not

significantly different from that

in 1971” (p. 1). However, the

demands of today’s workplace

are very different from 1971.

WORKPLACE OF TOMORROW

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In a report, Reading Next-A Vision for

Action and Research in Middle School

and High School Literacy (Biancarosa &

Snow, 2004), 53% of high school

graduates have to enroll in remedial

reading courses in college and only

70% of high school graduates actually

graduate on time with a regular

diploma.

ALARMING STATS

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ANALYZING THE PROBLEMS AND PITFALLS WITH ADOLESCENT ILLITERACY

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5 Common Pitfalls Plaguing Adolescent Literacy

Comprehension

Choice

Communication

Content Area Strategies

Computer Use

BEWARE OF THE 5 C’S

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According to The Literacy Needs for Adolescence in

Their Own Words, reading intervention programs for

adolescent students too often focus on phonics in

scripted reading programs when the real problem is a

lack of comprehension

(Pitcher et al., 2010).

Reading instruction in public schools is designed more

to fix the learners instead of addressing the learning

conditions that match student needs

(Alvermann, 2003).

A common conclusion regarding struggling adolescent

readers is that they lack the learning strategies and

self-checking skills that they need to comprehend what

they read.

(Biancarosa & Snow, 2004).

COMPREHENSION

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According to Strommen & Mates (2004), studies have indicated that few

adolescence choose to read on their own. Reading instruction is often scripted and teacher centered as opposed to student centered with opportunities for book choice. In general, research on adolescent’s

motivation to read shows that there is a population of “alliterate adolescence” who are capable of reading but choose

not to (Alvermmann, 2003).

CHOICE

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Adolescent parents feel there is not enough

communication with the middle school providing tips on how to help their child by

explaining what type of curriculum is being used

and how they can best support classroom

instruction

(Pitcher et al., 2010).

COMMUNICATION

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Adolescent students in content

area classes receive little to no

help with effective reading

strategies which would help them

understand the content materials

being taught. The lowest reading

comprehension scores are often in

expository informational text,

which is at the core of most

secondary education, college, and

future employment

(Pitcher et al., 2010).

CONTENT AREA STRATEGIES

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Many traditional programs do

not make use of the computer to

vary instructional activities

when many of today’s students

are computer literate.

According to Phelps (2006), “An

expanded concept of ‘text’ must

transcend print-based texts to

also include various electronic

media and adolescents’ own

culture and social

understandings” (p.4).

COMPUTER USE