A 9th grade language arts teacher explains how her school helped struggling readers by placing them in an Academic Literacy class that gave them time to read books for pleasure and helped them develop strategies for choosing books, eliminating distractions, and monitoring their thinking as they read.
The
teachers» questions indicated that, on the standardized reading assessment, they wanted
9th grade vocabulary and comprehension subskill results disaggregated for each of the 10th
grade English
language arts course sections so
teachers would have a profile of students» reading ability in their current classes.