In this concise, thought-provoking book, prominent researchers analyze existing knowledge on adolescent literacy, examine the implications for classroom instruction, and offer specific goals for future research. The volume reviews cutting-edge approaches to understanding the unique features of teaching and learning in secondary schools. Particular attention is given to how teaching literacy across disciplines can improve students' content-area learning, and the book includes chapters dedicated to literacy in math and science classrooms. Also addressed are key findings and unresolved questions regarding fluency instruction, struggling adolescent readers, responding to the literacy needs of African American adolescents, and literacy coaching.
|Publisher:||Guilford Publications, Inc.|
|Sold by:||Barnes & Noble|
|File size:||1 MB|
|Age Range:||12 - 17 Years|
About the Author
Mark W. Conley, PhD, is a professor and coordinator of the undergraduate and graduate Literacy Programs in the Department of Teacher Education at Michigan State University. His research focuses on literacy assessment, content-area literacy, and literacy policy. He is the author of Connecting Standards and Assessment through Literacy and Content Area Literacy: Learners in Context.
Joseph R. Freidhoff, BA, is a doctoral candidate in the Educational Psychology and Educational Technologies Program at Michigan State University. His areas of research include new literacy practices of preservice teachers, teacher collaboration and community, and teaching and learning in online environments. He currently teaches an elective course to help preservice teachers design technology-rich projects to implement during their internship year.
Michael B. Sherry, MEd, is a doctoral candidate in Michigan State University’s Department of Teacher Education. A former middle and high school literature and drama teacher, he earned a master’s degree in curriculum and teaching from Michigan State University while teaching abroad in a French international school. Back in the United States, he studies preservice English language arts teachers’ decision-making processes, particularly how they learn to make improvisational, responsive decisions.
Steven Forbes Tuckey, MEd, is a doctoral candidate at Michigan State University. His research focuses on science and mathematics curriculum design, responsive pedagogy, technology and writing in the sciences, and history and philosophy of science and mathematics. These research interests emerge from his extensive experience within secondary and postsecondary classrooms teaching science, mathematics, and teacher education.
Table of Contents
1. Fluency for Adolescent Readers: The Research We Have, the Research We Need, Timothy Rasinski and Gay Fawcett
2. Intervening When Older Youths Struggle with Reading: Teach Me What I Need to Know Next, Kathleen A. Hinchman
3. The Literacy Development of African American Male Adolescents: The Influence of Contexts and Texts, Alfred W. Tatum
4. Responsive Literacy Teaching in Secondary School Content Areas, Elizabeth Birr Moje
5. Strategies That Improve Adolescents’ Performance with Content-Area Texts, Mark W. Conley, Joseph R. Freidhoff, Kristine Gritter, and Deborah Vriend Van Duinen
6. What Is Mathematical Literacy?: Exploring the Relationship between Content-Area Literacy and Content Learning in Middle and High School Mathematics, Jon R. Star, Sharon Strickland, and Amanda Hawkins
7. Literacy in Science: Using Agency in the Material World to Expand the Conversation, Steven Forbes Tuckey and Charles Anderson
8. Literacy Coaching, Cathy M. Roller
Concluding Reflections, Mark W. Conley
Literacy researchers, teacher educators and graduate students, middle and high school teachers, literacy coaches, and reading specialists. May serve as a text in graduate-level courses in adolescent literacy.