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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010185167 | LB1632 E34 2008 | Open Access Book | Book | Searching... |
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Summary
Summary
Lack of reading proficiency is a barrier to understanding the academic content of any discipline. Effective Practice for Adolescents with Reading and Literacy Challenges provides secondary teachers with the knowledge and the strategies they need to improve their students' reading skills. Editors Denti and Guerin present a comprehensive collection of articles by a selection of prominent literacy and education researchers that provide practical approaches to improving literacy and offer accounts of successful evidence-based programs and practices that can be tailored to the needs of teachers working with struggling readers. Each chapter includes questions for review, a list of web resources, and suggested small group activities to encourage implementation of chapter ideas and strategies, making Effective Practice for Adolescents with Reading and Literacy Challenges a valuable tool for all teachers, regardless of content area.
Author Notes
Lou Denti is the Lawton Love Distinguished Professor in Special Education, and Director of the Center for Reading Diagnosis and Instruction at California State University, Monterey Bay.
Gilbert Guerin is on the staff of the San Jose State University Foundation where he directs teacher preparation projects in literacy.
Reviews 1
Choice Review
This collection of ten articles addresses the literacy needs of adolescents. Rather than focusing on overcoming failure, this book recommends preventing failure and building success over time. The book focuses on three areas: vocabulary development, diverse students' needs, and systemic change in middle and high school literacy instruction. Four articles address ways to expand vocabulary development. Beyond independent or collaborative vocabulary activities, they recommend that teachers across disciplines provide specific vocabulary instruction. Because reading-deficient students generally are less experienced in reading informational text, versus narrative text, the authors call for direct and frequent attention to this deficit. Three articles address the needs of diverse students: working with students in the upper grades; second-language and special education students; and students with language disorders. Upper-grade students often stop reaching for literacy because schooling has inadvertently taught them they are inadequate learners. Teachers need to understand special students' strengths as well as needs, and acquire skills and approaches that match students' particular characteristics. Effective instruction requires awareness of laws regarding special education and bilingual students. Successful systemic change grows from teacher-initiated, departmental, and whole school approaches. Summing Up: Recommended. Upper-division undergraduate through professional collections. R. Roth emerita, Rockhurst University
Table of Contents
| About the Editors | p. ix |
| Contributors | p. xi |
| Editors' Thoughts | p. xv |
| Preface | p. xvii |
| Section 1 Vocabulary-The Gateway to Reading Fluency and Comprehension | p. 1 |
| 1 Narrowing the Language Gap: The Case for Explicit Vocabulary Instruction in Secondary Classrooms | p. 3 |
| 2 Evidence-based Strategies for Vocabulary Instruction/Intervention | p. 25 |
| 3 Teaching Academic Vocabulary to Adolescents to Improve Comprehension | p. 45 |
| 4 Can You Teach an Older Student to Spell? | p. 65 |
| Section 2 Meeting Reading and Literacy Challenges for Diverse Students | p. 83 |
| 5 "I am Never Going to Be a Reader": Issues of Literacy in the Upper Grades | p. 85 |
| 6 Promoting Reading and Language Proficiency for English-language Learners in Secondary General and Special Education Programs | p. 107 |
| 7 Adolescents with Language Disorders as Partners in the Learning Process: Empowerment through Strategy-based Intervention | p. 129 |
| Section 3 Systemic Change Around Reading and Literacy at the Secondary Level | p. 147 |
| 8 Let's Get Serious About Literacy in High School! | p. 149 |
| 9 The Impact of Response to Intervention on Secondary Literacy | p. 179 |
| 10 Action Planning for Struggling Students to Improve Literacy and Content Area Achievement | p. 195 |
| Index | p. 223 |
