Gorham Schools' Content LiteracyThere is no doubt that attention to literacy has become an important issue across the nation. Studies published in 2004, Reading at Risk, show there is a decline in reading across the nation, particularly in adolescent and early adult ages. In addition, a study released by International Educational Achievement (Elley, 1992) proved that reading scores of older students dropped. The International Reading Association states that although there is a needed emphasis on early reading, many readers begin to falter during adolescence. This is the time where adolescents need to refine their reading skills for informational text encountered in content area classes. Necessary components for quality reading program involve continuous reading instruction, reading instruction that is individually appropriate, assessment that informs instruction, and opportunities to read and share are available. Along with quality instruction comes the involvement of parents to help encourage their children to read outside of school. (Ways to Encourage Reading) All of these components allow students to achieve a level of their reading success.
The No Child Left Behind Act, legislated in 2001, focuses on holding states accountable for educating all students to a level of "proficiency." Gorham Schools are addressing this issue in several ways. Literacy specialists in every building provide supplemental support to struggling readers and consult with classroom teachers to make sure student needs are met in the classroom. Interventions provided for struggling readers include teaching strategies that reinforce growth and are an effective learning tool in content area classes. Direct appropriate developmental instruction is coordinated with the school curriculum, Maine Learning Results and Grade Level Expectations (GLE) grades 3-8. Literacy specialists also provide professional development support for teachers in all subject areas. Many measures are being taken so students have the opportunity to attain growth and success in their reading.
Characteristics of Struggling and Strong Readers
Thinking About ReadingThe No Child Left Behind Act, legislated in 2001, focuses on holding states accountable for educating all students to a level of "proficiency." Gorham Schools are addressing this issue in several ways. Literacy specialists in every building provide supplemental support to struggling readers and consult with classroom teachers to make sure student needs are met in the classroom. Interventions provided for struggling readers include teaching strategies that reinforce growth and are an effective learning tool in content area classes. Direct appropriate developmental instruction is coordinated with the school curriculum, Maine Learning Results and Grade Level Expectations (GLE) grades 3-8. Literacy specialists also provide professional development support for teachers in all subject areas. Many measures are being taken so students have the opportunity to attain growth and success in their reading.
Characteristics of Struggling and Strong Readers
A Guide to Better Reading Comprehension
Numerous students complain that they read the text but don't comprehend it. A way to improve reading comprehension is to become engaged with the text while monitoring one's reading behavior. Students can improve reading comprehension by becoming aware of what they are thinking before, during and after reading. Below are some strategies used to improve reading comprehension. Students who monitor their reading by using some of these strategies are more successful comprehending text than those who do not monitor their reading behavior. Looking through the flowchart of monitoring comprehension will allow students more success in understanding what they've read.
Before Reading | During Reading | After Readin |
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