Elevating Secondary Literacy: Our Research-Driven Approach

Empowering Educators through Evidence-Based Literacy Courses

In the dynamic landscape of secondary education, the development of effective literacy practices is a cornerstone of academic success. Reading Ways stands at the forefront of this endeavor, offering specialized courses grounded in robust research to bridge the gap between theory and practice in adolescent literacy. This blog article dives into the content-rich, research-based foundations of our courses, designed to empower superintendents, district administrators, and school administrators with the knowledge and tools to enhance literacy instruction in their secondary schools. Although the courses are meant to engage with consecutively, local site leaders have the ability to revise as needed to meet the individual needs of their teachers. Extending the learning also occurs during the regularly scheduled in-person meetings the local site leader has with the teachers participating in the learning cohort. Those additional hours provide the opportunity to discuss the content and build upon learning with peers in a collaborative and supported environment to produce effective use and regular implementation of the evidence-based practices the teachers have covered.

Foundations & Challenges of Adolescent Literacy

The "Foundations & Challenges of Adolescent Literacy" course is our introductory course centered on understanding and addressing the diverse literacy challenges encountered in secondary education. Grounded in the work of Snow (2002), Hoover & Gough (1990), and Goldman et al. (2016), the course explores the complexities of literacy within different content areas. It emphasizes the need for direct and explicit instruction in comprehension strategies, in line with the principles outlined by Kamil et al. (2008).

This course provides educators with insights into the science of reading comprehension, focusing on how students engage with texts across various disciplines. There are over 17 hours of content for site leaders to customize ranging from webinars, podcasts, articles, and infographics. In addition to content engagement, there are 14 strategies and protocols introduced, many of which are modeled by the site leader during the asynchronous posts or during the in-person meetings.  This instructional approach is designed to build knowledge while equipping educators with the tools and strategies necessary to enhance student comprehension, focusing on disciplinary literacy to address the multifaceted nature of reading across any content area. Throughout the course, educators participate in applications of these strategies, supported by cycles of implementation and feedback from their local site leader, fostering a deep understanding of disciplinary literacy and adolescent needs. For example, The Four A’s Text Protocol is utilized as teachers engage online with a webinar defining disciplinary literacy, while an Anticipation Guide is highlighted and used as a choice for the first implementation and feedback cycle. 

Academic Language & Vocabulary

"Academic Language & Vocabulary" typically our second course delves into the specialized lexicon and syntactic structures essential in academic contexts. Drawing from the research of Knoph et al. (2023) and Lawrence et al. (2021), the course underscores the significance of academic language in student comprehension and academic achievement. Educators learn to identify and teach key vocabulary and connectives, which are instrumental in argumentative writing and deeper comprehension of academic texts.

This course offers an in-depth exploration of the linguistic elements necessary for producing and understanding sophisticated academic writing. It emphasizes direct vocabulary instructional strategies and provides educators with the tools to teach these elements effectively. The focus is on enhancing students' understanding and use of complex academic vocabulary, thus bridging the gap between everyday language and the specific linguistic demands of academic discourse. Again, educators have the opportunity to engage with up to 8 hours of content and 28 strategies are introduced and highlighted during this course. Teachers again have the opportunity to plan and implement at least two strategies focusing on explicit vocabulary instruction with site leader support and feedback. The list strategies include the more commonly known vocabulary strategy, Frayer Model, but also how to use a Venn Diagram, a Concept Map, or a List-Group-Label organizer for explicit vocabulary instruction. 

Discussion & Debate

The "Discussion & Debate" course, informed by the studies of Applebee et al. (2003), Lawrence et al. (2015), and Gamoran & Nystrand (1991), is dedicated to enhancing classroom discussions and debates in secondary education. This course underscores the critical link between effective classroom discussion and student achievement, drawing attention to how structured discussions can significantly impact reading performance and content mastery. The research of Gamoran and Nystrand is particularly enlightening; their analysis in English and social studies classes showed that discussion was the strongest predictor of achievement scores. This evidence underscores the need to shift from traditional lecture and question-answer formats to more dynamic and engaging discussion-based learning.

Educators in this course are guided through a continuum of 17 peer-to-peer discussion strategies, and at least 8 supporting strategies aimed at improving extended dialogue about text meaning and interpretation as well as improving their own talk moves. Our Research Cornerstone page, Talk Moves, is highlighted during this course as well. It provides support for teachers in using these talk moves themselves, such as revoicing, restating, and probing which encourages students to articulate their thoughts, engage in active dialogue, and construct knowledge collaboratively. These strategies align with recommendation 1 from the IES practice guide by Kamil et al. (2008), emphasizing the importance of student engagement and critical thinking in discussions. Teachers can engage with over 7 hours of new content which focus on practical, research-based strategies to increase engagement and academic rigor through discussion and debate. Being supported by their site leaders, teachers try implementing at least two of these discussion strategies, so they can foster a classroom environment that encourages student-centered learning, where discussions and debates are integral to the educational process, thereby enhancing overall academic performance.

Conceptual Vocabulary

"Conceptual Vocabulary" is a deeper dive into word study. It is based on the study by O’Reilly, Wang, and Sabatini (2019), focusing on the teaching of conceptually related word sets to enhance comprehension and mastery in various content areas. The course underscores the importance of these word sets as crucial elements in understanding and mastering disciplinary content. Educators are introduced to at least 26 effective strategies for teaching vocabulary in a way that highlights the interconnectedness of words and concepts before they complete the course.

The course provides educators with methodologies to delve into morphology, polysemy, and the use of graphic/conceptual organizers with over five and a half possible hours of content engagement. The evidence-based tools highlighted are vital in teaching complex vocabulary and enabling students to navigate the intricacies of academic language. Educators engage in practical applications of these strategies, selecting at least two strategies to implement in their classroom, again being supported by feedback and guidance from local site leaders. This implementation process allows for educators to determine which practices and tools best fit their content and teaching structure.

Building Multiple Text Sets to Support Inquiry

"Building Multiple Text Sets to Support Inquiry," based on the research of Lupo et al. (2019), addresses the critical role of diverse text sets in fostering inquiry-based learning in secondary education. This course delves into how integrating a variety of texts can deepen students' comprehension, critical thinking, and engagement across different disciplines. The research by Lupo and colleagues, examining the comprehension of ninth graders, underscores the importance of challenging texts in enhancing overall comprehension, especially when coupled with strategies for pre-reading knowledge activation. Through engagement with over eight hours of new content alone, educators in this course learn to strategically balance text complexity, catering to a range of reading abilities while still challenging students to expand their understanding.

The course provides educators with hands-on experience in assessing texts, while developing and employing multiple text sets that are thematically linked, offering varied perspectives and rich content. This approach supports a comprehensive exploration of subject matter and exploring over 47 strategies to use so that they are able to encourage students to engage in a more profound inquiry and analysis. Educators are guided in selecting texts that not only interconnect to support comprehensive learning objectives but also include a variety of formats, such as articles, books, videos, and primary sources. They also investigate and determine complementary strategies for students to use while working with the texts such as the use of an Anticipation Guide, Double Entry Journal, and Jigsaw Activity. By the end of the course, participants are adept at creating dynamic, inquiry-driven learning experiences that leverage the power of diverse texts to spark curiosity and promote a deeper understanding of complex topics and have implemented the use with at least two revised or newly created text sets in their classrooms with the support of their site leader and colleagues.

Disciplinary Writing

The "Disciplinary Writing" course is deeply rooted in the foundational research of Shanahan and Shanahan (2008) and the seminal work of Steve Graham (Graham & Perin, 2007). As noted in our initial Foundations & Challenges course as well, Shanahan and Shanahan's study illuminates the evolution of literacy tasks into specialized forms unique to each academic discipline, emphasizing the need for students to develop both general literacy skills and discipline-specific writing conventions. This course integrates these insights with Graham's comprehensive meta-analysis of writing instruction, providing a rich foundation for understanding the complexities of writing across different academic domains. Educators are immersed in exploring the multiple  functions of writing: ‘learning to write’,  'writing to learn' for internalizing new concepts and 'writing to demonstrate understanding' as a means of articulating knowledge.

Throughout the course, educators are guided through practical strategies for teaching disciplinary writing, highlighting the importance of aligning writing instruction with the specific conventions of each subject area with over 15 hours of content. The course focuses on equipping educators with the tools and methodologies to guide students in effectively adopting varied writing styles, thereby enhancing their ability to critically engage with content by using targeted strategies identified by their teacher. By implementing at least two cycles of strategy application from a selection of over 20 explored strategies with the support and feedback of their local site leader, educators are empowered to foster strong writing skills in their students. A sampling of just a few of the strategies explored within this Disciplinary Writing course are Sentence Frames, Sentence Expansion, Ready Writes, or Sum It Up. These writing skills are rooted in critical thinking and tailored to the demands of each discipline, ultimately enabling students to express their understanding effectively and navigate the diverse landscape of academic writing.

Conclusion

In conclusion, Reading Ways' suite of adolescent literacy courses represents a rigorous, research-based approach to enhancing secondary literacy instruction. These courses offer educators a deep understanding of the complexities of literacy in various academic disciplines and practical tools for implementing supporting literacy in every content area. From the intricacies of disciplinary writing to the nuances of classroom discussion and debate, each course is meticulously designed to bridge the gap between theory and practice. The comprehensive coverage of topics such as academic language, conceptual vocabulary, and the strategic use of text sets ensures that educators are well-equipped with cutting-edge strategies and insights. These courses are not just educational experiences; they are transformative journeys that empower educators to elevate their instructional practices, thereby profoundly impacting student engagement and achievement in secondary education. As we continue to navigate the evolving landscape of literacy education, Reading Ways remains committed to providing educators with the tools and knowledge necessary to foster a generation of critical thinkers and effective communicators.

Bibliography

1. Applebee, A. N., Langer, J. A., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. *American Educational Research Journal, 40*(3), 685-730. https://doi.org/10.3102/00028312040003685
2. Gamoran, A., & Nystrand, M. (1991). Background and instructional effects on achievement in eighth-grade English and social studies. *Journal of Research on Adolescence, 1*(3), 277–300. https://doi.org/10.1002/jora.1022 
3. Goldman, S. R., Snow, C., & Vaughn, S. (2016). Common themes in teaching reading for understanding: Lessons from three projects. *Journal of Educational Psychology, 108*(3), 295-312. https://doi.org/10.1002/jaal.586
4. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. *Journal of Educational Psychology, 99*(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445 
5. Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. *Reading and Writing, 2*(2), 127-160. https://doi.org/10.1007/BF00401799 
6. Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.
7. Knoph, M., Lawrence, J. F., & Snow, C. E. (2023). The verbal and literacy challenges of academic language. *Journal of Adolescent & Adult Literacy, 67*(4), 285-294. https://doi.org/10.1002/jaal.1087 
8. Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750-786, https://doi.org/10.3102/0002831215579485
9. Lawrence, J. F., Knoph, R., McIlraith, A., Kulesz, P. A., & Francis, D. J. (2021). Reading comprehension and academic vocabulary: Exploring relations of item features and reading proficiency. Reading Research Quarterly, rrq.434.https://doi.org/10.1002/rrq.434 
10. Lupo, S. M., Tortorelli, L., Invernizzi, M., Ryoo, J. H., & Strong, J. Z. (2019). An Exploration of Text Difficulty and Knowledge Support on Adolescents’ Comprehension. *Reading Research Quarterly, 54*(4), 457–479. https://doi.org/10.1002/rrq.247 
11. O’Reilly, T., Wang, Z., & Sabatini, J. (2019). How Much Knowledge Is Too Little? *Psychological Science*. https://doi.org/10.1177/0956797619872762 
12. Shanahan, T., & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy. *Harvard Educational Review, 78*(1), 40-59. https://doi.org/10.17763/haer.78.1.v62444321p602101 
13. Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation. https://www.rand.org/pubs/monograph_reports/MR1465.html