About the Book
Covering everything from day-to-day learning activities to schoolwide goals, this engaging book reviews key topics in literacy instruction for grades 5 - 12 and provides research-based recommendations for practice. Leading scholars present culturally responsive strategies for motivating adolescents; using multiple texts and digital media; integrating literacy instruction with science, social studies, and math; and teaching English language learners and struggling readers. Vivid case studies, thoughtful discussion questions and activities in each chapter, and detailed ideas for program and lesson planning make this an indispensable classroom resource and professional development tool.
Table of Contents:
Part I: Perspectives Toward Adolescent Literacy Instruction.Tatum, Discussing Texts with Adolescents in Culturally Responsive Ways. Rubinstein-Ávila, Johnson, Meaningful Content for Middle School Students for Whom English is an Additional Language. Xu, Rethinking Literacy Learning and Teaching: Intersections of Adolescents' In-School and Out-of-School Literacy Practices. Wilber, iLife: Understanding and Connecting to the Digital Literacies of Adolescents. O’Brien, Dillon, The Role of Motivation in Engaged Reading of Adolescents. Part II: Developing Reading and Writing Strategies for Multiple Contexts.Bromley, Actively Engaging Middle School Students with Words. Brown, Strategy Matters: Comprehension Instruction for Older Youth. Hynd-Shanahan, Reading and Writing across Multiple Texts. Boyd, Thompson, Multimodality and Literacy Learning: Using Multiple Texts to Enhance Content-Area Learning. Sheridan-Thomas, Assisting Struggling Readers with Textbook Comprehension. Moje, Speyer, The Reality of Challenging Texts in High School Science and Social Studies: How Teachers Can Mediate Comprehension. Chandler-Olcott, Humanities Instruction for Adolescent Literacy Learners. Temple, Hinchman, Fostering Acquisition of Official Mathematics Language. Part III: Adolescent Literacy Program Issues.Ivey, Intervening When Older Youth Struggle with Reading. Fisher, Instructional Moves that Support Adolescent Learners Who Have Histories of Failure. Litman, Greenleaf, Traveling Together Over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class. Conley, Literacy Assessment for Adolescents: What's Fair about It? Moore, Program Development. Anders, Multiple Dimensions of Adolescent Literacy Teacher Education.
About the Author :
Kathleen A. Hinchman, PhD, is Professor and Chair of the Reading and Language Arts Center at Syracuse University. A former middle school teacher, she has published a number of journal articles, chapters, and books. Her current work is concerned with literacy-related middle school reform. Heather K. Sheridan-Thomas, PhD, is Assistant Superintendent for Curriculum, Assessment, and Instruction for the Tompkins-Seneca-Tioga Board of Cooperative Educational Services, Ithaca, New York. Formerly a teacher educator, public school administrator, and secondary teacher, she has conducted research in the areas of adolescents' multiple literacies and addressing achievement gaps for underserved students.
Review :
"For those of us who have interacted with middle and high school students over our entire careers, this book is a much-anticipated 'must read.' Best Practices in Adolescent Literacy Instruction taps many of the most credible voices in the field to provide in-depth and thoughtful discussions of current approaches and initiatives. Educators want to hear what these authors have to say." - "Doug Buehl, Adolescent Literacy Specialist, Madison, Wisconsin, USA "Best Practices in Adolescent Literacy Instruction will be an enduring work, providing direction for all of us concerned with the literacy lives of adolescents. In one volume, we have the major figures of the adolescent literacy community sharing their understanding of effective practices, the insights that guide those practices, and important program development issues." - "Donald J. Leu, John and Maria Neag Endowed Chair in Literacy and Technology, University of Connecticut, USA "This cutting-edge volume combines the most recent theories and innovations in adolescent literacy with rich, down-to-earth, classroom-based perspectives. Attention to disciplinary contexts and domains, as well as the recognition that students need teacher scaffolding and guidance in order to move toward independent learning, are mainstays of the book. I particularly like the presence of student voices and the fact that each chapter includes a summary discussion and extension activities." - "Thomas W. Bean, Department of Curriculum and Instruction, University of Nevada, Las Vegas, USA "Hinchman and Sheridan-Thomas hit on many current issues and topics about which secondary teachers and administrators are clamoring for more information. This book is a great resource for collegial dialogue and professional development. I look forward to sharing it with middle and high school administrators, department chairs, other learning coordinators, and literacy coaches." - "Ella E. Briand, Humanities Field Coordinator, Syracuse City School District, New York , USA "'Exuberance' is a word often used to describe adolescence, and one that could also be applied to this text. The contributors recognize adolescents' complexities, their sophisticated use of technology, their deep feelings. Whether discussing knowledge learned about literacy in discipline-specific classrooms, out-of-school literacies, digital literacies, or responses to classic literature, every chapter has real students at its core. It is clear that the contributors have listened to adolescents and truly respect them as caring, capable thinkers who have much to offer." - "Pamela A. Michel, Professor and Chair, Department of Curriculum and Instruction, Oswego State University, USA
