The professional literature and discourse continually reinforces the importance of building and strengthening the reading skills of young children. However, the importance of literacy instruction at the secondary level, particularly for adolescents who still struggle with reading, has long been overlooked. This project is developing and testing a professional development intervention in reading for teachers who work with adolescents in secondary alternative school settings. The need for this PDI is particularly acute because teachers in alternative settings are often physically and professionally isolated and students in these settings currently experience poor reading achievement and academic outcomes. To address the individual needs of teachers who work in alternative settings, we will employ an iterative and multifaceted approach to developing and implementing professional development.

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