Best Practices in Adolescent Literacy Instruction » (1st Edition)

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.

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.

Children's Literature

This edited collection epitomizes the best of "theory into practice" writing about multiple aspects of adolescent literacy. Chapters are authored by experts in their respective areas and offer a variety of definitions, perspectives, and approaches to this broad term—meaning that there is probably something useful here for everyone who interacts with adolescents in an educational capacity. Teachers are acknowledged as the creative and guiding forces they can and should be when helping adolescents maximize their literacy competencies. Relevant research is compellingly translated into actual classroom scenarios, often accompanied by sample assignments and student responses. The level of coverage ranges from general understanding of motivation in reading to working with individual students. Digital literacies, teaching across texts and modalities, aspects of critical thinking, program development, and assessment are some of the many topics addressed by individual chapters. Specific content areas (e.g., math, history, social studies) and populations (e.g., English language learners, older youth, special needs students) are highlighted. The format shows considerable editorial oversight and exemplifies aspects of "considerate" texts. Each chapter is preceded by the main points to be addressed and followed by a conclusion and a "Discussion and Activities" section, which encourages active reflection on what was covered. This is NOT just a book for those addressing the language arts and reading, rather a useful handbook for anyone teaching adolescents. Reviewer: Paula McMillen, Ph.D.

Pt. I Perspectives toward Adolescent Literacy Instruction

1 Discussing Texts with Adolescents in Culturally Responsive Ways Alfred W. Tatum Tatum, Alfred W. 3

2 Meaningful Content for Middle School Students for Whom English Is an Additional Language Eliane Rubinstein-Avila Rubinstein-Avila, Eliane Janelle Johnson Johnson, Janelle 20

3 Rethinking Literacy Learning and Teaching: Intersections of Adolescents' In-School and Out-of-School Literacy Practices Shelley Hong Xu Xu, Shelley Hong 39

4 iLife: Understanding and Connecting to the Digital Literacies of Adolescents Dana J. Wilber Wilber, Dana J. 57

5 The Role of Motivation in Engaged Reading of Adolescents David G. O'Brien O'Brien, David G. Deborah R. Dillon Dillon, Deborah R. 78

Pt. II Developing Reading and Writing Strategies for Multiple Contexts

6 Actively Engaging Middle School Students with Words Karen Bromley Bromley, Karen 99

7 Strategy Matters: Comprehension Instruction for Older Youth Rachel Brown Brown, Rachel 114

8 Reading and Writing across Multiple Texts Cynthia Hynd Shanahan Shanahan, Cynthia Hynd 132

9 Multimodality and Literacy Learning: Using Multiple Texts to Enhance Content-Area Learning Fenice B. Boyd Boyd, Fenice B. Mary K. Thompson Thompson, Mary K. 151

10 Assisting Struggling Readers with Textbook Comprehension Heather K. Sheridan-Thomas Sheridan-Thomas, Heather K. 164

11 The Reality of Challenging Texts in High School Science and Social Studies: How Teachers Can Mediate Comprehension Elizabeth Birr Moje Moje, Elizabeth Birr Jennifer Speyer Speyer, Jennifer 185

12 Humanities Instruction for Adolescent Literacy Learners Kelly Chandler-Olcott Chandler-Olcott, Kelly212

13 Fostering Acquisition of Official Mathematics Language Codruta Temple Temple, Codruta Kathleen A. Hinchman Hinchman, Kathleen A. 229

Pt. III Adolescent Literacy Program Issues

14 Intervening When Older Youth Struggle with Reading Gay Ivey Ivey, Gay 247

15 Instructional Moves That Support Adolescent Learners Who Have Histories of Failure Douglas Fisher Fisher, Douglas Nancy Frey Frey, Nancy 261

16 Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class Cindy Litman Litman, Cindy Cynthia Greenleaf Greenleaf, Cynthia 275

17 Literacy Assessment for Adolescents: What's Fair about It? Mark W. Conley Conley, Mark W. 297

18 Program Development David W. Moore Moore, David W. 313

19 Multiple Dimensions of Adolescent Literacy Teacher Education Patricia L. Anders Anders, Patricia L. 339

Index 361