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ERIC Number: EJ932960
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0040-5841
Promoting the Comprehension of Teachers and Students Using Young Adult Literature
Henderson, Shannon C.; Buskist, Connie
Theory Into Practice, v50 n3 p231-238 2011
Adolescents who struggle with reading most often encounter problems with comprehension, rather than the ability to read words. Comprehension is a dynamic process that requires the reader to use multiple strategies as meaning is constructed. To improve the reading comprehension of their students, teachers must be knowledgeable about what comprehension is and be aware of their own comprehension processes as they read. Middle and high school teachers who engage in discussions with colleagues about young adult literature come to understand the importance of authentic dialogue to comprehension and discover more about their own comprehension processes. This article discusses what reading comprehension is and the importance of discussion in constructing meaning from text. We examine teachers' conversations about young adult texts and present suggestions for professional development that will improve teachers' understanding of reading comprehension and help them in facilitating discussion of young adult texts with their students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A