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Journal Articles; Reports - Descriptive
High school students from culturally and linguistically diverse backgrounds frequently struggle with the literacy demands of middle and high school curricula. Many students with severe impairments do not have basic phonological awareness and decoding skills. To improve the reading achievement of these students and promote their success in content-area classes, teachers must apply best practices supported by reading research to help these students close the gap between themselves and their normally achieving peers. Teachers who use direct and explicit instructional strategies that are both developmentally appropriate and culturally and linguistically responsive are most likely to be effective with students of diverse backgrounds. It is critical that the intervention match the student's level of reading development. Opportunities to improve phonological awareness and decoding skills will assist these students in building reading fluency, developing vocabulary knowledge, and enhancing comprehension. This article provides tips on how to improve phonological and decoding skills of high school students from diverse backgrounds.