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RSU 40 faculty warn of high‑school reading gaps; call for testing pathway and targeted intervention
Summary
English department staff told the learning committee that many students arrive in grade 9 with persistent reading deficits and recommended a testing pathway, targeted assessments and at least one dedicated intervention teacher to close gaps over time.
Members of RSU 40’s English department told the district learning committee that the district lacks consistent, evidence‑based interventions for high‑school students who continue to struggle with reading.
Amber Russo, an English teacher working toward a doctorate in literacy, summarized classroom practice and the department’s recommendations. “Literacy is everywhere,” Russo said, adding that instruction currently relies on differentiated guided reading, scaffolded writing and vocabulary practice but that attendance and behavioral needs make sustained progress difficult. She noted short texts and online reading habits are changing students’…
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