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It explains challenges such as limited access to prior school records, delays in screening and identification of physical, academic, and emotional needs, and substantial reading-performance gaps in phonological processing, oral reading fluency, and comprehension. 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The mission of NDTAC is to improve educational programming for youth who are neglected, delinquent, or at risk of academic failure. NDTAC’s mandates are to provide information, resources, and direct technical assistance to States and those who support or provide education to youth who are neglected or delinquent, to develop a model and tools to assist States and providers with reporting data and evaluating their services, and to serve as a facilitator to increase information-sharing and peer-to-peer learning at the State and local levels. For additional information on NDTAC, visit [https://neglected-delinquent.ed.gov/](https://neglected-delinquent.ed.gov/) .  \nSuggested Citation  \nSalinger, T. (2018). Adolescent literacy guide: Meeting the literacy needs of students in juvenile justice facilities. Washington, DC: American Institutes for Research, National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth.  \nThe content of this document does not necessarily reflect the views or policies of the U.S. Department of Education. This document was produced by NDTAC at AIR with funding from the Student Achievement and School Accountability Programs, Office of Elementary and Secondary Education, U.S. Department of Education, under contract no. ED-ESE-15-O-5037. Permission is granted to reproduce this document.  \nMeeting the Literacy Needs of Students in Juvenile Justice Facilities  \nThis Adolescent Literacy Guide will provide guidance to both administrators and teachers who want to increase opportunities for students in juvenile justice facilities to improve their literacy skills. A secondary audience is neglected and delinquent coordinators at the local and State levels.  \nRecognizing the Challenges and Finding Opportunities  \nThe law requires that juvenile justice facilities must provide education to all school-age students, and these facilities often do so despite challenges that would baffle most high school administrators and teachers. Many students arrive at their assigned facility well in advance of their prior school records, which would help support staff and teachers plan the most effective educational program for the newly placed youth. A lack of records means that immediate screening procedures are essential to help staff identify students’ physical, academic, and emotional needs. Problems may be relatively easy to address, such as getting students glasses if vision screening determines need (Sparks & Harwin, 2018), ensuring that students who have been consistently truant now attend class regularly, or providing meals routinely to students who have experienced food insecurity.  \nOther conditions present far greater challenges. Although a wide range of abilities often are represented in any cohort in a juvenile justice facility, a substantial number of the students most likely will perform below expectations for their age in key content areas such as reading (Davis et al., 2014). Gaps in skills at the basic levels of phonological processing, oral reading fluency skills, and low levels of comprehension are not uncommon. Although some students may have mastered these reading basics, they may lack proficiency for critical reading, have low levels of the academic vocabulary needed for content-area reading, and lack the general or content-specific background knowledge that helps them make sense of what they read and what teachers teach (H","cbCaif2DXirKchhT","https://ap.wps.com/l/cbCaif2DXirKchhT","pdf",470035,21,"English","# Recognizing the Challenges and Finding Opportunities\n## Using This Guide","[{\"question\":\"Who is this adolescent literacy guide intended for?\",\"answer\":\"The guide supports administrators and teachers working with students in juvenile justice facilities. It also targets neglected and delinquent coordinators at local and state levels.\"},{\"question\":\"What major challenge does the guide emphasize at facility entry?\",\"answer\":\"Students often arrive before prior school records are available, making immediate screening essential to identify physical, academic, and emotional needs.\"},{\"question\":\"What reading-related difficulties are commonly described?\",\"answer\":\"The guide notes gaps in phonological processing, oral reading fluency, comprehension, and academic vocabulary, along with limited background knowledge that helps students make sense of texts and instruction.\"}]","ADOLESCENT LITERACY GUIDE - Meeting the Literacy Needs of Students in Juvenile Justice Facilities - Second Edition | PDF",1792054783,53]