Overview

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.

Full Product Details

Author:   Karen D. Wood (University of North Carolina at Charlotte, United States) ,  William E. Blanton (University of Miami, United States) ,  David W. Moore ,  Rita M. Bean
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Dimensions:   Width: 15.60cm , Height: 2.40cm , Length: 23.40cm
Weight:   0.752kg
ISBN:  

9781606231180

ISBN 10:   1606231189
Pages:   526
Publication Date:   23 April 2009
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

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

Reviews

"""This 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, Department of Instruction and Curriculum Leadership, University of Memphis, USA ""Leaders 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, Neag School of Education, University of Connecticut, USA ""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, Department of Language, Reading and Exceptionalities, Appalachian State University, USA ""The 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, Department of Curriculum and Instruction, University of Washington, USA"

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 University The 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 Washington Leaders 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 Connecticut This 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 Memphis

This 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, Department of Instruction and Curriculum Leadership, University of Memphis, USA Leaders 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, Neag School of Education, University of Connecticut, USA 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, Department of Language, Reading and Exceptionalities, Appalachian State University, USA The 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, Department of Curriculum and Instruction, University of Washington, USA

Author Information

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.

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