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This is particularly true for students with learning disabilities. Secondary students' reading performance reaches a plateau during their high school years, and it is clear that the performance gap between their abilities and what they are expected to do widens (Mock, 2003). Adolescents who lack basic literacy skills need intensive, focused, sustained instruction to help them catch up with their peers.
Conclusion
Reading disabilities are life long; however, the effects may be mitigated to support learning, living, and earning, particularly when identified early and dealt with effectively. Language acquisition with phonemic awareness correlates to learning to read, plus it is an accurate predictor of reading success. Furthermore, it is important to identify reading disabilities early so that effective intervention strategies are employed. High school students are in a transitional phase and without the necessary scaffolding support and tools to enhance self-efficacy, young adults will have challenges to becoming self-sustaining. Hence, their success is based on the fundamental skills of reading, which in turns affect writing abilities. Developing literacy skills is an achievement that, once accomplished, will benefit a person throughout his or her lifetime (Bowman & Trainman, 2004).
Exhibit A
(American School Counselor Association, 2012)
A teenager's development can be divided into three stages -- early, middle, and late adolescence. The normal feelings and behaviors of adolescents for each stage are described below.
Early Adolescence
12-14 years
Movement Toward Independence
Struggle with sense of identity
Moodiness
Improved abilities to use speech to express oneself
More likely to express feelings by action than by words
Close friendships gain importance
Less attention shown to parents, with occasional rudeness
Realization that parents are not perfect; identification of their faults
Search for new people to love in addition to parents
Tendency to return to childish behavior
Peer group influences interests and clothing styles
Increasing career interests
Mostly interested in present and near future
Greater ability to work
Sexuality
Girls ahead of boys
Shyness, blushing, and modesty
More showing off
Greater interest in privacy
Worries about being normal
Ethics and Self-Direction
Rule and limit testing
Occasional experimentation with cigarettes, marijuana, and alcohol Capacity for abstract thought
Middle Adolescence
15-16 years
Movement Toward Independence
Self-involvement, alternating between unrealistically high expectations and poor self-concept
Complaints that parents interfere with independence
Extremely concerned with appearance and with one's own body
Feelings of strangeness about one's self and body
Lowered opinion of parents, withdrawal from them
Effort to make new friends
Strong emphasis on the new peer group
Periods of sadness as the psychological loss of the parents takes place
Examination of inner experiences, which may include writing a diary
Career Interests
Intellectual interests gain importance
Some sexual and aggressive energies directed into creative and career interests
Sexuality
Concerns about sexual attractiveness
Frequently changing relationships
Tenderness and fears shown toward opposite sex
Feelings of love and passion
Ethics and Self-Description
Development of ideals and selection of role models
More consistent evidence of conscience
Greater capacity for setting goals
Interest in moral reasoning
Late Adolescence
17-19 years
Movement Toward Independence
Firmer identity
Ability to delay gratification
Ability to think ideas through
Ability to express ideas in words
More developed sense of humor
Stable interests
Greater emotional stability
Ability to make independent decisions
Ability to compromise
Pride in one's work
Self-reliance
Greater concern for others
Career Interests
More defined work habits
Higher level of concern for the future
Thoughts about one's role in life
Sexuality
Concerned with serious relationships
Clear sexual identity
Capacities for love
Ethics and Self-Direction
Capable of useful insight
Stress on personal dignity and self-esteem
Ability to set goals and follow through
Acceptance of social institutions and cultural traditions
Self-regulation of self-esteem
References
American School Counselor Association.(2012). Adolescent development. Retrieved from http://www.teachervision.fen.com/growth-and-development/child-development/2874.html?detoured=1
Bowman, M., & Treiman, R. (2004). Stepping stones to reading. Theory Into Practice, 43(4), 295-303.
Catone, W.V., & Brady, S.A. (2005). The Inadequacy of Individual Educational Program (IEP) Goals for High School Students with Word-level Reading Difficulties. Annals Of Dyslexia, 55(1), 53-78.
Hock, M.D. (2003). "No Child" leaves behind teen reading proficiency. Education Digest, 69(4), 27.
Horowitz, S.H. (2006). You want me to what? Read? Children's Voice, 15(6), 17.
National Center for Learning Disabilities - NCLD. (9 March 2009). Learning disability fast facts. Retrieved….....