ERIC Number: ED489449
Record Type: Non-Journal
Publication Date: 2004-Apr
Adolescent Literacy Research and Practice
Jetton, Tamara L., Ed.; Dole, Janice A., Ed.
Guilford Publications, ISBN-1-59385-021-2
This book addresses the role of literacy instruction in enhancing content area learning and fostering student motivation and success well beyond the primary grades. The unique literacy needs of middle school and secondary students are thoroughly examined and effective practices and interventions identified. Reviewing the breadth of current knowledge, leading authorities cover such important topics as: How literacy skills develop in grades 5-12; Ways to incorporate literacy learning into English, social studies, math, and science; Struggling adolescent readers and writers: what works in assessment and intervention; Special challenges facing English language learners and culturally diverse students; and Implications for teacher training, policy, and future research. This book is organized into the following sections and chapters: Section I, Teaching Content Domains through Literacy, contains: (1) Domains, Teaching, and Literacy, Jetton and Alexander; (2) Teaching English from a Literary Perspective: The Goal of High Literacy for All Students, Slater; (3) Overcoming the Dominance of Communication: Writing to Think and to Learn, T. Shanahan; (4) Teaching Science through Literacy, C. Shanahan; and (5) Learning to Think like a Historian: Disciplinary Knowledge through Critical Analysis of Multiple Documents, Stahl and C. Shanahan. Section II. Teaching Adolescents with Literacy Difficulties; (6) Adolescents Who Struggle with Word Identification: Research and Practice, Curtis; (7) Teaching Struggling Adolescent Readers to Comprehend What They Read, Underwood and Pearson; (8) Helping Adolescent Readers through Explicit Strategy Instruction, Nokes and Dole; (9) Strategies for Struggling Second-Language Readers, Klingner and Vaughn; (10) Literacy Intervention Programs at the Middle and High School Levels, Alvermann and Rush; and (11) Differentiating Instruction: A Synthesis of Key Research and Guidelines, Tomlinson. Section III, Critical Issues in Adolescent Literacy, contains: (12) Motivated Reader, Engaged Writer: The Role of Motivation in the Literate Acts of Adolescents, Reed, Schallert, Beth, and Woodruff; (13)Motivating Adolescent Readers through Concept-Oriented Reading Instruction, Swan; (14) Addressing the Literacy Needs of Adolescent English Language Learners, Garc'a and Godina; (15) Culturally Responsive Practices for Youth; (16) Adolescents, Computer Technology, and Literacy, Kim and Kamil; (17) Assessing Adolescent Reading, Afflerbach; and (18) Teacher Education and Adolescent Literacy, Bean and Harper. Section IV, Reflections on Theory and Current Practice, contains: (19) The Need for Research on Secondary Literacy Education, Pressley; and (20) Theories and Constructs That Have Made a Significant Difference in Adolescent Literacy--But Have the Potential to Produce Still More Positive Results, Graves.
Descriptors: English (Second Language), Reading Instruction, Intervention, English Instruction, Computers, Adolescents, Literacy, Literacy Education, Student Motivation, Integrated Curriculum, Secondary School Students, Middle School Students
Guilford Press, 72 Spring Street, New York, NY 10012. Tel: 800-365-7006, ext. 3 (Toll Free); Tel: 212-431-9800, ext. 3; Fax: 212-966-6708; e-mail: firstname.lastname@example.org.
Publication Type: Books; Reports - Descriptive
Education Level: Middle Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A