Using an Instructional Protocol to Increase the Literacy Achievement of Secondary Students with Limited or Interrupted Formal Education (SLIFE)

Abstract

This study seeks to examine factors contributing to the low literacy achievement of students with limited or interrupted formal education (SLIFE) at the secondary level, institutional data illustrating this problem in a particular context (Newcomer Academy), as well as a possible solution addressing this problem, namely implementing a specific instructional protocol. This study followed a qualitative research design informed by pre-post test data, in order to answer the following research questions: How does a highly-structured instructional protocol, the adapted Writing with Colors strategy, meet the literacy needs of adolescent SLIFE? From the perspective of SLIFE, how effective is the adapted Writing with Colors instructional protocol at helping students improve their literacy skills? The strategies for data collection included interviews, student focus group, observations, document analysis, and classroom assessment data. Evidence suggests that the adapted Writing with Colors protocol enables SLIFE to identify, recognize, and internalize the components and patterns of academic writing. Additionally, data show that the protocol develops and strengthens the literacy skills of SLIFE through the systematic integration of a wide variety of supports. Moreover, evidence suggests that the protocol is perceived as effective in improving the reading and writing skills of SLIFE. The study concludes with several recommendations across the areas of practice, policy, and research.