EFFICACY OF A STRUCTURED, SYSTEMATIC LANGUAGE CURRICULUM FOR ADOLESCENT POOR READERS

Abstract

One comprehensive curriculum designed to remediate chronic reading failure in adolescents directly addresses all the language weaknesses typical of these individuals. In many interlocking strands, phonological, semantic, syntactic, pragmatic, and discourse processing skills are cumulatively and systematically taught over several years. Implementation of this curriculum for one year in a large, urban California school district yielded significant gains in relative standing and moderate effect sizes among fairly large classes of undifferentiated poor readers, many of whom were non-readers or who had limited English proficiency, in grades 6 to 10. Although the conditions for implementation provided minimal support for the teachers, students gained in basic word recognition, word attack, and passage comprehension.

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