The document discusses several issues related to adolescent literacy. It notes that reading ability predicts success in other subjects and today's workforce requires more advanced literacy skills than previous generations. However, reading scores for 17-year olds have not improved since 1971 despite increased workplace demands. The document also reports that 53% of high school graduates require remedial reading courses in college and only 70% graduate on time. It identifies five common pitfalls plaguing adolescent literacy: lack of comprehension, lack of choice in reading materials, poor communication between schools and parents, insufficient teaching of content-area reading strategies, and underutilization of computers in instruction.

1. 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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2. 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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3. 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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4. ANALYZING THE PROBLEMS AND PITFALLS
WITH ADOLESCENT ILLITERACY
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5. 5 Common Pitfalls Plaguing Adolescent Literacy
Comprehension
Choice
Communication
Content Area Strategies
Computer Use
BEWARE OF THE 5 C’S
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6. 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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7. 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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8. 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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9. 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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10. 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