Advancing Our Students' Language and Literacy: The Challenge of Complex Texts

Autor/in	Adams, Marilyn Jager
Titel	Advancing Our Students' Language and Literacy: The Challenge of Complex Texts
Quelle	In: American Educator, 34 (2011) 4, S.3-11 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Stellungnahme; Reading Comprehension; Core Curriculum; Elementary Secondary Education; Vocabulary Development; Reading Instruction; Secondary School Students; Evaluation; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Leseverstehen; Kerncurriculum; Wortschatzarbeit; Leseunterricht; Sekundarschüler; Evaluierung
Abstract	The language of today's twelfth-grade English texts is simpler than that of seventh-grade texts published prior to 1963. No wonder students' reading comprehension has declined sharply. The author claims that literacy level of secondary students is languishing because the kids are not reading what they need to be reading. In this article, the author lays out the evidence and argument of her claim. She examines the options for developing students' vocabulary and presents insights from a computer model of vocabulary acquisition. She also discusses a strategy for developing advanced reading and the role of a common core curriculum. She contends that a great benefit of a common core curriculum is that it would drive a thorough overhaul of the texts educators give students to read, and the kinds of learning and thought they expect their reading to support. (Contains 55 endnotes.) (ERIC).
Anmerkungen	American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10