In this article, Catherine Snow, Twakia Martin, and Ilene Berman describe professional development institutes offered in 2001 and 2002 by the Harvard Graduate School of Education and the National Governors Association Center for Best Practices to familiarize state-level policymakers with research on adolescent literacy and to guide states' development of effective literacy plans. The authors then review the literacy plans that four of the participating states developed in the years following their institute involvement and discuss ways in which the content of the literacy institutes is reflected in these states' plans. In conclusion, the authors call on higher education institutions to help state policymakers develop and evaluate initiatives intended to increase adolescents' reading skills. They also call for broader cross-state comparisons of states' strategies for improving adolescent literacy.
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1 April 2008
Research Article|
September 09 2008
State Literacy Plans: Incorporating Adolescent Literacy
CATHERINE SNOW;
CATHERINE SNOW
1
Harvard Graduate School of Education
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TWAKIA MARTIN;
TWAKIA MARTIN
1
Harvard Graduate School of Education
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ILENE BERMAN
ILENE BERMAN
2
National Governors Association Center for Best Practices
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Harvard Educational Review (2008) 78 (1): 211–230.
Citation
CATHERINE SNOW, TWAKIA MARTIN, ILENE BERMAN; State Literacy Plans: Incorporating Adolescent Literacy. Harvard Educational Review 1 April 2008; 78 (1): 211–230. doi: https://doi.org/10.17763/haer.78.1.m96u215h587348hn
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