Thorough and accessible, this professional resource and text shows how the latest research in adolescent literacy can be translated into effective practice in middle and high school classrooms. Leading authorities discuss findings on the adolescent learner, addressing such essential topics as comprehension, content-area literacy, differentiated instruction, gender differences in literacy learning, and English language learners. With a focus on evidence-based methods, coverage ranges from techniques for building digital literacy and comprehension skills to strategies for flexible grouping and writing instruction. Ideal for courses in adolescent literacy, each chapter includes guiding questions, discussion questions, and classroom examples.
Table des matières
Introduction: The Case for Improving Adolescent Literacy Instruction, William E. Blanton and Karen D. Wood
1. Advocating Reading Instruction in Middle and High School Classrooms, David W. Moore
I. Literacy and the Adolescent Learner
2. The ‘Adolescent’ in Adolescent Literacy: A Preliminary Review, Thomas W. Bean and Helen J. Harper
3. Enhancing Adolescent Self-Efficacy for Literacy, Patrick Mc Cabe
4. Content-Area Reading: Past, Present, and Future, Maryann Mraz, Robert J. Rickelman, and Richard T. Vacca
5. Promoting Adolescent Literacy through Parental Involvement: Making It Happen, Timothy Rasinski, Nancy D. Padak, and Kristy Pytash
6. Literacy Coaching in Middle and High Schools, Rita M. Bean and Ellen Eisenberg
7. Meeting the Needs of English Language Learners in the Middle and Secondary Classroom, Paola Pilonieta and Adriana L. Medina
8. Responsible Differentiated Instruction for the Adolescent Learner: Promises, Pitfalls, and Possibilities, Jeanne Shay Schumm and Mary A. Avalos
9. Engaging Texts and Literacy Practices for Adolescent Boys, William G. Brozo and Courtney Gaskins
10. Paying Attention to Girls’ Literacy Needs, Marsha M. Sprague and Kara K. Keeling
11. Implications of Adolescents’ Popular Culture Use for School Literacy, Alison Heron-Hruby and Donna E. Alvermann
II. Teaching the Adolescent Learner: Research-Based Instructional Practices
12. Research-Based Instructional Literacy Practices: Challenges and Opportunities, Patricia L. Anders
13. Assessing Adolescent Literacy, William Dee Nichols, Barbara J. Walker, and Beverly K. Mc Intyre
14. Motivating Adolescent Learners to Read, Pamela J. Dunston and Linda B. Gambrell
15. Using Picture Books with Older Learners, Miriam Martinez, Nancy Roser, and Janis M. Harmon
16. Polysyllabic Words and Struggling Adolescent Readers: The Morphemic Link to Meaning, Reading, and Spelling ‘Big’ Words, Patricia M. Cunningham
17. Comprehension Is More Than a Strategy, Douglas Fisher, Nancy Frey, and Donna Ross
18. Vocabulary Learning in the Content Areas: Research-Based Practices for Middle and Secondary School Classrooms, Janis M. Harmon, Karen D. Wood, and Adriana L. Medina
19. Discussion-Based Instruction in the Middle and Secondary School Classroom, Thomas De Vere Wolsey and Diane Lapp
20. Writing Instruction for Adolescent Learners, Jane Hansen and Brian Kissel
21. Grouping in the Middle and Secondary Grades: Advancing Content and Literacy Knowledge, Jeanne R. Paratore and Rachel L. Mc Cormack
22. Promising Practices for Supporting Adolescents’ Online Literacy Development, Julie Coiro
23. Technology and Literacy: Current and Emerging Practices with Student 2.0 and Beyond, David G. O’Brien and Brock Dubbels
24. Engaging Adolescents in Thoughtful Literacy Practices, Danielle V. Dennis, Evan Lefsky, and Richard L. Allington
A propos de l’auteur
Karen D. Wood, Ph D, is Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. A former middle school reading teacher and K-12 literacy specialist in the public schools, she is the author of over 200 articles, chapters, and books on such topics as integrating literacy across the curriculum, meeting the needs of diverse learners, vocabulary and comprehension development, and translating research and theory into classroom practice. Dr. Wood began writing the “Research into Practice” column for the Middle School Journal in 1986 and continues as its author today. She was a member of the authorship team of the Mc Graw-Hill Basal Reading Series from 1989 to 2004 and was the former coeditor, along with William E. Blanton, of the journal Reading Research and Instruction.
William E. Blanton, Ed D, is Professor in the Language and Literacy Learning in Multilingual Settings Program at the University of Miami in Coral Gables, Florida. He has held faculty appointments at Indiana University and Appalachian State University, where he was a cofounder of the Laboratory of Technology and Learning. Dr. Blanton has coauthored reading instruction programs, edited journals in reading education, served on editorial boards of major journals, and published numerous articles and book chapters. His current research studies the role of culture in development, with a dual focus on characterizing children’s development and the development of the social institutions in which this process occurs.
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