Adolescent Reading & Writing Disabilities

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There is a serious problem in this country among young people because they cannot read well enough to get a good job with a career path once they leave school, participate in civic responsibilities, or even read a book or newspaper (Every, 2003). Because of their low level of practical literacy, they are being left behind at a time when society and the workplace are becoming increasingly technological and requiring higher levels of reading, writing, and communication skills to compete. The No Child Left Behind Act attempts to make American schools face the fact that young people are leaving school without adequate reading and writing skills because it requires they be proficient in reading/language arts and mathematics by the end of 2013-2014.

The Partnership for Reading, the National Institute of Child Health and Human Development, the office of Vocational and Adult Education, the Office of Special Education and Rehabilitative Services, and the Institute of Education Sciences within the US Department of Education are all supporting research projects aimed at developing new knowledge in the area of adolescent literacy. They are focusing on the cognitive, perceptual, behavioral, genetic and neurobiological mechanisms influential in identifying, preventing, and remediating reading and writing disabilities in adolescents.

These strong measures and intense research are necessary because it is estimated that one-third of students enter ninth grade with reading skills that

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rtable in that the computer does not embarrass them the way teachers can. In 1998, Jane Fell Greene developed a program known simply as LANGUAGE, which is a literacy curriculum for older students (Greene, 1998, 4). It includes components of language, literature and composition that classroom teachers can teach. The program involves intensive professional development for middle and high school teachers who have not been trained to teach reading, and the scheduling of sufficient time for the program in the daily school curriculum. The program begins with a placement test to measure encoding ability (spelling) for the phonology strand (Greene, 1998, 4). Students are placed in a unit based on their test results, writing samples, and teacher judgement. Level One of the program teaches phonemic awareness, phoneme-grapheme correspondence, decoding, encoding, accuracy and fluency in reading, vocabulary, comprehension, wide supplementary reading, introduction to form and function in grammar, and a large amount of writing and editing (5). Level Two introduces syllabication (seven syllable types are taught for vocabulary development and spelling), morphology (Latin roots, prefixes and suffixes), and Masterpiece sentences (to t
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Some common words found in the essay are:
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Approximate Word count = 1687
Approximate Pages = 7 (250 words per page)

Adolescent Reading & Writing Disabilities

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