Originally published in 1988. Much has changed since then in schools. Mobile technologies, interactive whiteboards, digital texts, class websites, student-authored blogs, social networking and photo sharing sites found integrated into so many classrooms hadn’t even been imagined by most educators. What hasn’t changed, however, are the developmental needs of adolescents. A sense of competence, opportunities for creative expression, positive social interactions, and opportunities for self-definition remain centrally important. Similarly, print literacy (i.e., reading and writing with traditional orthography) continues to contribute strongly to academic success, employment opportunity, health, and life satisfaction. Consequently, this book remains very relevant today. Through case descriptions of literacy programs situated in formal and informal settings, the book draws attention to the ways that developmental appropriateness and engaging literacy instruction can assist all youth in reaching their full potential as readers and writers.
"From leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines.
New to This Edition *Chapters on new topics: building multicultural classrooms, Black girls’ digital literacies, issues of equity and access, and creating inclusive writing communities. *New chapters on core topics: academic language, ...
“Of course we're supposed to move on, but then you still got people who are not over those historical wounds”: Cultural memory and US ... Critical encounters in high school English: Teaching literary theory to adolescents (2nd ed.). New ...
The first comprehensive research handbook of its kind, this volume showcases innovative approaches to understanding adolescent literacy learning in a variety of settings.
Boston: Pearson Education. Vyas, S. (2004). Exploring bicultural identities of Asian high school students through the analytic window of a literature club. Journal of Adolescent & Adult Literacy, 48, 12-23. Vygotsky, L. (1986).
can create an inquiry-driven process for program monitoring by following these five steps (see Figure 5.9): 1. Determine what needs to be known. The literacy team begins the cycle by agreeing upon the questions to be answered; ...
Should College English Be Close Reading? ... Robert E. Probst, Response and Analysis: Teaching Literature in Secondary School (Heinemann Educational Books, 2004), 320. 78. ... Buehl, Developing Readers in the Academic Disciplines, 268.
Taking the Lead on Adolescent Literacy presents a concrete, user-friendly, and practical guide to developing, implementing, and monitoring a schoolwide or county-wide literacy action plan.
An authoritative teacher resource and widely adopted text, this book provides a comprehensive overview of adolescent literacy instruction in the era of the Common Core State Standards (CCSS).
In each chapter of this unique volume, an exemplary teacher collaborates with a prominent scholar to present real-world strategies for putting literacy research to work in grades 5–12.