Reading and the High School Student : Strategies to Enhance Literacy

by Irvin, Judith L.; Buehl, Douglas R.; Klemp, Ronald M.

• ISBN13: 9780205489398
• ISBN10: 0205489397
• Edition: 2nd
• Format: Paperback
• Copyright: 2006-06-02
• Publisher: Pearson

Summary

Now in its second edition, Reading and the High School Student presents the issues and trends for improving literacy learning in secondary schools. Perfect for both pre-service and in-service teachers, the book emphasizes classroom applications and offers solutions for the development of literacy programs at the school and district levels. Irvin, Buehl, and Klemp deliver a practical, concise, and balanced introduction to literacy topics, lending special attention to the needs of the struggling reader and the English language learner. The text includes a wealth of strategies with real classroom examples that teachers can implement in their own classrooms, making the book a valuable and handy reference. New features to this edition include: -Focus on adolescent literacy as addressed by No Child Left Behind (NCLB) and its consequences for high school students. -Myriad suggestions on how to close the achievement gap and ideas for tutoring. -Extensive coverage of multiple literacies and media literacy within the context of high school classes.

Table of Contents

Preface	xi
Adolescent Literacy	1	(16)
The Neglect of Adolescent Literacy	3	(2)
Rediscovering Adolescent Literacy	5	(4)
The Impact of Federal and State Mandates on Adolescent Literacy	9	(1)
Schoolwide Approaches to Improving Adolescent Literacy	10	(2)
Purpose and Overview of the Book	12	(1)
Summary	13	(1)
Extending Learning	13	(2)
Readdressing the Talking Points	13	(1)
Revisiting the Vignette	13	(1)
Terms to Remember and Use	14	(1)
Modifying Instruction for English Language Learners	14	(1)
Beyond the Book	15	(1)
References	15	(2)
Literacy Learning	17	(21)
What Teachers See: Symptoms of Ineffective Learning	18	(7)
Metaphor 1: The Trip with No Scenery	19	(1)
Metaphor 2: Ping-Pong Reading	20	(1)
Metaphor 3: Mindless Routines	20	(1)
Metaphor 4: Consumers and Extraterrestrials	21	(1)
Metaphor 5: Freeloading and First Down Punting	22	(1)
Metaphor 6: World Brains and School Brains	23	(2)
Interactive Reading and Learning	25	(3)
Schema Theory	25	(1)
Metacognition	26	(1)
Scaffolding	27	(1)
Literacy Practices of Strong Readers	28	(3)
The Learner	29	(1)
The Text	30	(1)
The Context	31	(1)
Reading-Writing Connections	31	(2)
Summary	33	(1)
Extending Learning	34	(2)
Readdressing the Talking Points	34	(1)
Revisiting the Vignette	34	(1)
Terms to Remember and Use	34	(1)
Modifying Instruction for English Language Learners	34	(1)
Beyond the Book	35	(1)
References	36	(2)
Learning Environments That Motivate Students	38	(24)
Classroom Negotiations: The Teacher as Mediator	39	(2)
Mediated Instruction and the Gradual Release of Responsibility	41	(1)
Mediated Instruction and Prior Knowledge	42	(2)
Motivation and Engagement	44	(3)
Making Connections to Students' Lives	45	(1)
Creating Safe and Responsive Classrooms	46	(1)
Having Students Interact with Each Other and with Text	46	(1)
Using Classroom Discussion to Motivate Students	47	(1)
Classroom Talk That Is Accountable	48	(8)
Think-Pair-Share	51	(1)
The Discussion Web	52	(1)
Cooperative Literacy	53	(1)
Directed Reading Sequence	54	(2)
Summary	56	(1)
Extending Learning	57	(3)
Readdressing the Talking Points	57	(1)
Revisiting the Vignette	57	(1)
Terms to Remember and Use	57	(1)
Modifying Instruction for English Language Learners	57	(2)
Beyond the Book	59	(1)
References	60	(2)
Assisting Struggling Readers	62	(15)
The Status of Reading Proficiency in the United States	64	(1)
Helping Struggling Readers to Become Strong Readers	65	(4)
Strategies for Struggling Readers	69	(1)
Interactive Reading Guides	70
Summary	43	(31)
Extending Learning	74	(1)
Readdressing the Talking Points	74	(1)
Revisiting the Vignette	74	(1)
Terms to Remember and Use	74	(1)
Modifying Instruction for English Language Learners	74	(1)
Beyond the Book	75	(1)
References	75	(2)
The Demands of Text	77	(24)
The Transition to Informational Text	78	(2)
Kinds of Text	80	(7)
Narrative Text	81	(2)
Expository Text	83	(4)
Helping Students to Understand Text Structure	87	(2)
Difficulty with Content-Area Textbooks	89	(6)
Content and Strategic Knowledge	91	(1)
Classroom Experiences with Textbooks	92	(1)
The Task	93	(1)
PIC: A Text Previewing Guide	93	(1)
Double S: Signal Words That Indicate Structure	93	(2)
Using and Evaluating Textbooks	95	(3)
Summary	98	(1)
Extending Learning	98	(2)
Readdressing the Talking Points	98	(1)
Revisiting the Vignette	99	(1)
Terms to Remember and Use	99	(1)
Modifying Instruction for English Language Learners	99	(1)
Beyond the Book	99	(1)
References	100	(1)
Vocabulary Knowledge	101	(27)
The Importance of Vocabulary Knowledge	103	(1)
Factors in Vocabulary Acquisition	104	(5)
Knowing Words	104	(1)
Morphology	105	(2)
Context	107	(1)
Definitions	108	(1)
Size and Growth of Vocabulary	108	(1)
Metalinguistic Awareness	109	(1)
Choosing Words for Instruction	110	(3)
Known Concepts	111	(1)
Synonym/Anonyms or Multiple-Meaning Words	111	(1)
Unknown Concepts	112	(1)
Guidelines for Instruction	113	(2)
Help Students to Become Independent Word Learners	113	(1)
Encourage Active Involvement and Deep Processing of Words	114	(1)
Provide Multiple Opportunities to Use Words	114	(1)
Help Students to Develop a Good Attitude about Learning Words	114	(1)
Foster Extensive Reading outside of Class	114	(1)
Vocabulary Strategies	115	(8)
Possible Sentences	116	(1)
List-Group-Label	117	(2)
Inductive Vocabulary Search	119	(1)
Concept Maps	119	(2)
Word Family Trees	121	(2)
Summary	123	(1)
Extending Learning	123	(2)
Readdressing the Talking Points	123	(1)
Revisiting the Vignette	123	(1)
Terms to Remember and Use	124	(1)
Modifying Instruction for English Language Learners	124	(1)
Beyond the Book	125	(1)
References	125	(3)
Using Prior Knowledge	128	(22)
The Role of Prior Knowledge in Reading	129	(2)
Activating Prior Knowledge	130	(1)
Assessing the Knowledge Base of Students	131	(2)
Misconceptions	132	(1)
Prereading Strategies	133	(1)
Building Background Knowledge When Students Know Little about a Topic	134	(5)
Predicting and Confirming Activity	135	(2)
Visual Prediction Guide	137	(2)
Activating Knowledge When Students Know Something about a Topic	139	(2)
A PreReading Plan	139	(1)
Anticipation Guides	140	(1)
Organizing Knowledge When Students Know a Great Deal about a Topic	141	(5)
Graphic Representations and Organizers	142	(2)
Cloze Graphic Organizers	144	(1)
Semantic or Concept Mapping	145	(1)
Summary	146	(1)
Extending Learning	147	(2)
Readdressing the Talking Points	147	(1)
Revisiting the Vignette	147	(1)
Terms to Remember and Use	147	(1)
Modifying Instruction for English Language Learners	147	(1)
Beyond the Book	148	(1)
References	149	(1)
Comprehending Text	150	(27)
Strategies Strong Readers Use: A Comprehension Model	152	(3)
Guidelines for Instruction	155	(2)
Comprehension Strategies	157	(1)
Teacher-Guided Strategies	158	(8)
Reciprocal Teaching	158	(2)
K-W-L Plus	160	(4)
Questioning the Author	164	(2)
Comprehension-Monitoring Strategies	166	(2)
A Self-Monitoring Approach to Reading and Thinking	166	(1)
Paired Readings	167	(1)
Study Guides	168	(2)
Textbook Activity Guides (TAG)	168	(2)
Graphic Organizers	170	(1)
Summary	170	(3)
Extending Learning	173	(2)
Readdressing the Talking Points	173	(1)
Revisiting the Vignette	173	(1)
Terms to Remember and Use	173	(1)
Modifying Instruction for English Language Learners	174	(1)
Beyond the Book	174	(1)
References	175	(2)
Using Study Strategies to Learn and Remember	177	(26)
Depth of Processing	178	(1)
Identifying Important Ideas	179	(6)
Text Coding	180	(3)
Underlining or Highlighting	183	(2)
Generalizations about Strategic Learning	185	(3)
Task Understanding Is Critical to Strategic Learning	186	(1)
Beliefs about Learning Influence How Students Read and Study	186	(1)
High-Quality Instruction Is Essential	187	(1)
Cognitive and Metacognitive Processing Should Be the Instructional Focus	187	(1)
It Is Important to Teach a Variety of Research-Based Strategies	188	(1)
Question Generation and Answer Explanation	188	(2)
Question-Answer Relationships (QAR)	188	(2)
Text Summarization	190	(4)
Power Notes	191	(2)
Summarizing	193	(1)
Student-Generated Elaborations	194	(2)
Elaborative Interrogations	195	(1)
Organizing Strategies	196	(2)
Graphic Representations	196	(2)
Summary	198	(1)
Extending Learning	199	(1)
Readdressing the Talking Points	199	(1)
Revisiting the Vignette	199	(1)
Terms to Remember and Use	199	(1)
Modifying Instruction for English Language Learners	199	(1)
Beyond the Book	200	(1)
References	200	(3)
Assessment That Guides Instruction	203	(26)
Nancy Dean
Jeannette Schiffbauer
Characteristics of High-Quality Assessments	204	(2)
Using High-Stakes Tests and Other Standardized Tests	206	(2)
Curriculum-Based Assessment	208	(1)
Traditional Teacher Assessment: Grades	208	(2)
Authentic Assessment	210	(10)
Underlying Beliefs of Authentic Assessment	210	(1)
Authentic Assessment Design	211	(1)
Technology to Show Mastery	212	(2)
Visual Demonstrations of Mastery	214	(1)
Oral Demonstrations of Mastery	214	(2)
Portfolio Assessment	216	(4)
Managing the Grading Load	220	(5)
Focus Grading	221	(1)
Monday for Comments	222	(1)
Code Sheets	222	(1)
Alternative Evaluators	222	(1)
Writing Conferences	223	(1)
Holistic Scoring with Rubrics	223	(2)
Summary	225	(1)
Extending Learning	225	(2)
Readdressing the Talking Points	225	(1)
Revisiting the Vignette	225	(1)
Terms to Remember and Use	225	(1)
Modified Instruction for English Language Learners	226	(1)
Beyond the Book	227	(1)
References	227	(2)
Name Index	229	(4)
Subject Index	233