Evaluating the Interventions for Struggling Adolescent Readers

Abstract

Struggling adolescent readers need interventions that provide them with opportunities to read more and to read better. The authors examine two case studies of interventions at work and propose criteria on which to evaluate intervention programs. Their review of the evidence on these programs for struggling adolescent readers suggests that at least five factors must be present for the intervention to matter: The teacher should play a critical role in assessment and instruction. The intervention should reflect a comprehensive approach to reading and writing. Reading and writing in the intervention should be engaging. Interventions should be driven by useful and relevant assessments. Interventions should include significant opportunities for authentic reading and writing.

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