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To support skills development, high school literacy should be addressed by presenting subject-specific content in several forms (video, podcast, posters, graphic organizers) and by offering students ‘writing to learn’ activities, for example by writing informative brochures using ICT (software for graphics, drawings, diagramming) to demonstrate their understanding.

Explicit teaching of reading comprehension strategies and writing strategies supported by metacognitive discussions aimed at developing self-regulation strategies in students are good practices to adopt in all high school subjects.

Reading should no longer be seen as a solitary activity, but rather as an interaction.

Reading should no longer be seen as a solitary activity, but as an interaction between the reader and the text, as well as between peer readers. The formation of pairs, teams and small discussion groups is recommended in the classroom to promote understanding of texts read in high school.

For the development of writing skills, peer interaction during complex tasks and collective prewriting activities, the development of graphic organizers, and teacher or peer feedback are good practices to adopt in the classroom, with all students. The programs, practices, approaches and tools identified to improve high school literacy teaching practices aim to teach a diversity of students while taking into account the organizational reality of secondary schools; they should be covered in initial teacher training as well as in continuing education.

Further studies will be needed to better understand, among other things, the effects of co-teaching of reading and writing, and of multimodal digital literacy in high school.

Main researcher

France Dubé, Université du Québec à Montréal

Summary

Research report

Call for proposals

Deposit of the research report: November 2018