NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1024777
Record Type: Journal
Publication Date: 2014-Apr
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1081-3004
Scaffolding High School Students' Reading of Complex Texts Using Linked Text Sets
Elish-Piper, Laurie; Wold, Linda S.; Schwingendorf, Kathy
Journal of Adolescent & Adult Literacy, v57 n7 p565-574 Apr 2014
Linked text sets (LTS) offer a promising approach to bring together adolescent students and complex texts, such as those required by the Common Core State Standards, using strategic scaffolding. LTS include a variety of print and media texts that address a guiding question that is meaningful to students such as, "Why is growing up so difficult?" The LTS approach is organized around three phases: Engagement, Exploration, and Expansion. As students progress through the phases, they are able to build their interest, background knowledge, and strategies so they will be ready to read target complex texts. This manuscript illustrates LTS in action in a tenth grade ELA class using a wide variety of print and media texts including the adolescent novel, "Staying Fat" for Sarah Byrnes and the canonical novel, "To Kill a Mockingbird" as target complex texts.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A