Recharge Adolescent Literacy: Strategies to Foster Joyful and Proficient Readers
There are many adolescent readers who, for a variety of reasons, find it difficult to connect with written words and have fallen behind on their foundational reading skills. Thankfully, it’s never too late to give these necessary skills a boost and help students find joy in reading and learning. Armed with equity, empathy, evidence-based research, and practical application, Teaching Foundational Skills to Adolescent Readers provides classroom practices teachers can use with the whole class or with small groups to integrate reading support seamlessly with grade-level content learning.
Bestselling authors Douglas Fisher and Nancy Frey, along with Sarah Ortega, Kierstan Barbee, and Aida Allen-Rotell, creatively organize the book around a metaphor: adolescent literacy is a battery—when all the parts are connected, working together, and fully charged—literacy can thrive. Throughout the book, the following features will guide your learning:
- Plug Into the Research – an overview of the evidence-based research supporting each section of the literacy model
- Power Up Classroom Practice – connecting the dots on the research, classroom practice and human aspects of learning
- Voices from the Field – classroom examples of application and strategies from other secondary educators
- Take Charge – key takeaways and reflection questions
- Tips on building and organizing your classroom library to incorporate tools, technology, and media available to maximize lesson effectiveness
- Dozens of videos to model time-efficient strategies and key concepts
Table of Content
Introduction
Chapter 1: Self-Efficacy: A Foundational Skill for Adolescent Success
Chapter 2: Background Knowledge: From the Known to the New
Chapter 3: Word Recognition: Free Up Cognitive Space, One Word at a Time
Chapter 4: Word Knowledge: The More You Know, the More You Can Learn
Chapter 5: Sentence Analysis: Unlocking the Structure of Language
Chapter 6: Verbal Reasoning: Thinking with Words Across Texts
Chapter 7: Intervention: Supporting Readers to Develop Automaticity in Word Recognition
CODA
References
About the author
Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.
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