Reading Success for Struggling Adolescent Learners. Solving Problems in the Teaching of Literacy

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Sonst. Personen	Lenski, Susan (Hrsg.); Lewis, Jill (Hrsg.)
Titel	Reading Success for Struggling Adolescent Learners. Solving Problems in the Teaching of Literacy
Quelle	(2008), (339 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5938-5677-9
Schlagwörter	Educational Strategies; Independent Reading; Social Action; Second Language Learning; Adolescents; Secondary School Teachers; Problem Solving; Reading Difficulties; Low Achievement; Reading Instruction; Writing Instruction; Writing Skills; Reading Skills; Personality Traits; Classroom Environment; Educational Technology; Reading Fluency; Reading Comprehension; Vocabulary Development; Writing Difficulties; Reading Achievement; Student Evaluation; Professional Development; Parent Participation; Middle School Students; High School Students; Workplace Literacy + Suchen Sie Ihr Suchwort? Lehrstrategie; Freies Lesen; Soziales Handeln; Zweitsprachenerwerb; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Problemlösen; Reading difficulty; Leseschwierigkeit; Unterdurchschnittliche Leistung; Leseunterricht; Schreibunterricht; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Klassenklima; Unterrichtsklima; Unterrichtsmedien; Leseverstehen; Wortschatzarbeit; Schreibstörung; Leseleistung; Schulnote; Studentische Bewertung; Elternmitwirkung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	This volume discusses factors that affect struggling readers in grades 7-12 and provides research-based strategies for improving their reading and writing skills. Chapters examine why some adolescents have trouble achieving reading proficiency, describe school-wide policies and programs that support literacy, and suggest age-appropriate classroom practices for promoting reading success. The book shows how literacy skills and strategies can be incorporated into instruction in all areas of the curriculum. Essential topics include assessment; building core competencies, such as fluency, comprehension, and vocabulary; and working with struggling adolescent English language learners. The book is designed for use by middle and high school teachers, literacy coaches, reading specialists and teacher educators, and may also serve as a text in advanced undergraduate or graduate-level courses in adolescent literacy. Following an introduction by the editors, 16 chapters are divided across four topics. Part I, Understanding Struggling Adolescent Readers, includes: (1) What Do We Know about the Adolescent Learner and What Does It Mean for Literacy Instruction? (Jill Lewis and Avivah Dahbany); (2) Struggling Adolescent Readers: Problems and Possibilities (Susan Lenski); (3) Nurturing Resilience among Adolescent Readers (Alfred W. Tatum and Teresa A. Fisher); and (4) Teaching Adolescent English Language Learners (Fabiola P. Ehlers-Zavala). Part II, Organizing Classroom Contexts That Promote Literacy, contains: (5) The Role of Technology in Supporting Struggling Readers (Dana Grisham and Thomas DeVere Wolsey); (6) Engaging Struggling Adolescent Readers in Conversations about Texts: Instructional Strategies for Successful Experiences (Kathleen Crawford-McKinney and Kattie Hogan); and (7) Making Time for Independent Reading (Susan Lenski and Erexenia Lanier). Part III, Implementing Classroom Instruction for Struggling Adolescent Readers, includes: (8) Fluency Strategies for Struggling Adolescent Readers (Gay Fawcett and Timothy Rasinski); (9) Comprehension Strategies that Make a Difference for Struggling Readers (Micki M. Caskey); (10) Vocabulary Strategies for Struggling Readers (Margaret Ann Richek and Becky McTague); (11) Classroom Instruction for Struggling Writers (Leif Fearn and Nancy Farnan); and (12) Teaching from a Critical Literacy Perspective and Encouraging Social Action (Susan Lenski). The book concludes with Part IV, Developing Schoolwide Contexts to Support Achievement: (13) Meaningful Assessment of Struggling Adolescent Readers (Peter Afflerbach); (14) Literacy Coaching at the Middle School/High School Levels (Rita Bean); (15) Keeping Parents Involved in Their Children's Education during the Middle and High School Years (Laurie Elish-Piper); and (16) "But I'm Not Going to College!": Developing Adolescents' Literacy for the 21st-Century Workplace (Jill Lewis). An index is included. (ERIC).
Anmerkungen	Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10