Adolescent Literacy: Putting the Crisis in Context

Abstract

In this article, Vicki Jacobs argues that as the nation strives to improve the literacy achievement of U.S. adolescents, educators must reframe the current "crisis" as a critical point on a continuum of historical efforts to address the particular challenges of postprimary-grade reading. Specifically, Jacobs examines the definition of adolescent literacy in the context of reading stages, which explain the contiguous and continuous relationship between primary-grade and later reading. She also discusses how historical relationships between skill and process instruction and between reading specialists and content-area faculty have contributed to the issues we face at this particular point on the continuum. Jacobs concludes by highlighting the opportunities ahead for researchers, policymakers, and practitioners who are positioned to respond to the adolescent literacy crisis and improve adolescent literacy achievement.

Reading achievement in a large urban school district : an analysis of the effects of four reading programs on the reading growth of four reading ability groups.

“…National concern for the lack of reading proficiency of U.S. adolescents has grown over the past twenty or so years and has reached a level that has been described as a crisis (Jacobs, 2008). On the National Assessment of Education Progress (NAEP) in 2013, the average reading score of twelfthgraders was below the average reading score of twelfth-graders on the first NAEP in 1992 (NAEP, 2013).…”

“…Many researchers and educators have written about and are very concerned about reading, or the lack thereof, in the middle schools (Ippolito, Steele & Samson, 2008;Jacobs, 2008;Moje, 2008). Poor literacy skills are far too common in America's middle schools.…”

“…Nevertheless, it is that critical transition between learning to read and reading to learn that makes middle school reading so very different from reading at the elementary school level (Chall, 2000). Meanwhile, the "reading slump" that is well-documented after grade four in U.S. schools still persists (Chall & Jacobs, 2003, p. 50;Jacobs, 2008;Stockard, 2010).…”

“…The average score We are making some strides in reading achievement. However, basic level literacy achievement is woefully insufficient in a world where literacy tasks required of adolescents are continuing to become more complex and more demanding (Ippolito, Steele, & Samson, 2008, Jacobs, 2008Shanahan & Shanahan, 2008). In an official position statement published by the International Reading Association (IRA) it was noted…”

“…If reading and writing strategies were taught throughout all content areas, and not just in isolation, students would begin to experience greater success in reading achievement (Jacobs, 2008).…”