UC|CSU Collaborative for Neuroscience, Diversity, and Learning

Supporting Literacy Development in Adolescents with Reading Challenges

Type:

Course

Duration:

2 hours

Authors:

Laura Rhinehart; Rebecca Gotlieb; Vanessa Goodwin; Sue Sears; and Maryanne Wolf

Developed by:

UC|CSU Collaborative for Neuroscience, Diversity, and Learning

Series:

Language, Literacy, and Dyslexia Series

Relevant categories:

Adolescence Dyslexia Reading and Literacy

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Overview

By middle school students are expected to have developed basic reading proficiency and to be using their reading skills to engage in more cognitively complex tasks. Unfortunately, for too many students this is not the reality. The purpose of this module is to share an understanding of how adolescent development can inform the ways in which we support struggling readers in secondary school settings. We offer practical, evidence-based recommendations for reading instruction and intervention, as well as suggestions for how families can support older struggling readers.

TPEs Addressed:

TPE 7.1 - Plan and Implement evidence-based literacy instruction (grounded in ELA/ELD Framework
TPE 7.2 - Plan and Implement evidence-based literacy instruction (UDL, MTSS, California Dyslexia Guidelines)
TPE 7.3 - Asset-based Pedagogies
TPE 7.4 - Literacy instruction that is active, motivating and engaging (responsive to student language and literacy development)
TPE 7.5 - Foundational Skills
TPE 7.6 - Meaning Making
TPE 7.7 - Language Development
TPE 7.8 - Effective Expression
TPE 7.9 - Content Knowledge
TPE 7.10 - Monitor students’ progress using formative assessment practices (Screening, identify potential literacy difficulties)

Keywords: Deep Reading, Family Supports, Reading Intervention, Reading Research, Secondary Reading Instruction, TPE 7

Learning objectives

Define adolescence, understand developmental theory, and explain why studying adolescent development can help educators support struggling readers
Describe neurophysiological, social-emotional, and cognitive changes during adolescence and implications for reading development
Understand how current trends in adolescent social contexts and educational contexts may affect their reading development
Describe the roles of academic vocabulary and advanced word study instruction in the reading development of adolescents
Understand what is meant by “close” reading and “deep reading” and provide instructional strategies to support reading comprehension before, during, and after reading
Identify signs of dyslexia and other reading struggles characteristic of students in middle and high school
Understand how randomized controlled trials, meta-analyses, and effect sizes are used to evaluate the effectiveness of reading interventions
Identify and apply evidence-based intervention strategies and instructional materials to support older struggling readers with word reading/decoding, spelling, vocabulary, fluency, and reading comprehension
Discuss the benefits and the implementation of multi-component reading interventions
Describe how families can provide emotional and practical support and serve as advocates for their teen who is struggling with reading

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Added on 6/30/2026 · Last updated on 6/30/2026