Adolescent Literacy Instruction: Policies and Promising Practices

Sonst. Personen	Lewis, Jill (Hrsg.); Moorman, Gary (Hrsg.)
Titel	Adolescent Literacy Instruction: Policies and Promising Practices
Quelle	(2007), (384 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-87207-623-5
Schlagwörter	Leitfaden; Unterricht; Lehrer; Second Language Learning; Teaching Methods; Teachers; Educational Strategies; Professional Development; Comprehension; Adolescents; Literacy; Reading Instruction; Foreign Countries; Males; Alabama; Australia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrer; Lehrstrategie; Verstehen; Verständnis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Ausland; Male; Männliches Geschlecht; Australien
Abstract	This comprehensive resource explores how adolescence and academic achievement are defined within today's political context, examines the in-school potential of teens' out-of-school immersion in digital technologies and popular culture, and shows teachers how to embed comprehension strategies into classroom instruction. The book contains innovative teaching techniques, first-hand accounts of district- and schoolwide literacy initiatives, scores of discussion questions, adaptable forms and templates, and activities for professional groups. This volume is a must-read for classroom teachers, principals, and administrators at the middle and high school levels, as well as for literacy coaches, professional development directors, and policy advocates concerned with adolescents and those who teach them. This book is divided into the following two parts and eighteen chapters. Part I: Adolescent Literacy Initiatives, contains: (1) Setting the Agenda for Adolescent Literacy (Terry Salinger); (2) Federal and International Reading Association Policies and Initiatives for Adolescent Literacy (Jill Lewis); (3) Emergence of a Secondary Reading Initiative in Alabama (Terry Salinger); (4) Challenging Literacy Theories and Practices From the Outside (Donna E. Alvermann and A. Jonathan Eakle); (5) Immaturity and the Struggling Teen (Carol M. Santa); (6) Creating a Schoolwide Literacy Initiative (Douglas Fisher); (7) Crafting Successful Roles for Literacy Coaches in Secondary Schools (Remember Chocolate) (Elizabeth G. Sturtevant and Kristine M. Calo); and (8) An International Perspective on the State of Adolescent Initiatives (Carol Hryniuk-Adamov). Part II: Instructional Strategies for Adolescent Learners, contains: (9) Academic Literacy: Principles and Learning Opportunities for Adolescent Readers (Jill Lewis); (10) Reinventing Comprehension Instruction for Adolescents (Patricia L. Anders and Ellen Spitler); (11) A Professional Development Framework for Embedding Comprehension Instruction Into Content Classrooms (Doug Buehl); (12) Promoting Meaningful Adolescent Reading Instruction Through Integrated Literacy Circles (William E. Blanton, Paola Pilonieta, and Karen D. Wood); (13) Teaching the Language of School to Secondary English Learners (Janice Pilgreen); (14) Millennials and How to Teach Them (Gary Moorman and Julie Horton); (15) Fostering Literate Academic Identities During the First Days of School (David W. Moore and Karen A. Onofrey); (16) Helping Boys Find Entry Points to Lifelong Reading: Book Clubs and Other Strategies for Struggling Adolescent Males (William G. Brozo); (17) Literacy Education in Democratic Life: The Promise of Adolescent Literacy (Helen Harper and Thomas Bean); and (18) Adolescent Literacy: Australian Approaches to Teaching and Learning (Nea Stewart-Dore). (ERIC).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10