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Reading Next—A Vision for Action and Research in Middle and High School Literacy

This report to the Carnegie Corporation of New York comes out of a meeting of a panel of five nationally known and respected educational researchers, with representatives of Carnegie Corporation of New York and the Alliance for Excellent Education, in spring 2004. The purpose of this meeting was to draw up a set of recommendations for how to meet the needs of New York City's eight million struggling readers while simultaneously envisioning a way to propel the field forward.The resulting paper was reviewed and augmented by the Adolescent Literacy Funders Forum (ALFF) at its 2004 annual meeting. Although this report originally was targeted to the funding community, it offers information that will also prove invaluable to others, including researchers, policymakers, and educators. Ensuring adequate ongoing literacy development for all students in the middle and high school years is a more challenging task than ensuring excellent reading education in the primary grades for two reasons: first, secondary school literacy skills are more complex, more embedded in subject matters, and more multiply determined; second, adolescents are not as universally motivated to read better or as interested in school-based reading as kindergartners.This is, therefore, not a problem with a simple solution. But this research-based report helps schools and districts begin to address a set of solutions to address this complex problem. In addition, this report is also a call to researchers in this area to produce more interpretable findings, and a call to funders interested in educational reform to forfeit a bit of their programmatic autonomy to increase the returns on their investments. 

 
©2004
Grade Level: Middle grades, High school
Classification: Research, Report
Indicator area: ELA
Tier: Tier 1, Tier 2, Tier 3
Root Cause: Academic Reasons
Source: Carnegie Corporation of New York and the Alliance for Excellent Education
Authors: Gina Biancarosa and Catherine E. Snow