1st Edition
Literacy Instruction for Adolescents Research-Based Practice
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.
Introduction: The Case for Improving Adolescent Literacy Instruction, William E. Blanton and Karen D. Wood
1. Advocating Reading Instruction in Middle and High School Classrooms, David W. Moore
I. Literacy and the Adolescent Learner
2. The Adolescent in Adolescent Literacy: A Preliminary Review, Thomas W. Bean and Helen J. Harper
3. Enhancing Adolescent Self-Efficacy for Literacy, Patrick McCabe
4. Content-Area Reading: Past, Present, and Future, Maryann Mraz, Robert J. Rickelman, and Richard T. Vacca
5. Promoting Adolescent Literacy through Parental Involvement: Making It Happen, Timothy Rasinski, Nancy D. Padak, and Kristy Pytash
6. Literacy Coaching in Middle and High Schools, Rita M. Bean and Ellen Eisenberg
7. Meeting the Needs of English Language Learners in the Middle and Secondary Classroom, Paola Pilonieta and Adriana L. Medina
8. Responsible Differentiated Instruction for the Adolescent Learner: Promises, Pitfalls, and Possibilities, Jeanne Shay Schumm and Mary A. Avalos
9. Engaging Texts and Literacy Practices for Adolescent Boys, William G. Brozo and Courtney Gaskins
10. Paying Attention to Girls’ Literacy Needs, Marsha M. Sprague and Kara K. Keeling
11. Implications of Adolescents' Popular Culture Use for School Literacy, Alison Heron-Hruby and Donna E. Alvermann
II. Teaching the Adolescent Learner: Research-Based Instructional Practices
12. Research-Based Instructional Literacy Practices: Challenges and Opportunities, Patricia L. Anders
13. Assessing Adolescent Literacy, William Dee Nichols, Barbara J. Walker, and Beverly K. McIntyre
14. Motivating Adolescent Learners to Read, Pamela J. Dunston and Linda B. Gambrell
15. Using Picture Books with Older Learners, Miriam Martinez, Nancy Roser, and Janis M. Harmon
16. Polysyllabic Words and Struggling Adolescent Readers: The Morphemic Link to Meaning, Reading, and Spelling Big Words, Patricia M. Cunningham
17. Comprehension Is More Than a Strategy, Douglas Fisher, Nancy Frey, and Donna Ross
18. Vocabulary Learning in the Content Areas: Research-Based Practices for Middle and Secondary School Classrooms, Janis M. Harmon, Karen D. Wood, and Adriana L. Medina
19. Discussion-Based Instruction in the Middle and Secondary School Classroom, Thomas DeVere Wolsey and Diane Lapp
20. Writing Instruction for Adolescent Learners, Jane Hansen and Brian Kissel
21. Grouping in the Middle and Secondary Grades: Advancing Content and Literacy Knowledge, Jeanne R. Paratore and Rachel L. McCormack
22. Promising Practices for Supporting Adolescents’ Online Literacy Development, Julie Coiro
23. Technology and Literacy: Current and Emerging Practices with Student 2.0 and Beyond, David G. O'Brien and Brock Dubbels
24. Engaging Adolescents in Thoughtful Literacy Practices, Danielle V. Dennis, Evan Lefsky, and Richard L. Allington
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.
-Laying the foundation for effective middle and secondary school literacy programs, this is the most comprehensive treatment of adolescent literacy that I’ve seen to date. Wood and Blanton are highly regarded experts in this critical field, and, together with their outstanding contributors, they provide a thorough examination of theory and instructional practice.--Gary Moorman, PhD, Department of Language, Reading and Exceptionalities, Appalachian State UniversityThe list of authors in this unique volume reads like a 'who's who' of adolescent literacy. They offer a comprehensive overview of the field, combining relevant research with practical classroom applications in every chapter. This is an excellent text for classroom teachers, preservice teachers, and teacher educators.--Dixie Massey, PhD, Department of Curriculum and Instruction, University of WashingtonLeaders in the field of adolescent literacy have created an essential volume that distills and clarifies the most important messages about helping our youth grow as literate people. The book is well organized and its messages are accessible for teacher educators, literacy coaches, and practicing teachers. This work is current and fresh, expanding traditional views of literacy and making them useful in a world of interdependent languages, technologies, and educational milieus.--Douglas Kaufman, PhD, Neag School of Education, University of ConnecticutThis book is important in that it paints a new landscape of goals, learners, and instructional practices for adolescent literacy. It not only reimagines essential topics in literacy for all learners, but also addresses some new wrinkles, including fluency, online comprehension, and increased awareness of the needs of English language learners. This book will be much appreciated by educators who seek new directions for promoting adolescent literacy achievement.--Mark W. Conley, PhD, Department of Instruction and Curriculum Leadership, University of MemphisThe text makes a significant contribution to the field, because the range of articles represents a synthesis of the most current research-based methods for promoting the literacy of adolescent learners in all content areas....The text is also designed to expose the reader to the issues that apply to the acquisition and improvement of adolescent literacy through reading, thinking, interacting, and teacher's instruction of subject matter, and appropriately addresses many audiences, such as teacher educators, graduate students, and teachers both in the field and entering the profession....As a professor teaching courses in a literacy master's program, I have found the design of this book to be particularly useful. The material is easily conveyed in a meaningful, teacher-friendly mode. Each chapter begins with a set of guiding questions that frame the purpose of the chapter's contents. Woven throughout each chapter are descriptions of the principles and goals of effective literacy instruction along with classroom examples. Each chapter concludes with another set of questions designed to ask readers to consider and apply the information, and elicit effective class discussions....The chapters in this volume, while representing various theoretical frameworks and methodological principles, all contribute an appeal to the need for educators to continue to provide thoughtful, ongoing, research-based subject matter instruction to adolescent literacy learners. This appeal is multifaceted and reflected through the literacy practices of adolescents in the classroom, the home, and contexts outside the school setting....An important text.--Journal of Adolescent and Adult Literacy, 3/15/2009
