Adolescent Literacy Research and Practice / Edition 1

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Overview

This much-needed book addresses the role of literacy instruction in enhancing content area learning and fostering student motivation and success well beyond the primary grades. The unique literacy needs of middle school and secondary students are thoroughly examined and effective practices and interventions identified.
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Editorial Reviews

From the Publisher

"Clearly written with a focus on both theory and practice, this volume provides a much-needed look at adolescent literacy. By including chapters from many of the outstanding researchers and practitioners working in this field, Jetton and Dole have assembled crucial information about what we know about adolescent literacy and what we still need to find out. Because of its broad coverage, this book can serve as a text or as a professional reference. Researchers, graduate students, and teachers of adolescents will find this work a valuable resource."--Sharon B. Kletzien, PhD, Department of Literacy, West Chester University of Pennsylvania

"This book represents cutting-edge research, theory, and practice, written by leading authors in the field of adolescent literacy. The range of topics it covers is most impressive, including vital issues such as motivation and second language learning, literacy in the content domains, culturally responsive practice, assessment, computer technology, and teaching struggling adolescent readers. This is a resource that all literacy researchers, teacher educators, and teachers will find invaluable. I highly recommend it as a basic text for graduate-level courses in literacy foundations, content area literacy, English methods, and adolescent literacy."--Suzanne E. Wade, EdD, Department of Teaching and Learning, University of Utah

"Finally, a book that fills a gaping hole in the area of adolescent literacy. Jetton and Dole have gathered together some of the best researchers in the field and have edited a book that should be mandatory reading for preservice middle and high school teachers. The volume will also serve as a valuable resource for teachers 'in the trenches' and for researchers."--Sherrie L. Nist, PhD, Division of Academic Enhancement, University of Georgia

Education Review

"This text offers secondary level teachers, teacher candidates (undergraduate and graduate), teacher educators and curriculum developers a wealth of information regarding the changing and challenging faces of adolescents and literacy. Steeped in thorough research and supported by useful bibliographies and real world examples from actual practitioners and classrooms, this text provides 20 chapters of rich, thoughtful insights from interpretations of multiples studies by long-standing leaders in the field of literacy. Long overdue, this text focused on areas of literacy teaching and learning specifically for an age group that continually redefines itself."--Education Review
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Product Details

  • ISBN-13: 9781593850210
  • Publisher: Guilford Publications, Inc.
  • Publication date: 4/28/2004
  • Series: Solving Problems in the Teaching of Literacy Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 468
  • Product dimensions: 5.84 (w) x 9.22 (h) x 1.15 (d)

Meet the Author


Tamara L. Jetton, PhD, teaches in the Secondary Program at James Madison University and has previously held positions at the University of Utah and Texas A&M University.

Janice A. Dole, PhD, teaches in the Department of Teaching and Learning at the University of Utah and has held positions at the Center for the Study of Reading at the University of Illinois at Urbana-Champaign; Michigan State University; and the University of Denver.

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Table of Contents


Introduction, Tamara L. Jetton and Janice A. Dole
I. Teaching Content Domains through Literacy
1. Domains, Teaching and Literacy, Tamara L. Jetton and Patricia A. Alexander
2. Teaching English from a Literacy Perspective: The Goal of High Literacy for All Students, Wayne H. Slater
3. Overcoming the Dominance of Communication: Writing to Think and to Learn, Timothy Shanahan
4. Teaching Science through Literacy, Cynthia Shanahan
5. Learning to Think like a Historian: Disciplinary Knowledge through Critical Analysis of Multiple Documents, Steven A. Stahl and Cynthia Shanahan
II. Teaching Adolescents with Literacy Difficulties
6. Adolescents Who Struggle with Word Identification: Research and Practice, Mary E. Curtis
7. Teaching Struggling Adolescent Readers to Comprehend What They Read, Terry Underwood and P. David Pearson
8. Helping Adolescent Readers through Explicit Strategy Instruction, Jeffrey D. Nokes and Janice A. Dole
9. Strategies for Struggling Second-Language Readers, Janette K. Klingner and Sharon Vaughn
10. Literacy Intervention Programs at the Middle and High School Levels, Donna E. Alvermann and Leslie S. Rush
11. Differentiating Instruction: A Synthesis of Key Research and Guidelines, Carol Ann Tomlinson
III. Critical Issues in Adolescent Literacy
12. Motivated Reader, Engaged Writer: The Role of Motivation in the Literate Acts of Adolescents, JoyLynn Hailey Reed, Diane Lemmonier Schallert, Alice D. Beth, and Althea L. Woodruff
13. Motivating Adolescent Readers through Concept-Oriented Reading Instruction, Emily Anderson Swan
14. Addressing the Literacy Needs of Adolescent English Language Learners, Georgia Earnest García and Heriberto Godina
15. Culturally Responsive Practices for Youth Literacy Learning, Elizabeth Birr Moje and Kathleen Hinchman
16. Adolescents, Computer Technology, and Literacy, Helen S. Kim and Michael L. Kamil
17. Assessing Adolescent Reading, Peter Afflerbach
18. Teacher Education and Adolescent Literacy, Thomas W. Bean and Helen J. Harper
IV. Reflections on Theory and Current Practice
19. The Need for Research on Secondary Literacy Education, Michael Pressley
20. Theories and Constructs That Have Made a Significant Difference in Adolescent Literacy—But Have the Potential to Produce Still More Positive Results, Michael F. Graves
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