Addressing the Adolescent Literacy Crisis: From District Design to Campus Implementation

Autor/inn/en	Brabham, Beth; Johnson, Rose
Titel	Addressing the Adolescent Literacy Crisis: From District Design to Campus Implementation
Quelle	In: Texas Association for Literacy Education Yearbook, 6 (2019), S.30-34 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-0590
Schlagwörter	Literacy Education; School Districts; Reading Skills; Teaching Methods; English Instruction; Secondary School Students; Reading Motivation; Reading Achievement; English Teachers; Reading Teachers; College School Cooperation; Student Teachers; Instructional Leadership; Best Practices; Reflective Teaching; Communities of Practice; Evidence Based Practice; Thinking Skills; Skill Development; Language Arts; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; National Competency Tests; Adolescent Literature; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; English langauage lessons; Englischunterricht; Sekundarschüler; Lesemotivation; Leseleistung; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Instruction; Leadership; Bildung; Erziehung; Führung; Community; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Sprachkultur; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur
Abstract	Our district reading data at the secondary level has remained stagnant over the last decade with respect to grade-level reading ability. We knew we wanted to find a way to engage students in reading and strengthen their literacy skills. In response to this, we sought to examine if we were hindering literacy development through our instructional practices, as well as what literacy elements were missing in the English and reading classrooms on our secondary campuses. Through a year-long book study, all English and reading teachers, university student teachers, campus leaders and university supervisors read the book, met during PLCs to discuss the book, and agreed upon implementation of best practices from the book so that all were working towards the same goal, with the same approach. Recognizing the power behind reflective practices through the reading of a research-based literacy approach gave teachers a unified desire to change what needed to change and to teach in a way that promoted student thinking, listening, speaking, reading and writing across our secondary campuses. (As Provided).
Anmerkungen	Texas Association for Literacy Education. PO Box 451761, Houston, TX 77245. e-mail: taleyearbook@gmail.com; Web site: http://www.texasreaders.org/yearbooks.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01