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Meeting the Challenge of Adolescent Literacy : Research We Have, Research We Need

By: Conley, Mark W.
Contributor(s): Freidhoff, Joseph R | Sherry, Michael B | Tuckey, Steven Forbes.
Material type: TextTextSeries: eBooks on Demand.Publisher: New York : Guilford Publications, 2015Description: 1 online resource (178 p.).ISBN: 9781462523917.Subject(s): Language arts (Secondary) -- United States | Language arts teachers -- United States | Literacy programs -- United States | Reading (Secondary) -- United States | Teenagers -- Books and reading -- United StatesGenre/Form: Electronic books.Additional physical formats: Print version:: Meeting the Challenge of Adolescent Literacy : Research We Have, Research We NeedDDC classification: 428.4071/2 Online resources: Click here to view this ebook.
Contents:
Cover; Half Title Page; Title Page; Copyright; About the Editors; Contributors; Preface; Contents; 1. Fluency for Adolescent Readers:The Research We Have, the Research We Need; 2. Intervening When Older Youths Struggle with Reading: Teach Me What I Need to Know Next; 3. The Literacy Development of African American Male Adolescents: The Influence of Contexts and Texts; 4. Responsive Literacy Teaching in Secondary School Content Areas; 5. Strategies That Improve Adolescents' Performance with Content-Area Texts
6. What Is Mathematical Literacy?: Exploring the Relationship between Content-Area Literacy and Content Learning in Middle and High School Mathematics7. Literacy in Science: Using Agency in the Material World to Expand the Conversation; 8. Literacy Coaching; Concluding Reflections; Index
Summary: 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
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
LB1632 .M383 2015 (Browse shelf) http://uttyler.eblib.com/patron/FullRecord.aspx?p=2040246 Available EBL2040246

Cover; Half Title Page; Title Page; Copyright; About the Editors; Contributors; Preface; Contents; 1. Fluency for Adolescent Readers:The Research We Have, the Research We Need; 2. Intervening When Older Youths Struggle with Reading: Teach Me What I Need to Know Next; 3. The Literacy Development of African American Male Adolescents: The Influence of Contexts and Texts; 4. Responsive Literacy Teaching in Secondary School Content Areas; 5. Strategies That Improve Adolescents' Performance with Content-Area Texts

6. What Is Mathematical Literacy?: Exploring the Relationship between Content-Area Literacy and Content Learning in Middle and High School Mathematics7. Literacy in Science: Using Agency in the Material World to Expand the Conversation; 8. Literacy Coaching; Concluding Reflections; Index

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

Description based upon print version of record.

Reviews provided by Syndetics

CHOICE Review

This brief but informative book is primarily aimed at those interested in pursuing research in the field of adolescent literacy. Each of the eight chapters highlights a specific area of literacy research such as fluency, content-area literacies in math and science, content-area texts, African American male adolescent literacy development, and coaching. Written by leading researchers in the field, each chapter begins with an overview of the recent research in that specific area, outlining the current knowledge base. These up-to-date summaries highlight some of the newest and most important concepts needed to excel in today's challenging classrooms, and offer a good review for those working with preservice teachers. Most helpful to those looking for research leads are the sections in each chapter that include the author's thoughts on what further research is needed. These provoking leads offer plenty of stimulating ideas for those looking to design applicable research to advance the field. Summing Up: Recommended. Graduate, research, and professional collections. J. H. Smith Elmira College

Author notes provided by Syndetics

<p> 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 .</p> <p> </p> <p> 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.</p> <p> </p> <p> 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.</p> <p> </p> <p> 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.</p> <br>

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