Literacy Instruction for Adolescents Research-Based Practice

by Wood, Karen D.; Blanton, William E.

• ISBN13: 9781606231180
• ISBN10: 1606231189
• Format: Paperback
• Copyright: 2009-03-13
• Publisher: The Guilford Press

Summary

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.

Author Biography

Karen D. Wood, PhD, 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 McGraw-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, EdD, 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.  

 

Table of Contents

Introduction The Case for Improving Adolescent Literacy Instruction	p. 1
Advocating Reading Instruction in Middle and High School Classrooms	p. 13
Literacy and the Adolescent Learner
The "Adolescent" in Adolescent Literacy: A Preliminary Review	p. 37
Enhancing Adolescent Self-Efficacy for Literacy	p. 54
Content-Area Reading: Past, Present, and Future	p. 77
Promoting Adolescent Literacy through Parental Involvement: Making It Happen	p. 92
Literacy Coaching in Middle and High Schools	p. 107
Meeting the Needs of English Language Learners in the Middle and Secondary Classroom	p. 125
Responsible Differentiated Instruction for the Adolescent Learner: Promises, Pitfalls, and Possibilities	p. 144
Engaging Texts and Literacy Practices for Adolescent Boys	p. 170
Paying Attention to Girls' Literacy Needs	p. 187
Implications of Adolescents' Popular Culture Use for School Literacy	p. 210
Teaching the Adolescent Learner: Research-Based Instructional Practices
Research-Based Instructional Literacy Practices: Challenges and Opportunities	p. 231
Assessing Adolescent Literacy	p. 248
Motivating Adolescent Learners to Read	p. 269
Using Picture Books with Older Learners	p. 287
Polysyllabic Words and Struggling Adolescent Readers: The Morphemic Link to Meaning, Reading, and Spelling "Big" Words	p. 307
Comprehension Is More Than a Strategy	p. 328
Vocabulary Learning in the Content Areas: Research-Based Practices for Middle and Secondary School Classrooms	p. 344
Discussion-Based Instruction in the Middle and Secondary School Classroom	p. 368
Writing Instruction for Adolescent Learners	p. 392
Grouping in the Middle and Secondary Grades: Advancing Content and Literacy Knowledge	p. 420
Promising Practices for Supporting Adolescents' Online Literacy Development	p. 442
Technology and Literacy: Current and Emerging Practices with Student 2.0 and Beyond	p. 472
Engaging Adolescents in Thoughtful Literacy Practices	p. 494
Index	p. 510
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