ERIC Number: ED497278
Record Type: Non-Journal
Publication Date: 2007
Is Literacy Enough? Pathways to Academic Success for Adolescents
Snow, Catherine E.; Porche, Michelle V.; Tabors, Patton O.; Harris, Stephanie R.
Brookes Publishing Company
Four literacy experts lay out the evidence in this compelling book, based on the well-known Home-School Study of Language and Literacy Development that inspired the landmark resource "Beginning Literacy with Language." Following a group of children living in low-income families from preschool through high school, the authors charted the students' outcomes using test data to reflect language and literacy skills, self-report data reflecting motivation and engagement in school, and interviews with students, teachers, and parents. Through the sobering discoveries made during this long-term study, readers will discover the critical importance of factors such as: (1) ongoing reading support in middle school and high school, especially in the area of comprehension; (2) academic and emotional support from teachers and parents; (3) the intermediate steps needed to achieve long-term goals; and (4) risk factors such as attending multiple schools, family disruption, and social-emotional difficulties. Readers will also see how the specific risk factor of poverty relates to achievement, motivation, and school climate, and how elements of a special education model--more student/teacher interaction, smaller class size, and student directed learning--could enhance the quality of educational programs serving all adolescents. With this enlightening, meticulously researched book, all education professionals will gain a better understanding of factors critical to school success--and learn how to develop programs that go beyond K-3 literacy to help adolescents reach their full potential. Following an About the Authors section, a Foreword (Timothy Shanahan and Cynthia R. Shanahan) and a Preface, this book contains eight chapters: (1) The Ever-Narrowing Path to School Success; (2) Closing the Literacy Achievement Gap and Promoting Reading for Learning: Two Challenges; (3) Early Language and Literacy Skills and Later Reading Comprehension: Literacy Predicts Literacy; (4) Continuities in Literacy, Discontinuities in Outcomes: Middle and High School; (5) Motivational and Scholastic Resources that Predict Academic Success; (6) Different Motivational Characteristics in Learners: The Carrot or the Stick?; (7) Projections of Triumph and Frustration; and (8) Lessons Learned and Lessons Needed: Seeking the Missing Puzzle Pieces. References and an Index are also included.
Descriptors: Literacy, Literacy Education, Adolescents, Reading Comprehension, Poverty, Low Income Groups, Academic Achievement, Language Skills, Reading Skills, Interviews, Longitudinal Studies, Outcomes of Education, High Risk Students, Student Motivation
Brookes Publishing Company. P.O. Box 10624, Baltimore, MD 21285. Tel: 800-638-3775; Fax: 410-337-8539; e-mail: firstname.lastname@example.org; Web site: http://www.brookespublishing.com
Publication Type: Books; Guides - Non-Classroom
Education Level: Elementary Secondary Education; High Schools; Junior High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A