A high school English teacher and a university literacy professor provide secondary teachers with structured literacy strategies to support striving readers in the middle and high school grades. The authors present strategies that can be utilized with diverse texts across learning contexts. As a structured literacy approach, morphological awareness and prosodic fluency are emphasized to foster deeper, more meaningful transactions between students and texts. An example of a full structured literacy lesson is also provided that includes multiple strategies and is based on a gradual release model with guided and independent reading cycles. Applicable strategies for delivery of these skills for in-person, digital, or concurrent teaching are also discussed.
Bart-Addison, Samantha and Griffin, Robert A.
"A Structured Literacy Approach to Support Striving Readers in Secondary Grades: Meaningful Transactions through Morphological Awareness and Fluency Building,"
Georgia Journal of Literacy: Vol. 44:
1, Article 3.
Available at: https://digitalcommons.kennesaw.edu/gjl/vol44/iss1/3
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