Adolescent Literacy

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Adolescent Literacy Development in Out-of-School Time

Adolescent Literacy Development in Out-of-School Time

Program Capacity Assessments — Use an organizational assessment framework that allows the program to evaluate their capacity to improve literacy programming. Access to highly trained staff, print materials, well-organized curricula, computers and digitized multimedia are critical to building strong programs. Although there are no published tools available that are specific to adolescent literacy development in out-of-school time, the Center for Summer Learning provides a helpful, more general self-assessment tool for OST providers, based on effective practice research (see Making the Most of Summer: A Handbook on Effective Summer Programming and Thematic Learning in Appendix C). The self-assessment includes dozens of questions for OST provider to consider in supporting a intentional learning environments including staff development, evaluation and sustainability (Fairchild, McLaughlin, & Brady, 2006). Input from Youth — Be sure to include input from the young people about the content and design of your literacy enrichment activities. Find out the skills, talents, and interests of the youth participating in your program. Establish regular feedback mechanisms, such as student satisfaction surveys and a youth board, to insure that young people have multiple opportunities to guide program planning and implementation. Work to insure that all participants are included in tasks that require literacy skills, which may mean extra support for students who are struggling with reading and writing. Replication of Promising Practices — Although the field of literacy development in OST lacks scientifically-based research, there exists several evaluative studies which present the best thinking on quality programs to date. Some programs, like The Comic Book Project and Youth Speaks, offer opportunities to become affiliated sites, adopting their programmatic design and curricula. In addition to the programs identified in this guidebook, Appendix B includes a list of organizations that could provide information on promising practices.
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Adolescent Literacy: A Desk Reference for Middle and High School Content-Area Teachers

Adolescent Literacy: A Desk Reference for Middle and High School Content-Area Teachers

A publication produced by the National Institute for Literacy in conjunction with the U.S. Department of Education and the National Institute of Child Health and Human Development was used to create this reference. The publication is titled: What Content-Area Teachers Should Know About Adolescent Literacy. It may be read in its entirety by downloading it from www.nifl.org.

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What Content-Area Teachers Should Know About Adolescent Literacy

What Content-Area Teachers Should Know About Adolescent Literacy

A growing research base on adolescent literacy supports an emphasis on direct instruction in the reading and writing skills needed to perform these more complex literacy tasks. However, many middle and high school teachers have little or no preparation for teaching these skills within their content-area disciplines and have few resources upon which to draw when they are faced with students whose academic reading and writing skills do not match their expectations [8]. Given this, it is important to realize that the responsibilities for strengthening literacy skills in these students is the responsibility of everyone at the school ranging from the language-arts instructors, reading specialists, content-area teachers, speech and hearing specialists, school psychologists, administrators, and others. The roles will likely be different for individuals in each of these groups, but everyone can take concrete steps to better identify adolescents that are struggling and address their literacy needs. The purpose of this resource document is to
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Development and Validation of the Rapid Estimate of Adolescent Literacy in Medicine (REALM-Teen): A Tool to Screen Adolescents for Below-Grade Reading in Health Care Settings

Development and Validation of the Rapid Estimate of Adolescent Literacy in Medicine (REALM-Teen): A Tool to Screen Adolescents for Below-Grade Reading in Health Care Settings

As a valid, reliable, and easy-to-administer measure of adolescent literacy skills, the REALM-Teen is ideal for use in health care settings among teens in 6th through 12th grades. The selection of medical- and health-related words commonly used in adolescent patient education materials increases relevance for use in health care set- tings. The REALM-Teen can be administered and scored in under 3 minutes with minimal training and is strongly correlated with standardized literacy assessments, such as the SORT-R and the WRAT-3 tests. Test scores, ex- pressed as grade-level estimates, can be compared with a patient’s current grade level to determine reading skills below grade level. For instance, an adolescent patient enrolled in the 9th grade who scores a 54 on the REALM-Teen (6th- to 7th-grade level) would be as- sessed as reading below grade level. In this manner, this tool can aid in alerting clinicians and researchers to possible reading and academic difficulties and may serve to identify teens at greater risk for engaging in negative health behaviors.
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Adolescent Literacy and the Achievement Gap: What Do We Know and Where Do We Go From Here?

Adolescent Literacy and the Achievement Gap: What Do We Know and Where Do We Go From Here?

Adolescent literacy is a newer interest of the Gates Foundation, which grew out of its Small High School and Early College High School initiatives. While adolescent literacy plays a fundamental role in Gates’ initiatives, there is no specific financial commitment to it per se. Adolescent literacy first became a notable interest last summer. The interest arose as a concern of grantees. In order to support grantees, Jobs for the Future (JFF; the coordinating partner of the Early College High School Initiative) worked with Gates to develop a list of resources that included a list of workshops and institutes offering training in literacy instruction and issues available across the country. In some cases, JFF helps schools hire Reading Coaches. In response to grantee needs, Gates also commissioned a report last year from the Small Schools Project (SSP; a Washington-based group) called “Planning Resources for Teachers in Small High Schools” that includes a chapter on literacy. The report evolved from SSP’s work with Washington state small schools and the biggest challenges they faced. Notably, there are only two instruction- focused chapters in the report (projects-based learning is the other one), pointing to the fact that literacy provided a large number of schools with significant challenges. The 84-page literacy chapter covers profiles of schools implementing different methods, tools for literacy instruction, how-to guides, professional development models, and suggested reading.
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Teacher Inquiry as Transformative Learning: The Work of an Adolescent Literacy Education Study Group

Teacher Inquiry as Transformative Learning: The Work of an Adolescent Literacy Education Study Group

Presentation Conceptualization. When the time came to prepare for the presentation, Lucy and Melissa facilitated a meeting to conceptualize and plan it. This meeting occurred at Lucy’s house, and was the only meeting that was at one of the teachers’ homes. Group members shared their experiences at conferences and discussed how our work connected to the conference theme. During this meeting, the teachers took on the role of teacher educators, expressing their desire to engage the audience in meaningful ways and to show a window into the group’s process. There was much dialogue about whether the presentation should show the content or process of the group, with several of the teachers believing that it was important that the audience gain an understanding of our unique processes for working together. They wanted the audience to get “a picture of the kind of community we’ve created,” our “innovative” approach to descriptive review, the “way different kind of professional development that we’re doing.” I, however, felt that the teachers had something to offer the field by sharing the content of their learning. When Mary reminded the group that the theme of the proposal was related to adolescent literacy education and shared that reading the proposal had prompted her to re-read her experience in the group, I stepped in to recommend that the teachers reflect on what their current questions are and how their questions had changed over time. Lucy, with the input of others, suggested that each person “document the life of your question” and that we thread the narratives together to create a dramatic reading. The plan after that
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In the Flow: A Mixed-Methods Phenomenological Study of Optimal Experience in Adolescent Literacy

In the Flow: A Mixed-Methods Phenomenological Study of Optimal Experience in Adolescent Literacy

The method used was a mixed methods research study (quan>Qual), which primarily used transcendental phenomenology for methodology (Moustakas, 1994) and analysis (Creswell, 1998) to obtain felt needs (Morrison, Ross, Kalman, & Kemp, 2011) in this sequential exploratory single-strand study. The qualitative research questions determined the primarily qualitative research method and data analysis selected. The variables were researched in a study using transcendental phenomenology to explore the components of flow as flow operates in the domain of literacy, specifically independent reading. The purpose for a phenomenological approach was for expansion of the flow theory to include the domain of literacy. The quantitative component of administering the Flow State Scale (FSS) was for purposes of obtaining a homogeneous, criterion sampling, which was extreme case, to identify those who experienced moderate-deep flow; thus, the quantitative method was used in confirming the self-reported experience of flow before the interviews began. During the interviews, the results of the FSS were used as an “elicitation device” (Sandelowski, 2001, p. 252), as indicated by gaps in the measurements of the classic nine dimensions and participant scores. Later, the
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Validation of the Rapid Estimate for Adolescent Literacy in Medicine Short Form (REALM-TeenS)

Validation of the Rapid Estimate for Adolescent Literacy in Medicine Short Form (REALM-TeenS)

Our study has limitations. Data for the development of this tool were extracted from 3 larger studies on adolescent health literacy, and there was not a single approach to eligibility, sampling, data collection, or recruitment. Although all of the studies implemented the REALM- Teen in a manner consistent with its documentation, variations in the overall context of data collection could yield differential responses across studies. Although we note these differences as a limitation, we also believe that the diversity of the youths included in our samples strengthens the generalizability of our findings. The item-level DIF analysis demonstrated that each item in the REALM-TeenS functioned the same when the following groups were compared with each other: males and females, the white population and those of all other race/ethnicities, Hispanics and non-Hispanics, and native English speakers and non–native English speakers. This finding indicates that group membership did not influence the likelihood of a correct response. Also, our item-reduction approach was built on the development of the original REALM-Teen, which was validated in 11 clinical, educational, and community sites in 2 states, and, therefore, all of the individual words included in the REALM-TeenS were thoroughly tested in a sample
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PEDIATRICS AND THE ADOLESCENT

PEDIATRICS AND THE ADOLESCENT

Chief of the Adolescents’ Unit, Emeritus, Children’s Hospital Medical Center, Boston; Clinical Professor Emeritus of Pediatrics, Yale University School of Medicine.. At the meeting of th[r]

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Tax Literacy

Tax Literacy

Specificity and attractiveness of tax education relates mainly to the linkage of theoretical knowledge with subsequent experience. Tax education typically takes the form of either a bachelor degree university education of the law & taxes or accounting & taxes type, or proceeds as a vocational training. With respect to increasing attention paid to the issue of financial literacy in young (OECD 2017) but also adult populations (Hündl 2015; OECD, 2016; for Slovakia e.g. Gavurová et al., 2017), there were developed methodologies of its measurement which may be linked also with European activities, such as EU legislation in the area of consumer protection related to financial services (2014 / 92 / EU and 2014 / 17 / EU). European Commission actions in the field of financial education included e.g. Dolceta online education tool, the Expert Group on Financial Education or the Financial Services User Group. Nevertheless, all EU activities in the field of financial education and financial literacy remain only at the level of recommendations because of subsidiarity in the field of education in the EU.
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Adolescent Varicocele

Adolescent Varicocele

more accurate results when compared to other volume measurements [12]. Tes- ticular volume differential (TVD) is calculated by the following formula: volume of unaffected testis – volume of affected testis/total testicular volume × 100(%). Testicular atrophy index (TAI) is calculated by the following formula: volume of unaffected testis – volume of affected testis/volume of unaffected testis × 100(%) [13] [14]. The presence or absence of testicular atrophy is calculated in this way. Testicular hypotrophy is defined as testicular volume below 2 ml by ultrasound and more than 20% difference in testicular volume relative to the contralateral testis [15]. Testicular hypotrophy is among the indications for surgery [16]. In our study, approximately 1/10 of the adolescent patients who underwent surgery due to varicocele had testicular atrophy.
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Adolescent girls

Adolescent girls

Table Of Contents Page 1 Introduction Page 3 The Elements Of Photography Page 10 Documentary Photography Page 14 A Short Page 27 The Page 30 Page 30 History Relationship Adolescent Girls[r]

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Literacy Action Plan. An Action Plan to Improve Literacy in Scotland

Literacy Action Plan. An Action Plan to Improve Literacy in Scotland

Some adults will continue to need support for ongoing development of their literacy skills. The Scottish Survey of Adult Literacies showed that adult learners are not a homogenous group. Learners have different needs, motivations and personal circumstances. There will be critical transition points where the provision of support will be of increased importance, including leaving formal education, finding a job, re-entering a community after a period in prison, or becoming a parent. To reach the diverse range of adult learners, we must continue to offer a variety of learning opportunities, with flexible delivery methods and learning programmes which are relevant to learners’ lives.
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Psychological Literacy

Psychological Literacy

Questionnaires con- taining 200-250 terms and concepts from each of lO sub- fields of psychology were sent to authors of textbooks in those subfields with a request that th[r]

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The Adolescent in Court

The Adolescent in Court

The following similarities are important in understanding the operation of these courts: A greater degree of informality of procedure characterizes the adolescent courts than the ordinar[r]

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Literacy in India

Literacy in India

Progress on adult literacy has  been impeded  by  various factors. The  pressure from  civil  society  to  improve  adult  literacy  and the  flow  of public  resources  is  not  as  strong  as  in  the  case  of primary  education.  Also, where  literacy  contributes  to  social and  economic  empowerment  of  marginalised  groups,  efforts  to  sponsor  adult  literacy  may  face  resistance  from  those  who  benefit  from  the  prevailing  order.  Finding  creative  channels  to  enhance  adult  literacy  and  to  prevent  relapse  of  literate  adults  into  illiteracy  would  benefit  from  careful  research  and  systematic  evaluation  of  current programmes.  
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Literacy Intervention for Preschool Children at Risk of Literacy Difficulties in Malaysia

Literacy Intervention for Preschool Children at Risk of Literacy Difficulties in Malaysia

and complex sentences (using conjunctions) and apply such knowledge in learning and everyday communication. Learning will be difficult if they fall short in these literacy skills. Studies show that learning to read and write is not a natural ability like learning to speak and understand a language (Sousa, 2011). While some children can learn to read and write effortlessly, there are some who face difficulties due to deficiencies in physical, biological, linguistic, poor socio-economic background, underprivileged environments or even ineffective instructions (Munro, 2009). These are children who are at risk of developing literacy deficiency and who need to be supported with effective and efficient instruction and intervention so that they do not continue to fall behind their peers. Longitudinal studies show that by the end of first grade, children having difficulty in learning to read begin to feel less positive about their abilities. Realizing the importance of children’s early literacy acquisition, Malaysian government has implemented the KIA2M programme (Early Intervention for Reading and Writing) which started in 2006 for Year One students who need extra support. The impact of KIA2M was reported to be unsatisfactory (PEMANDU, 2010). Under the Government Transformation Program, the Education National Key Results Area (NKRA), Literacy and Numeracy Programme (LINUS) has been implemented in 2010 to substitute KIA2M. LINUS is a remedial programme developed to ensure that students acquire basic literacy and numeracy skills by the end of 3 years of primary education. It involves 6 strategies for the implementation: screening; material development; teacher training; schools and community awareness; monitoring, supervision & evaluation; and establishment of FasiLINUS (full time literacy and numeracy coaches). Students who are falling behind are grouped together during the relevant classes and taught according to their needs. The initiative of the LINUS Programme is a commendable effort to achieve literacy targets. Apparently, the performance in the literacy rate shows achievement in basic reading and writing skills (knowing letters, blending syllables to form words and simple sentences, and basic comprehension skills). However, as these students progress in the lower primary years, their peers also improve to a higher level of literacy standards in fluency, accuracy and comprehension skills. This again widens the gap between them. In addition, the intervention involves pull-out time within the primary curriculum. How well these students who fell behind during the first years fit into the normal mainstream when they pass the later screening deserves further investigation and research.
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Education and the adolescent

Education and the adolescent

Is our education system helpin~ adolescents solve their problems and preparing them for their roles?. The m~turntional growth problems are personal in natura while.[r]

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Hypertension in Adolescent

Hypertension in Adolescent

Since the recommendations for BP measurements from the third year of age as a part of the routine preventive management of all children, it is possible to actively search for children at risk and thus adolescents, which are often, with significant hypertension, completely asymptomatic [11] [12]. When in adolescent persistently ele- vated BP is confirmed, he is classified, according to the clinical features, into one of two groups of patients. Most young people belong to the group of patients with mildly elevated BP, who are mostly asymptomatic, without changes in hypertensive target organs and the possible cardiovascular complications later in life [13]. These are adolescents with essential hypertension or obesity-related hypertension. Sometimes, even in this group a clinical suspicion of one of the secondary forms of hypertension is made, especially if we are dealing with a normally nourished, symptomatic adolescent with significant hypertension and a negative family history of car- diovascular diseases. The most common causes of elevated BP in adolescent patients are essential hypertension, and obesity-related hypertension, but iatrogenic causes, consumption of certain food supplements and drugs, renal parenchymal disease, renal vascular disease, endocrine causes and coarctation of the aorta can be diag- nosed as well [11]-[13]. Most of them should be suspected with accurate history and good clinical examination [26]. Diagnostics must be stepwise [26]. Most adolescents need only investigations of Step 1, which are per- formed in all patients (routine tests) (Figure 1) [12]. They are needed for hypertensive target organ damage and traditional cardiovascular risk factors determination. Consideration should be given to concomitant diseases and the cardiovascular risk evaluation [12] [13]. Hypertensive target organ damage status is one of the important parts of the diagnostics, as it gives us insight into the initial effects of hypertension in adolescents, but also serves as an intermediate objective of successful treatment monitoring [12] [27]. Investigations of recent years show that the initial damage of target organs is present more often than it has been thought, even in adolescents with mildly elevated BP, and is, at least in the early stages, reversible [28] [29]. In recent years intensive re- search has been performed investigating the importance of the earliest indicators of target organ damage, which includes measurement of intima media thickness of the carotid artery, pulse wave velocity measurement of ves- sels, microalbuminuria [29]-[31]. Further research is needed in the field of early indicators of damage of target organs and early markers of cardiovascular risks, especially in the area of potential genetic factors [32].
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Rape and the Adolescent

Rape and the Adolescent

at Viet Nam:AAP Sponsored on September 7, 2020. www.aappublications.org/news[r]

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