Adolescent writing and writing instruction: introduction to the special issue

Adolescent writing and writing instruction: introduction to the special issue Read Writ (2014) 27:969–972 DOI 10.1007/s11145-014-9497-0 EDITORIAL Adolescent writing and writing instruction: introduction to the special issue • • Steve Graham Jessica Early Kristen Wilcox Published online: 22 January 2014 Springer Science+Business Media Dordrecht 2014 In recent years, there has been a renewed focus on literacy and adolescents. This has been spurred in part by concerns that the majority of students in the United States do not read or write well enough to meet grade-level demands (see reports from Lee et al., 2007; National Center for Education Statistics, 2012; Salahu-Din, Persky, & Miller, 2008) and youngsters with poor literacy skills are more likely to drop out of school than those with strong literacy skills (National Center for Educational Statistics, 2005). Concerns about literacy attainment are not limited just to adolescents’ middle and high school years, but extend to college and work. Many students seeking a college education or jobs that pay a living wage do not have the literacy skills needed to be successful (Southern Regional Educational Board, 2006). In fact, universities and businesses spend close to $20 billion dollars annually to address this problem (Greene, 2000; National Commission on Writing, 2004). These concerns have led to calls to Reading and Writing Springer Journals

Adolescent writing and writing instruction: introduction to the special issue

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Springer Netherlands
Copyright © 2014 by Springer Science+Business Media Dordrecht
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
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