Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027.

By M. Kamil, Geoffrey D. Borman, J. Dole, C. Kral, Terry S. Salinger, J. Torgesen. 2008

420 citations recorded by the source corpus.

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Citations in the corpus

Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms (2016, methodology): “…achievement have led to a renewed focus on continuing literacy instruction beyond the elementary grades and into secondary instruction (e.g., Biancarosa & Snow, 2006; Carnegie Council on Advancing Adolescent Literacy, 2010; Heller & Greenleaf, 2007; Kamil et al., 2008; Torgesen et al., 2007).”
Building a House on Sand: Why Disciplinary Literacy Is Not Sufficient to Replace General Strategies for Adolescent Learners Who Struggle (2012, background): “Given the reality of academic diversity in the typical secondary school classroom and recommendations by literacy experts to embrace disciplinary literacy as a framework (e.g., Heller & Greenleaf, 2007; Kamil et al., 2008), the current analysis (1) differentiates between general and discipline-speci”
Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies (2009, background): “…(i.e., strategy instruction, direct, explicit teaching of vocabulary and comprehension, use of graphic organizers, active engagement, multiple practice opportunities with corrective feedback, peer-pairing; Biancarosa & Snow, 2006; Francis et al., 2006; Kamil et al., 2008; NICHD, 2000; RAND, 2002).”
Experimental Effects of Word Generation on Vocabulary, Academic Language, Perspective Taking, and Reading Comprehension in High-Poverty Schools (2019, background): “As a result, a high proportion of middle and high school students are still struggling academically (Biancarosa & Snow, 2006; Kamil et al., 2008).”
Explicit Instruction: Historical and Contemporary Contexts (2017, background): “…been included frequently in a variety of educational outlets, including Institute of Education Science (IES) Practice Guides (Gersten et al., 2009; Kamil et al., 2008), refereed journals in special and general education (e.g., Marin & Halpern, 2011; Mason & Hedin, 2011; Nelson-Walker et al.,…”
Efficacy of Collaborative Strategic Reading With Middle School Students* (2011, background): “…access to postsecondary American Educational Research Journal August 2011, Vol. 48, No. 4, pp. 938–964 DOI: 10.3102/0002831211410305 2011 AERA. http://aerj.aera.net learning, and opportunities within our increasingly competitive work environment (Biancarosa & Snow, 2004; Kamil et al., 2008).”
Extensive Reading Interventions for Students With Reading Difficulties After Grade 3 (2013, background): “In 2008, the Institute of Education Sciences (IES) issued a research-based practice guide on adolescent literacy (Grades 4–12), making recommendations for effective instruction (Kamil et al., 2008).”
Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12 (2016, background): “…studies reveal that significant numbers of adolescents and young adults do not adequately understand complex texts, impeding their school success, access to postsecondary learning, and opportunities within our increasingly competitive work environment (Biancarosa & Snow, 2004; Kamil et al., 2008).”
A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016 (2019, background): “In spite of the importance of reading comprehension, many students lack the reading skills necessary to be successful in postsecondary education and employment (Kamil et al., 2008).”
Adolescent struggling readers in urban schools: Results of a Latent Class Analysis (2011, background): “Collectively, these data are being characterized as one of the most pressing crises facing the educational system in the U.S. (Deshler, 2006; Kamil et al., 2008; Scammacca et al., 2007).”