When students graduate from high school, it is crucial that they are literate and prepared for either post-secondary education or for the demands of the work force. “In the United States, educators are increasingly concerned about the number of students in secondary schools who do not read well” (Engstrom 2005). Engstrom reports that the findings of the National Reading Panel (National Institute of Child health and Human Development) address the achievement gaps in schools by looking at the curriculum and teacher training to change the reading outcomes. According to the National Center for Education Statistics, those students who do not learn basic literacy skills in reading and writing are not equipped to function in society (NCES 2004).
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In order for adolescent students to achieve mastery of reading and learning, they must develop a set of sophisticated literacy habits and skills to help them in future employment, higher education and personal success in the 21st century (Meltzer, Hammann 2005). Magpuri,- Levell, Williams, Paige, Atkins and Cameron remind us that “learning to read is a complex and multidimensional cognitive process that involves the ability to recognize words in print, create meaning from the text, and the coordination of these two skills so that reading is accurate and automatic (Magpuri,- Levell, Williams, Paige, Atkins and Cameron 2014). A hallmark of reading according to research is fluency and accurate decoding of what is being read (Magpuri, - Levell, Williams, Paige, Atkins and Cameron 2014). Literacy and achievement gaps have always been a concern. The achievement gap refers to the observed, persistent disparity of educational measures between the performance of groups of students, especially groups defined by socioeconomic status (SES), race/ethnicity and gender. This concern has intensified since the No Child Left Behind Act (NCLB) was passed in 2001(Beecher Sweeny 2008). With the NCLB Act came high-stakes testing to measure achievement, evaluate school effectiveness, …show more content…
When we look closer at the effects, they can be long lasting and life changing. Peterson, Cavalry, Nicholson, O’Neal and Cusnebary take a closer look at struggling readers and the consequences they face. They state that “for secondary-level students in grades seven through twelve, the social and economic consequences of not reading well can be cumulative and profound; the failure to attain a high school diploma, a barrier to higher education, underemployment or unemployment, and difficulty managing personal and family life” (Peterson, Caverly, Nicholson, O’Neal and Cusnebary
In order for adolescent students to achieve mastery of reading and learning, they must develop a set of sophisticated literacy habits and skills to help them in future employment, higher education and personal success in the 21st century (Meltzer, Hammann 2005). Magpuri,- Levell, Williams, Paige, Atkins and Cameron remind us that “learning to read is a complex and multidimensional cognitive process that involves the ability to recognize words in print, create meaning from the text, and the coordination of these two skills so that reading is accurate and automatic (Magpuri,- Levell, Williams, Paige, Atkins and Cameron 2014). A hallmark of reading according to research is fluency and accurate decoding of what is being read (Magpuri, - Levell, Williams, Paige, Atkins and Cameron 2014). Literacy and achievement gaps have always been a concern. The achievement gap refers to the observed, persistent disparity of educational measures between the performance of groups of students, especially groups defined by socioeconomic status (SES), race/ethnicity and gender. This concern has intensified since the No Child Left Behind Act (NCLB) was passed in 2001(Beecher Sweeny 2008). With the NCLB Act came high-stakes testing to measure achievement, evaluate school effectiveness, …show more content…
When we look closer at the effects, they can be long lasting and life changing. Peterson, Cavalry, Nicholson, O’Neal and Cusnebary take a closer look at struggling readers and the consequences they face. They state that “for secondary-level students in grades seven through twelve, the social and economic consequences of not reading well can be cumulative and profound; the failure to attain a high school diploma, a barrier to higher education, underemployment or unemployment, and difficulty managing personal and family life” (Peterson, Caverly, Nicholson, O’Neal and Cusnebary