[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584273-105":59,"doc-detail-584273-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","adolescent-literacy-policy-fundamental-principles-excelined-policy-toolkit-2026","ADOLESCENT LITERACY POLICY - Fundamental Principles - ExcelinEd Policy Toolkit-2026","","Adolescent Literacy Policy outlines how literacy instruction must extend beyond early grades to sustain evidence-based reading development across the K–12 continuum. It argues for linking foundational skills with content-rich instruction so students gain both decoding and the vocabulary and knowledge needed for comprehension. The policy highlights trends from NAEP showing declines in eighth grade reading achievement and presents a research-grounded set of 16 principles for grades 4–8 focused on support systems, assessment and family communication, instruction and intervention, and accountability and reporting.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adolescent-literacy-policy-fundamental-principles-excelined-policy-toolkit-2026/584273/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adolescent-literacy-policy-fundamental-principles-excelined-policy-toolkit-2026/584273.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"为什么需要把识字政策从低年级延伸到青少年阶段？","Question",{"text":112,"@type":113},"因为仅靠基础技能无法确保长期阅读成功。学生在K-8过程中需要持续的技能与内容协同发展，且若缺少对困难的识别与监测，较高年级的阅读需求常会被忽视。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"NAEP数据说明了什么阅读问题？",{"text":117,"@type":113},"NAEP显示八年级阅读成绩呈下降趋势。自2011年以来，50个州中的47个在八年级NAEP阅读测评中出现下滑，其中18个州降幅达到10分或以上；同时三分之一的八年级学生低于NAEP基本水平。",{"name":119,"@type":110,"acceptedAnswer":120},"该政策在4-8年级实施了哪些核心支持系统？",{"text":121,"@type":113},"政策将原则组织为四个关键系统：对教育者的支持；评估与家长/监护人通知；基于证据的阅读教学与干预；以及问责与报告。这些系统共同加强青少年识字政策的落实并提升所有学生的阅读结果。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584273,1792816171,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","ADOLESCENT LITERACY POLICY  \nFor decades,literacy policy has centered on ensuring that students learn to read by the end of thirdgrade.However,developing strong readers requires more than foundational skills alone.From theearliest years through adolescence,students require reading skills such as phonics and decoding inconjunction with exposure to rich academic content that builds students'vocabulary and knowledge.Content and skills develop simultaneously and are essentialto long-term reading success.  \nThird grade remains a critical milestone,but it is not the finish line.The development of core readingskills continues well beyond grade 3.Too often,literacy instruction separates skills from content.Decoding is often emphasized in early grades while access to rigorous texts is reserved forlater grades.As a result,some students fall behind,lacking either the background knowledge to comprehend difficulttexts or the decoding skills necessary to access them.  \nOnce students move from the early grades into upper elementary and middle school,the books andmaterials they encounter become more challenging.As students progress along that K-8 continuum,educators must continue building foundational skills while also deepening students'knowledge andvocabulary through content-rich instruction.Without direct teaching and regular checks to identifywhere students are struggling,many older students'reading needs go unnoticed.The data bear out theneed for this continued approach.  \nThe NationalAssessment of Educational Progress(NAEP)indicates a downward trend in eighth gradereading achievement,even as some states have improved in fourth grade.Forty-seven of50 states havedeclined on the eighth grade NAEP reading assessment since 2011.For18 of these states,the declinewas 10 points ormore,equivalent to onegrade level.One-third of the nation's eighth grade students arereading below the NAEP Basic level  \nA comprehensive literacy policy must extend beyond the early grades to ensure sustained,evidence-based instruction and progress monitoring throughout the K-12 continuum.This does not mean applyingthe exact same early elementary approaches to adolescents,but it does require embracing the linkbetween skills and content.Students need both in tandem to become proficient readers.  \nBuilding on ourfundamental principles of early literacy policy,ExcelinEd has identified 16 fundamentalprinciples forgrades 4-8grounded in research and designed to guide states,districts and educators instrengthening instruction,systems and supports.  \nADOLESCENT LITERACY POLICY  \n# Fundamental PrinciplesExcelinEd Policy Toolkit-2026\n\nThese principles are organized into a coherent,comprehensive approach across four key systems ofsupport:supports foreducators;assessment and parent/guardian notification;evidence-based readinginstruction and intervention;and accountability and reporting.Together,these systems strengthen theimplementation of adolescent literacy policy and improve reading outcomes forall students.  \n## ADOLESCENT LITERACY FUNDAMENTAL PRINCIPLES\n\nSystem of Support for Educators  \nThese principles establish a coherent,statewide system of support to ensure educators at every level are prepared andsustained in delivering effective,evidence-based instruction.By strengthening preparation pathways,providingdifferentiated professional learning,embedding ongoing coaching,and ensuring access to a reading specialist orinterventionist in grades 4-8,this system builds the instructional capacity necessary to improve literacy outcomes forall students.  \n## Fundamental Principles\n\n1.Differentiated statewide science of reading training for school and district leaders,teachers,literacycoaches,reading specialists or interventionists,tutors and other designated staff -Professional training isdifferentiated by role and ensures that all secondary educators understand how literacy demands evolve acrossgrades,how students vary in literacy strengths and needs,and how discipline-specific text","cbCaiu36ACd7NMcG","https://ap.wps.com/l/cbCaiu36ACd7NMcG","pdf",1012656,"English","# Fundamental Principles\n## System of Support for Educators\n## Assessment and Parent/Guardian Notification\n## Reading Instruction and Intervention","[{\"question\":\"为什么需要把识字政策从低年级延伸到青少年阶段？\",\"answer\":\"因为仅靠基础技能无法确保长期阅读成功。学生在K-8过程中需要持续的技能与内容协同发展，且若缺少对困难的识别与监测，较高年级的阅读需求常会被忽视。\"},{\"question\":\"NAEP数据说明了什么阅读问题？\",\"answer\":\"NAEP显示八年级阅读成绩呈下降趋势。自2011年以来，50个州中的47个在八年级NAEP阅读测评中出现下滑，其中18个州降幅达到10分或以上；同时三分之一的八年级学生低于NAEP基本水平。\"},{\"question\":\"该政策在4-8年级实施了哪些核心支持系统？\",\"answer\":\"政策将原则组织为四个关键系统：对教育者的支持；评估与家长/监护人通知；基于证据的阅读教学与干预；以及问责与报告。这些系统共同加强青少年识字政策的落实并提升所有学生的阅读结果。\"}]","ADOLESCENT LITERACY POLICY - Fundamental Principles - ExcelinEd Policy Toolkit-2026 | PDF",1792050380]