Lack of reading proficiency is a barrier to understanding the academic content of any discipline. Effective Practice for Adolescents with Reading and Literacy Challenges provides secondary teachers with the knowledge and the strategies they need to improve their students' reading skills. Editors Denti and Guerin present a comprehensive collection of articles by a selection of prominent literacy and education researchers that provide practical approaches to improving literacy and offer accounts of successful evidence-based programs and practices that can be tailored to the needs of teachers working with struggling readers. Each chapter includes questions for review, a list of web resources, and suggested small group activities to encourage implementation of chapter ideas and strategies, making Effective Practice for Adolescents with Reading and Literacy Challenges a valuable tool for all teachers, regardless of content area.
Table of Contents
@contents:Selected Contents:Section 1: VOCABULARY-THE GATEWAY TO READING FLUENCY AND COMPREHENSION
- Narrowing the Language Gap: The Case for Explicit Vocabulary Instruction in Secondary Classrooms, Kevin Feldman, Kate Kinsella
- Evidence-based Strategies for Vocabulary Instruction/Intervention, Judy K. Montgomery
- Teaching Academic Vocabulary to Adolescents to Improve Comprehension, Mary E. Curtis, Ann Marie Longo
- Can You Teach An Older Student to Spell?, Louisa Moats
- "I’m Never Going to Be a Reader": Issues of Literacy in theUpper Grades, Edy Hammond Stoughton
- Promoting Reading and Language Proficiency for English Language Learners in Secondary General and Special Education Programs, Irene Nares-Guzicki
- Adolescents with Language Disorders as Partners in the Learning Process: Empowerment through Strategy-Based Intervention, Vicki Lord Larson
- Let’s Get Serious About Literacy in High School!, Gilbert Guerin, Lou Denti
- The Impact of Response to Intervention on Secondary Literacy, Marcia Davidson
- Action Planning for Struggling Students to Improve Literacy and Content Area Achievement, Linda Carnine, Bonnie Grossen
Section 2: MEETING READING AND LITERACY CHALENGES FOR DIVERSE STUDENTS
Section 3: SYSTEMIC CHANGE AROUND READING AND LITERACY AT THE SECONDARY LEVEL
Lou Denti is the Lawton Love Distinguished Professor in Special Education, and Director of the Center for Reading Diagnosis and Instruction at California State University, Monterey Bay.
Gilbert Guerin is on the staff of the San Jose State University Foundation where he directs teacher preparation projects in literacy.
"Summing Up: Recommended." -- CHOICE, September 2008, Vol. 46 No. 1