Best Practices in Adolescent Literacy Instruction, Third Edition

by Hinchman, Kathleen A.; Sheridan-Thomas, Heather K.; Alvermann, Donna E.

• ISBN13: 9781462548262
• ISBN10: 1462548261
• eBook ISBN(s): 9781462548286
• Additional ISBN(s): 9781462515349
• Edition: 3rd
• Format: Paperback
• Copyright: 2022-04-01
• Publisher: The Guilford Press
• More Book Details

About This Book

Best Practices in Adolescent Literacy Instruction, Third Edition

This book is a comprehensive guide designed to help educators and students improve literacy skills in adolescents. It's a go-to resource for anyone involved in teaching and learning, particularly those working with teenagers.

Who Uses It?

Primarily, this book is used by educators, instructional coaches, and administrators in middle and high school settings. It's also valuable for parents and guardians who want to support their children's literacy development. The book is particularly useful for those working in special education, English language arts, and reading intervention programs.

History and Editions

The third edition of Best Practices in Adolescent Literacy Instruction has been updated to reflect current research and pedagogical practices. This edition includes 50% new material, addressing the evolving needs of adolescent learners. The book provides practical strategies and techniques for motivating students, fostering comprehension of various text types, and developing reading skills.

Author and Other Works

Kathleen A. Hinchman is the author of this book. She is a renowned expert in adolescent literacy and has contributed significantly to the field through her research and publications. While this book is her primary focus for this edition, her work continues to influence educational practices across the country.

Key Features

• Comprehensive Coverage: The book offers detailed strategies for improving adolescent literacy, covering a wide range of topics from text comprehension to reading motivation.
• Research-Based: The third edition incorporates the latest research in adolescent literacy, ensuring that the practices and techniques are evidence-based and effective.
• Pedagogical Insights: The book provides practical insights into classroom practices, making it easier for educators to implement the strategies discussed.
• Supportive Resources: While not explicitly mentioned, the book likely includes resources such as case studies, examples, and exercises that support its practical approach.

Detailed Information

ISBNs and Formats

• Paperback: ISBN-13: 9781462548262
• eBook: Available through various e-book platforms (no specific ISBN provided)
• Rental Options: Available for short-term, quarter, and semester rentals from eCampus.com and other retailers

Publication Details

• Publisher: The Guilford Press
• Publication Date: April 1st, 2022
• Number of Pages: 430 pages
• Language: English

Other Editions and Formats

While there are no other editions mentioned specifically, it's worth noting that related ISBNs might include variations such as:

• eBook with Additional Resources: Although not explicitly listed, it's possible that an e-book version with additional resources could be available under a different ISBN.
• Related ISBNs:
• 9781462548286 (likely an e-book or related resource)
• 9781462548293 (possibly another format or resource)

Additional Resources

For those interested in furthering their knowledge in adolescent literacy, Kathleen A. Hinchman's work is highly recommended. Her contributions to the field are extensive, and this book serves as a testament to her dedication to improving educational outcomes for adolescents.

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This standardized format should enhance the user experience on eCampus.com by providing clear and concise information about the book, its author, and its relevance to the educational community.

Author Biography

Kathleen A. Hinchman, PhD, is Professor of Reading and Language Arts at Syracuse University. Her scholarship looks at teachers’ and students’ perspectives on literacy instruction and has been widely published in journals and books. A former middle school teacher, Dr. Hinchman has served on the boards of directors of the New York State Reading Association, the Literacy Research Association, and ProLiteracy Worldwide. She is a member of the Reading Hall of Fame.
 
Heather K. Sheridan-Thomas, EdD, is a retired public school administrator who worked in multiple school districts in and around Ithaca, New York. As a secondary school literacy teacher, she cotaught extensively with subject-area teachers. Dr. Sheridan-Thomas has also been a teacher education professor, most recently teaching literacy across the curriculum for preservice teachers at Ithaca College and elementary social studies methods at the State University of New York at Cortland. Her ongoing service is offered to honor teachers’ expertise and support adolescents’ efforts to be literate, culturally aware, and thoughtful stewards of this planet.
 

Table of Contents

Foreword, Donna E. Alvermann
I. Valuing Adolescents
1. Texts and Adolescents: Embracing Connections and Connectedness, Alfred W. Tatum
2. Cultivating a Multilingual Classroom Community: A Focus on Texts, Maneka Deanna Brooks
3. The Role of Motivation in Engaged Literacy Practices of Adolescents, David G. O’Brien, Deborah R. Dillon, Yongjun Lee, & Casey Norton
4. #Eyebrows on Fleek: Centering Black Girls’ Performative Digital Literacies in the Urban Secondary Context, Delicia Tiera Greene
5. Teaching Literacy to Youth Who Struggle with Academic Literacies, Aubrey N. Comperatore & Leigh A. Hall
II. Developing Literacy Strategies
6. A Model for Equity and Access: Teaching Adolescent Literacy from a Black Historical Lens, Gholnecsar E. Muhammad & Chelsea Moodie
7. Academic Language Development for Adolescents: Multiple Contexts/Multiple Opportunities, Linda Kucan
8. Comprehension in Secondary Schools, Douglas Fisher, Nancy Frey, & John Almarode
9. Creating and Sustaining Inclusive Writing Communities for Adolescents, Bryan Ripley Crandall, Kelly Chandler-Olcott, & Elizabeth Carol Lewis
10. Engaging Adolescents with Multiple Texts in Literacy Instruction, Byeong-Young Cho, Lindsay Woodward, & Min-Young Kim
III. Developing Disciplinary Literacies
11. Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class, Cindy Litman & Cynthia L. Greenleaf
12. Fostering Acquisition of Mathematics Language, Codruta Temple & Kathleen A. Hinchman
13. Teaching History and Literacy, Timothy Shanahan & Cynthia Shanahan
14. Teaching Literary Literacy, Emily C. Rainey & Scott Storm
15. Reading and Challenging Texts in High School: How Teachers Can Scaffold and Build Anti-Racist Reading for Social Justice in the Disciplines, Elizabeth Birr Moje & Jennifer Speyer Baker
IV. Addressing Program and Policy Issues
16. Culturally Compelling Teaching, Multimodality, and Transmediation in an Eighth-Grade English Class, Andrea L. Tochelli-Ward & Fenice B. Boyd
17. Reimagining/Disrupting Reading Interventions: A Focus on Situated Literacy Learning, Youth Identities, and Meaningful Social Relationships, Katherine K. Frankel & Julie E. Learned
18. Differentiated Literacy Instruction for Adolescent Students, Zaline Roy-Campbell
19. Assessment for Literacy Growth and Content Learning in Secondary Schools, William G. Brozo
20. Coaching and Growing Literacy Communities of Practice, Josephine Peyton Marsh, David R. Krauter, Lettice E. Pelotte, & Deborah Gonzalez
Index