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Your search keyword '"Rissman, Lila M."' showing total 2 results
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2 results on '"Rissman, Lila M."'

1. Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction

Author

Center on Instruction, Torgesen, Joseph K., Houston, Debra D., Rissman, Lila M., Decker, Susan M., Roberts, Greg, Vaughn, Sharon, Wexler, Jade, Francis, David J., Rivera, Mabel O., and Lesaux, Nonie

Abstract

This document was prepared to assist literacy specialists in the national Regional Comprehensive Center network as they work with states to improve educational policy and practice in the area of adolescent literacy. It comprises three major parts: Part One: "Improving academic literacy instruction for students in grades 4-12." Based on current research in adolescent literacy, this part discusses recommendations to improve literacy instruction in the content areas (e.g., science, social studies, history, literature), instructional recommendations for English language learners, and critical elements of instruction for special reading classes with struggling readers. It addresses three critical goals for academic literacy instruction with adolescents: (1) to improve overall levels of reading proficiency; (2) to (at least) maintain grade level reading skills from the end of third grade through high school; and (3) to accelerate the reading development of students reading below grade level. Part Two: "Advice from experts about improving academic literacy instruction for adolescents." Eight experts with extensive experience conducting research on adolescent literacy were asked to respond to four questions about methods for improving adolescent literacy from the perspective of school- and state-level policy recommendations. They were asked to address both literacy instruction in the content areas and recommendations for struggling readers; they were also asked to recommend additional readings related to these questions. An annotated bibliography of their responses is included. Part Three: "Examples of state activities in support of improved adolescent literacy instruction." This part describes specific activities four states have adopted to improve adolescent literacy, placing the targeted activities in the broader context of each state's efforts to support improved reading instruction. Contact information for each state is included.

Published
2017

2. Adolescent Literacy Walk-Through for Principals: A Guide for Instructional Leaders

Author

Center on Instruction, University of Houston, Texas Institute for Measurement, Evaluation, and Statistics, Rissman, Lila M., Miller, Debra H., and Torgesen, Joseph K.

Abstract

The purpose of this "Adolescent Literacy Walk-Through for Principals" ("ALWP") is to help principals monitor and support adolescent literacy instruction in their schools more effectively. To meet the goals of improving adolescent literacy in grades four through twelve, principals must be familiar with what literacy instruction should include and how to assess the quality of classroom literacy instruction quickly and effectively. The "ALWP" can be used to build a secondary school leader's literacy knowledge and to provide guidelines for structuring schoolwide professional development. As they work with teachers to improve instruction, school leaders could use this guide to help monitor literacy instruction in (1) late elementary school, (2) content-area classes in middle and high school, and (3) intervention groups or classes. The information gathered may be useful in planning and implementing ongoing professional development to support effective literacy instruction in individual classrooms and across grade levels and subject areas. This document assumes more than a beginning level of knowledge of reading and reading instruction. It summarizes research in adolescent literacy instruction and provides a resource to help convey the messages of state policy and research-based reading instruction through templates that principals may use. This "ALWP" is offered as a scaffold to build principals' understanding of scientifically based reading instruction, both as a means for gathering information about the quality of literacy and reading intervention instruction in a school, and as a data collection guide for planning targeted professional development and resource allocation. Policies and materials to support policies can influence classroom implementation when (1) teachers have opportunity to learn what the policy means for their practice, (2) there is coherent interpretation within the state framework of policies, but also from the classroom to the state level, and (3) support is available for innovation, even when it requires considerable effort (Cohen & Hill, 2001). (Contains 2 tables.) [For related report, "Eight Scenarios Illustrating the Adolescent Literacy Walk-Through for Principals," see ED521605.]

Published
2009

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