The goal of adolescent education is to ensure that they become productive citizens. However, this cannot be achieved if they do not learn how to appreciate and construct information using both print and non-print materials. International Literacy Association (2015) defines adolescent literacy as “the ability to read, write, understand and interpret, and discuss multiple texts across multiple contexts” (p.2). Over the recent past, more emphasis has been placed on adolescents with learning difficulties to ensure that the gap between them and the rest of the students remains as minimal as possible. In this regard, several interventions need to be put in place.
Bryant et al. focus on several fundamental strategies that could be used to support adolescents struggling with reading. The primary intervention discussed by the author is known as vocabulary instruction. Vocabulary instruction aims to enhance the ability of students to interact with various language situations, such as comprehending text (Bryant et al., 2003). Researchers have drawn a close relationship between vocabulary instruction and improvement in reading comprehension. Particularly, students with learning problems require vocabulary instruction with in-depth word knowledge and that which bolsters reading comprehension. The strategy is cognizant of the fact that learning deficient students have memory and cognitive problems.
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Adolescents are in need of content area instructors who provide instructions in multiple learning areas. They also deserve a literacy culture in their learning institutions characterized by a programmatic and systematic approach to enhance literacy for all (International Literacy Association, 2015). In building adolescent literacy programs with school-wide implications, Kurz et al. (2019) say, “Teachers should implement evidence-based literacy practices across content areas and in supplemental intervention settings.” The authors continue by asserting that teachers require instructional leaders or coaches to help them traverse the common challenges they face during their provision of instructions. The coaches have high-quality resources which they could share with the teachers.
Vocabulary acquisition is an integral part of the literacy instruction process. Vocabulary is defined as the knowledge of words including the meaning they carry (What components comprise high-quality reading instruction?). Adolescents learn vocabulary through a host of strategies such as interacting, talking, listening, and playing with others. Vocabulary acquisition supports phonemic awareness thereby positively impacting the process of literary instructions. Vocabulary acquisition promotes fluency and, most importantly, enhances the reading process by making it seamless and free-flowing. Brynt et al. (2013) assert, “Vocabulary instruction that produces in-depth word knowledge and increases reading comprehension” should be used as a strategy to promote learning among adolescents.
The role of curriculum development in the process of learning and vocabulary acquisition cannot be underestimated. Meo (2008) suggests a curriculum model known as the universal design for learning (UDL). The model provides a host of insights required to address the diverse needs of adolescent learners. The curriculum model is known for its impact on promoting learning by impacting teachers in the general and specific education sectors. It provides practical techniques that foster vocabulary acquisition and the overall literacy skills required to impact the education of adolescents positively. According to the author, the UDL has a four stepped framework including the goals, methods, materials, and assessments. The goals provide the objectives that should be covered with materials stipulating all the prerequisites needed to complete the learning process. The methods section outlines the steps required to complete the learning process. Assessment provides a rationale for measuring success or failure.
References
Bryant, D. P., Goodwin, M., Bryant, B. R., & Higgins, K. (2003). Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research. Learning Disability Quarterly, 26(2), 117. doi: 10.2307/1593594
International Literacy Association. (2015). Adolescent literacy: A position statement of the International Reading Association. Retrieved November 8, 2015.
Kurz, L. A., Wexler, J., Shelton, A., & Swanson, E. (2019). Adolescent Literacy Resource Menu: A Guide for Instructional Leaders. Routledge.
Meo, G. (2008). Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 21–30. doi:10.3200/psfl.52.2.21-30
What components comprise high-quality reading instruction? https://iris.peabody.vanderbilt.edu/module/rti03/cresource/q3/p07/
