Characteristics of a Comprehensive Secondary School Program of Literacy and Academic Improvement

Barry (1997, p. 525), in a national survey, found that 67% of the 737 secondary schools that responded said they maintained a reading program as a part of their general education department. Seventeen percent maintained a program only as a part of special education. A portion (9%) of those reporting no program did report that teachers provided accommodations for poor readers. The largest number of secondary school reading programs (64%) served adolescents in the 10th grade but nearly similar numbers were served in the 9th (62%), 11th (58%), and 12th (54%) grades.

The respondents to Barry’s survey described a wide variety of strategies for student placement and instruction. Program staffing, structure, and materials varied widely. The survey revealed trends toward a growing awareness and use of alternative forms of assessment and a movement away from pullout programs. There continues to be general education teacher resistance to participating in reading development and a reduction in literacy programs during general budget reductions.

The following is a general guide to judging the strengths and weaknesses of secondary level literacy programs. The guide needs to be adapted to setting and range of local efforts and to recognize innovative approaches.

Guide to a Review of Secondary School Literacy Efforts

System Level
[ ] The school system promotes and supports literacy by written statements and financial support.
[ ] The school system promotes and supports literacy development staff development.

School Level
[ ] There is a stated intention to improve literacy.
[ ] It is expected that all students can learn and demonstrate proficiency is subject matter areas.
[ ] There has been a staff development focus on literacy within the last 3 years.
[ ] There is a formal program to improve the general literacy of all students.
[ ] There is a formal program to improve literacy in the content/subject classes.

Class Level
[ ] Teachers are aware of the literacy levels of the students in the teachers’ classes.
[ ] All students in the class have access to required subject matter information (including text information) in forms understandable to all students.
[ ] Students are provided multiple ways of learning including discussions, projects, demonstrations, field trips, guests, multi media presentations, internet access, etc.
[ ] All students are provided class information in a form that is understandable and effective strategies
[ ] Students are provided with multiple ways to effectively demonstrate their knowledge in subject matter classrooms, including oral reports, portfolios, demonstrations, computer displays, etc.
[ ] Teachers read to students daily, provide relevant reading materials appropriate for different reading levels, and provide alternative strategies to obtain information.
[ ] Teacher’s model writing appropriate to subject area, provide monitored writing opportunities as a part of class, and provide direct writing assistance.