A Structured Literacy Approach to Support Striving Readers in Secondary Grades

Meaningful Transactions through Morphological Awareness and Fluency Building

Authors

  • Samantha Bart-Addison University of West Georgia
  • Dr. Robert A. Griffin University of West Georgia

DOI:

https://doi.org/10.56887/galiteracy.13

Keywords:

striving readers, structured literacy, transactional theory, fluency, prosody, comprehension

Abstract

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.

Author Biographies

  • Samantha Bart-Addison, University of West Georgia

    Samantha Bart-Addison ([email protected]) is a graduate student in the M.Ed. in Reading Instruction program at the University of West Georgia. She is also a certified teacher with public and private school experience. As a veteran teacher, she has a unique background that gives a well-balanced approach to the classroom. This includes differentiated instruction, acute attention to higher-order learning techniques, and meaningful student interaction.

  • Dr. Robert A. Griffin, University of West Georgia

    Dr. Robert A. Griffin ([email protected]) is an assistant professor in the Department of Literacy and Special Education at the University of West Georgia, Carrollton, GA 30118.

Structured Literacy in Secondary Grades (Bart-Addison & Griffin, 2021)

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Published

12/02/2021

Issue

Section

Research and Practitioner Articles

How to Cite

Bart-Addison, S., & Griffin, R. (2021). A Structured Literacy Approach to Support Striving Readers in Secondary Grades: Meaningful Transactions through Morphological Awareness and Fluency Building. Georgia Journal of Literacy, 44(1), 7-23. https://doi.org/10.56887/galiteracy.13

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