Dear Editor,

Improving literacy at the secondary level remains a priority across Jamaica, particularly for students who enter high school with gaps in foundational reading skills.

During the 2025-2026 academic year, Hopewell High School implemented a revised instructional approach designed to support students requiring additional literacy development. The initiative was supported by Acting Principal Leroy Gordon and Acting Vice-Principal Veta Porter-Brown, who encouraged the use of structured interventions and collaborative teaching practices across the school.

At the start of the school year, diagnostic assessments revealed that several students were performing below expected levels in reading comprehension, vocabulary, and written expression. In response, the school introduced extended literacy sessions through double-period classes. Teachers also strengthened their collaboration through regular Professional Learning Community meetings in which they reviewed student data and discussed strategies to address identified learning gaps. This process helped create a more consistent approach to literacy instruction and allowed teachers to respond quickly when students showed signs of difficulty.

The increased instructional time allowed for more guided reading, targeted vocabulary instruction, and structured writing practice. Students were able to engage more deeply with texts, ask questions, and receive immediate feedback. At the same time, teachers used their meetings to analyse assessment results, identify common challenges, and adjust lesson delivery to better meet student needs.

Within weeks, teachers began to observe noticeable changes in student engagement. Learners who had previously shown reluctance towards reading activities were participating more actively in class discussions and demonstrating greater confidence when attempting tasks. The additional time provided opportunities for reteaching and reinforcement, ensuring that students had a clearer understanding before moving on to new concepts.

By the end of the intervention period, post-assessment data reflected measurable academic improvement. A majority of students recorded higher literacy scores, with several demonstrating gains of more than 20 percentage points. Improvements were evident across multiple skill areas, including comprehension, vocabulary usage, and the structure of written responses.

One student, for example, began the programme with a diagnostic score in the low 30 per cent range. Through consistent exposure to structured reading activities and targeted support, the student achieved a post-assessment score in the mid-60 per cent range. The student also began volunteering to read aloud in class, showing a level of confidence that had not been evident at the start of the year.

The school year also presented challenges. Hurricane Melissa during the first term disrupted face-to-face instruction and required adjustments to the teaching schedule. Despite this, the structured nature of the literacy intervention allowed teachers and students to resume progress with minimal loss of continuity once normal operations were restored.

Essentially, the experience at Hopewell High School demonstrates that meaningful literacy improvement is achievable when increased instructional time is combined with strong teacher collaboration and administrative support. When educators work collectively to analyse data and refine their practice, students benefit from more focused and supportive learning environments.

Fiona Clarke

Alternative Pathways to Secondary Education educator

Hopewell High School

cfiona650@gmail.com