Title of Course: Adolescent Literacy
CE Credit: 2 Hours (0.2 CEUs)
Learning Level: Introductory
Authors: National Institute for Literacy
This is a web-based course requiring an internet connection to access the online reading materials. Course
instructions on the following page provide a direct link to the public-access online document.
Course Abstract:
This course presents evidence-based advice for improving adolescent reading and writing skills in contentarea classes. Topics covered include decoding, morphology, fluency, vocabulary, text comprehension, reading
assessment, writing, motivation, and the needs of diverse learners. Chapters in this document present
information on the practices of good readers, challenges faced by adolescent readers, instruction techniques
to improve skills, and areas for future research. This class is relevant to educators, school psychologists,
counselors, speech-language pathologists, and instructional coaches.
Learning Outcomes: As a result of taking this course, participant will be able to:
1.
2.
3.
4.
List 5 factors critical to achieving adolescent literacy
Identify 2 methods of improving literacy
Describe 3 methods for teaching text comprehension
Name 3 types of reading assessments that content classes should focus on
About the Author(s):
National Institute for Literacy, Literacy Information and Communication System (LINCS) is a national
dissemination and professional development system, providing information on literacy research, practice,
and resources.
Please Note:
You will no longer be able to download this course pdf once you pass the online posttest. If you would like to
save this document, please do so prior to taking your test online.
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Course #20-54 Adolescent Literacy
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5 Steps for Completing this Course
Print This Document: The posttest questions on the following page are presented in the same order
as information is presented in the course materials. We recommend marking your answers on the
printed test as you study the online course materials.
Study Course Materials: Click the button below to open and read the online course document.
What Content-Area Teachers Should Know about Adolescent Literacy
Read Article Now!
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http://www.pdresources.org/webcourses/adolescent_literacy.pdf
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Mark your answers & submit when finished
HU
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Course #20-54 Adolescent Literacy
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Adolescent Literacy – Posttest
1. Which of the following statements describes the role of adolescent literacy in the classroom?
a. 8.7 million adolescents from 4th through 12th grades are illiterate
b. Middle and high-school teachers are trained to focus on literacy issues in the classroom, and often have
ample time for doing so
c. Direct instruction is necessary in literacy in order to keep students from falling behind, because difficulties
with literacy often result in school dropout
d. All of the above
2. Which of the following statements is true?
a. Phonemic awareness includes the ability to identify and manipulate individual units of sound
b. Adolescents with weak phonics skills lack effective strategies for decoding unknown multi-syllabic words
c. Instruction in phonemic awareness and phonics skills is best conducted by a reading specialist; however,
content area teachers can help by giving them extra time to decode words and by providing taped lessons to
students to review at their own pace
d. All of the above
3. According to the text, which of the following is/are important components of academic language?
a. The vocabulary used to communicate concepts within a particular discipline
b. The vocabulary used across disciplines to express precise ideas and information
c. Emphasis on syllable patterns and morphology
d. All of the above
e. A and B only
4. Which of the following statements is true?
a. Morphology is the study of units of sound within words
b. Students who understand words at the morphemic level are better able to understand the meaning of
words and grapple with the increased complexity of reading and writing within classes in high school
c. Teachers should focus on (1) syllable types and syllable division, (2) base words, prefixes, and suffixes, (3)
compound words, and (4) function words derived from Latin, because most English words are derived from
Latin morphemes
d. All of the above
5. Which of the following is true?
a. Fluency refers only to the speed of reading
b. Repeated oral reading of text is the only method for improving fluency
c. Guided oral reading and partner reading are two methods for improving fluency
d. Providing feedback when students read is counterproductive because it causes embarrassment
6. Two important skills that are associated with vocabulary development are:
a. Syntactic awareness and grammatical analysis
b. Oral vocabulary and aural vocabulary competence
c. Word identification and word analysis
d. None of the above
7. Which of the following statements is true?
a. Vocabulary instruction should provide multiple repetitions of words in different contexts
b. Pre-teaching words facilitates the reading of new text
c. Scientific research supports the use of direct, explicit, and systematic instruction for teaching vocabulary
d. All of the above
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8. All of the following are methods for teaching text comprehension strategies, EXCEPT:
a. Question-answering instruction
b. Text structure
c. Spirals
d. Explicit training and teacher modeling
9. According to the text, good readers do all of the following EXCEPT:
a. Set a purpose for reading
b. Develop an optimal pace of reading
c. Read strategically
d. Read critically
10. Reading assessments within content classes should focus on:
a. Summative assessments
b. Diagnostic assessments
c. Formative assessments
d. All of the above
11. Which of the following statements is accurate?
a. Writing improves one’s capacity to learn
b. Writing comes naturally for individuals who can read
c. Writing is only a method of expression
d. Writing does not improve reading skills
12. What are some methods for improving student motivation?
a. Provide variety and choice in reading materials
b. Create opportunities for small groups to discuss their reading
c. Offer different viewpoints or information on a topic
d. All of the above
13. What strategies can be used with diverse learners in the classroom to improve literacy?
a. Present texts and strategies in different ways; model and provide instruction in academic English
b. Break down literacy and content instruction into smaller chunks than you might typically do
c. Talk with students individually, asking them questions and encouraging them to explain and clarify their
thoughts; provide extended talk time
d. All of the above
14. Which of the following is/are common themes that have emerged from the research literature as effective practices
for instruction?
a. Only content-area teachers need information on how to incorporate effective literacy learning strategies
into their curriculum
b. Teachers should use systematic, explicit, and direct instruction
c. The use of repetition to review the material in different contexts and with different texts
d. All of the above
e. B and C only
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