Center for Early Adolescence Studies Adolescent Literacy.

Autor/in	Koppenhave, David
Sonst. Personen	Jacoby, Monica (Hrsg.)
Institution	North Carolina Univ., Chapel Hill. Center for Early Adolescence.
Titel	Center for Early Adolescence Studies Adolescent Literacy.
Quelle	7 (1986) 1, (6 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Art Education; Cultural Enrichment; Illiteracy; Intensive Language Courses; Intermediate Grades; Junior High Schools; Language Experience Approach; Program Descriptions; Reading Instruction; Remedial Programs; Remedial Reading + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Analphabetismus; Intensivkurs; Sprachkurs; Mittelstufe; Sekundarstufe I; Language; Languages; Experience; Sprache; Erfahrung; Leseunterricht; Förderprogramm; Leseförderung
Abstract	The extent and impact of adolescent illiteracy, brief descriptions of several successful programs designed to combat adolescent illiteracy, and a more detailed description of one of those programs are included in this collection of articles. The first article argues that while experts may disagree about the numbers of illiterate adolescents and the definition of literacy, no one can dispute the personal and social cost of functional illiteracy. The second article briefly describes the Kenosha (Wisconsin) Chapter I Language Experience Program, the Learning to Read through the Arts (LTRTTA) program, the Structured Teaching in the Areas of Reading and Language Arts (STAR) program, and the High Intensity Language Training (HILT) second language program. In all these programs, teachers help write the curricula, assess in-service and program needs, and select material. Program coordinators are all dynamic former teachers. The article contends that students find the classroom exciting, and that some go to great lengths to be able to participate in the programs. The third article describes the LTRTTA program in New York City in which students explore their feelings and ideas by creating art, are rewarded for doing so, and thus experience a feeling of competence which often carries over into their reading classes and into their overall academic performance. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC