ERIC Number: ED501170
Record Type: Non-Journal
Publication Date: 2008-Apr
Best Practices in Adolescent Literacy Instruction. Solving Problems in the Teaching of Literacy
Hinchman, Kathleen A., Ed.; Sheridan-Thomas, Heather K., Ed.
Covering everything from day-to-day learning activities to schoolwide goals, this engaging book reviews key topics in literacy instruction for grades 5-12 and provides research-based recommendations for practice. Leading scholars present culturally responsive strategies for motivating adolescents; using multiple texts and digital media; integrating literacy instruction with science, social studies, and math; and teaching English language learners and struggling readers. Vivid case studies, thoughtful discussion questions and activities in each chapter, and detailed ideas for program and lesson planning make this an indispensable classroom resource and professional development tool. Following a foreword by Donna A. Alvermann, the book is divided into three parts. Part I, Perspectives toward Adolescent Literacy Instruction, presents: (1) Discussing Texts with Adolescents in Culturally Responsive Ways (Alfred W. Tatum); (2) Meaningful Content for Middle School Students for Whom English Is an Additional Language (Eliane Rubinstein-Avila and Janelle Johnson); (3) Rethinking Literacy Learning and Teaching: Intersections of Adolescents' In-School and Out-of-School Literacy Practices (Shelley Hong Xu); (4) iLife: Understanding and Connecting to the Digital Literacies of Adolescents (Dana J. Wilber); and (5) The Role of Motivation in Engaged Reading of Adolescents (David G. O'Brien and Deborah R. Dillon). Part II, Developing Reading and Writing Strategies for Multiple Contexts, continues with: (6) Actively Engaging Middle School Students with Words (Karen Bromley); (7) Strategy Matters: Comprehension Instruction for Older Youth (Rachel Brown); (8) Reading and Writing across Multiple Texts (Cynthia Hynd Shanahan); (9) Multimodality and Literacy Learning: Using Multiple Texts to Enhance Content-Area Learning (Fenice B. Boyd and Mary K. Thompson); (10) Assisting Struggling Readers with Textbook Comprehension (Heather K. Sheridan-Thomas); (11) The Reality of Challenging Texts in High School Science and Social Studies: How Teachers Can Mediate Comprehension (Elizabeth Birr Moje and Jennifer Speyer); (12) Humanities Instruction for Adolescent Literacy Learners (Kelly Chandler-Olcott); and (13) Fostering Acquisition of Official Mathematics Language (Codruta Temple and Kathleen A. Hinchman). Part III, Adolescent Literacy Program Issues, concludes with: (14) Intervening When Older Youth Struggle with Reading (Gay Ivey); (15) Instructional Moves That Support Adolescent Learners Who Have Histories of Failure (Douglas Fisher); (16) Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class (Cindy Litman and Cynthia Greenleaf); (17) Literacy Assessment for Adolescents: What's Fair about It? (Mark W. Conley); (18) Program Development (David W. Moore); and (19) Multiple Dimensions of Adolescent Literacy Teacher Education (Patricia L. Anders).
Descriptors: Middle School Students, Adolescents, Literacy, Program Development, Humanities, Reading Instruction, Case Studies, Culturally Relevant Education, Second Language Instruction, Recreational Reading, Computer Software, Computer Literacy, Student Motivation, Writing Instruction, Reading Comprehension, Learning Modalities, Reading Difficulties, High School Students, Science Instruction, Social Studies, Mathematics Instruction, Chemistry, Low Achievement, Teacher Education, Teaching Methods, Discussion, Student Evaluation, Problem Solving
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: firstname.lastname@example.org; Web site: http://www.guilford.com
Publication Type: Books; Collected Works - General
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools; Secondary Education
Audience: Teachers; Administrators
Authoring Institution: N/A