New Web-Based Course: Adolescent Literacy

Adolescent LiteracyThis is a web-based course requiring an internet connection to access the required online reading materials. Course instructions provide direct links to the free, public-access online documents and available resources. This course presents evidence-based advice for improving adolescent reading and writing skills in content-area classes. Topics covered include decoding, morphology, fluency, vocabulary, text comprehension, reading assessment, writing, motivation, and the needs of diverse learners. Chapters in this document present information on the practices of good readers, challenges faced by adolescent readers, instruction techniques to improve skills, and areas for future research. This class is relevant to educators, school psychologists, counselors, speech-language pathologists, and instructional coaches. Course #10-35 | 2010 | 10 posttest questions | 4 page course download includes links to online documents and posttest questions

Learning Objectives:

  1. Identify the importance of literacy and among adolescents and the necessity of improving literacy skills in content-based classrooms.
  2. Describe the role of decoding as a reading skill for adolescents, and ways of addressing decoding within content-based classroom instruction.
  3. Describe the role of morphology as a reading skill for adolescents, and ways of addressing mophology within content-based classroom instruction.
  4. Describe the role of fluency as a reading skill for adolescents, and ways of addressing fluency within content-based classroom instruction.
  5. Describe the role of vocabulary as a reading skill for adolescents, and ways of addressing vocabulary within content-based classroom instruction.
  6. Describe the role of text comprehension as a reading skill for adolescents, and ways of addressing text comprehension within content-based classroom instruction.
  7. Describe the role of reading assessment within content-based classroom instruction.
  8. Describe the role of writing for adolescents, and ways of improving writing within content-based classroom instruction.
  9. Describe the role of motivation for adolescent readers, and ways of increasing motivation within content-based classroom instruction.
  10. Describe the needs of diverse adolescent learners with literacy issues within content-based classroom instruction.


National Institute for Literacy
The National Institute for Child Health and Human Development
The U.S. Department of Education’s Office for Vocational and Adult Education
National Institutes of Health

Accreditation Statement:

Professional Development Resources is recognized as a provider of continuing education by the following:
AOTA: American Occupational Therapy Association (#3159)
APA: American Psychological Association
ASWB: Association of Social Work Boards (#1046)
CDR: Commission on Dietetic Registration (#PR001)
NBCC: National Board for Certified Counselors (#5590)
NAADAC: National Association of Alcohol & Drug Abuse Counselors (#00279)
California: Board of Behavioral Sciences (#PCE1625)
Florida: Boards of SW, MFT & MHC (#BAP346); Psychology & School Psychology (#50-1635); Dietetics & Nutrition (#50-1635); Occupational Therapy Practice (#34). PDResources is CE Broker compliant.
Illinois: DPR for Social Work (#159-00531)
Ohio: Counselor, Social Worker & MFT Board (#RCST100501)
South Carolina: Board of Professional Counselors & MFTs (#193)
Texas: Board of Examiners of Marriage & Family Therapists (#114) & State Board of Social Worker Examiners (#5678)