Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction

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Autor/inn/en	Torgesen, Joseph K.; Houston, Debra D.; Rissman, Lila M.; Decker, Susan M.; Roberts, Greg; Vaughn, Sharon; Wexler, Jade; Francis, David J.; Rivera, Mabel O.; Lesaux, Nonie
Institution	Center on Instruction
Titel	Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction
Quelle	(2017), (190 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Literacy Education; Content Area Reading; Content Area Writing; English Language Learners; Reading Difficulties; Special Classes; Reading Skills; Expertise; Educational Improvement; Teaching Methods; Annotated Bibliographies; State Standards; Reading Improvement; Direct Instruction; Reading Comprehension; Discussion (Teaching Technique); Student Motivation; Student Participation; Concept Formation; Intervention; Reading Fluency; Vocabulary; Evidence Based Practice; Oral Language; Elementary Secondary Education; California; Florida; Rhode Island; Washington + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sinnerfassendes Lesen; Schriftliche Übung; Reading difficulty; Leseschwierigkeit; Special class; Sonderklasse; Reading skill; Lesefertigkeit; Expert appraisal; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Bibliography; Bibliographies; Bibliografie; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Leseverstehen; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Concept learning; Begriffsbildung; Wortschatz; Oral interpretation; Mündlicher Sprachgebrauch; Kalifornien
Abstract	This document was prepared to assist literacy specialists in the national Regional Comprehensive Center network as they work with states to improve educational policy and practice in the area of adolescent literacy. It comprises three major parts: Part One: "Improving academic literacy instruction for students in grades 4-12." Based on current research in adolescent literacy, this part discusses recommendations to improve literacy instruction in the content areas (e.g., science, social studies, history, literature), instructional recommendations for English language learners, and critical elements of instruction for special reading classes with struggling readers. It addresses three critical goals for academic literacy instruction with adolescents: (1) to improve overall levels of reading proficiency; (2) to (at least) maintain grade level reading skills from the end of third grade through high school; and (3) to accelerate the reading development of students reading below grade level. Part Two: "Advice from experts about improving academic literacy instruction for adolescents." Eight experts with extensive experience conducting research on adolescent literacy were asked to respond to four questions about methods for improving adolescent literacy from the perspective of school- and state-level policy recommendations. They were asked to address both literacy instruction in the content areas and recommendations for struggling readers; they were also asked to recommend additional readings related to these questions. An annotated bibliography of their responses is included. Part Three: "Examples of state activities in support of improved adolescent literacy instruction." This part describes specific activities four states have adopted to improve adolescent literacy, placing the targeted activities in the broader context of each state's efforts to support improved reading instruction. Contact information for each state is included. (ERIC).
Anmerkungen	Center on Instruction. Available from: RMC Research Corporation. 1000 Market Street Building 2, Portsmouth, NH 03801. Tel: 800-258-0802; Tel: 603-422-8888; e-mail: COI-Info@rmcres.com; Web site: http://www.centeroninstruction.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01