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Best Practices in Adolescent Literacy Instruction
With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5–12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume.
New to This Edition
*Chapters on new building multicultural classrooms, Black girls’ digital literacies, issues of equity and access, and creating inclusive writing communities.
*New chapters on core academic language, learning from multiple texts, and reading interventions.
*Increased attention to issues of diversity, equity, and inclusion.
*The latest knowledge about adolescents' in- and out-of-school literacies.
An NCTQ Exemplary Text for Reading Instruction
New to This Edition
*Chapters on new building multicultural classrooms, Black girls’ digital literacies, issues of equity and access, and creating inclusive writing communities.
*New chapters on core academic language, learning from multiple texts, and reading interventions.
*Increased attention to issues of diversity, equity, and inclusion.
*The latest knowledge about adolescents' in- and out-of-school literacies.
An NCTQ Exemplary Text for Reading Instruction
- GenresEducation
448 pages, Kindle Edition
Published January 10, 2022
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2 people want to read
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Displaying 1 - 2 of 2 reviews
December 4, 2024
Much has been made about the hard shift towards a focus on literacy in education in all subjects. As an English teacher I feel sort of faceblind to this as much of the theory fits into what I am already doing. So to place this book in the wider context of that shift is not something I feel up to the task of, especially as a neophyte.
While I appreciate a lot of the data and study-driven material in this collection, I find myself preferring the pov some boots-on-the-ground teachers who know who can speak to what the foxhole is like and let that inform not only their philosophy but their voice. That sort of belief that no plan survives contact with the enemy. Most essays in here felt too distant from the classroom to feel like it exists in the real world.
The final chapter about professional development best illustrates my feeling. Of course PD sounds wonderful and essential on paper but there is a reason why it has such a horrible reputation among teachers. The authors of that particular paper can list all the potential benefits all they want-- anything that wants to be taken seriously kind of needs to operate from the standpoint that PD's are usually broken time wasters and more often than not it's either admin or some even larger entities fault.
It also got under my skin with the chapter about picking texts that are exclusively """relevant""" to students, which is a conversation I find slightly ridiculous.
Still, very useful as a counter to the other textbook I'm using this Fall which is much more radical, well-voiced, and passionate but seems built on shakier ground than what's on offer here.
While I appreciate a lot of the data and study-driven material in this collection, I find myself preferring the pov some boots-on-the-ground teachers who know who can speak to what the foxhole is like and let that inform not only their philosophy but their voice. That sort of belief that no plan survives contact with the enemy. Most essays in here felt too distant from the classroom to feel like it exists in the real world.
The final chapter about professional development best illustrates my feeling. Of course PD sounds wonderful and essential on paper but there is a reason why it has such a horrible reputation among teachers. The authors of that particular paper can list all the potential benefits all they want-- anything that wants to be taken seriously kind of needs to operate from the standpoint that PD's are usually broken time wasters and more often than not it's either admin or some even larger entities fault.
It also got under my skin with the chapter about picking texts that are exclusively """relevant""" to students, which is a conversation I find slightly ridiculous.
Still, very useful as a counter to the other textbook I'm using this Fall which is much more radical, well-voiced, and passionate but seems built on shakier ground than what's on offer here.
June 29, 2023
lots of great ideas for my classroom and helped me consider some new ways of thinking. wasn't the easiest book to read, or even the most fun, and sure, but it was a good authority on what teachers can do to be more effective
Displaying 1 - 2 of 2 reviews