Title:
Reading and the high school student : strategies to enhance literacy
Personal Author:
Edition:
2nd ed.
Publication Information:
Boston, MA : Pearson/Allyn and Bacon, 2007
ISBN:
9780205489398
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
---|---|---|---|---|---|
Searching... | 30000010113820 | LB1632 I78 2007 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Now in its second edition, Reading and the High School Student presents the issues and trends for improving literacy learning in secondary schools. Perfect for both pre-service and in-service teachers, the book emphasizes classroom applications and offers solutions for the development of literacy programs at the school and district levels.
Irvin, Buehl, and Klemp deliver a practical, concise, and balanced introduction to literacy topics, lending special attention to the needs of the struggling reader and the English language learner. The text includes a wealth of strategies with real classroom examples that teachers can implement in their own classrooms, making the book a valuable and handy reference. New features to this edition include: -Focus on adolescent literacy as addressed by No Child Left Behind (NCLB) and its consequences for high school students. -Myriad suggestions on how to close the achievement gap and ideas for tutoring. -Extensive coverage of multiple literacies and media literacy within the context of high school classes.Table of Contents
Chapter 1 Adolescent Literacy |
The Neglect of Adolescent Literacy |
Rediscovering Adolescent Literacy |
Impact of Federal and State Mandates on Adolescent Literacy |
School-wide Approaches to Improving Adolescent Literacy |
Purpose and Overview of the Book |
Summary |
Extending Learning |
Re-addressing the Talking Points |
Revisiting the Vignette |
Terms to Remember and Use |
Modifying Instruction for English Language Learners |
Beyond the Book |
Chapter 2 Literacy Learning |
What Teachers See: Symptoms of Ineffective Learning |
Metaphor #1 The Trip With No Scenery |
Metaphor #2 Ping Pong Reading |
Metaphor #3 Mindless Routines |
Metaphor #4 Consumers and Extraterrestrials |
Metaphor #5 Freeloading and First Down Punting |
Metaphor #6 World Brains and School Brains |
Schema Theory |
Metacognition |
Scaffolding |
Literacy Practice of Strong Readers |
The Learner |
The Text |
The Context |
Reading/Writing Connections |
Summary |
Extending Learning |
Re-addressing the Talking Points |
Revisiting the Vignette |
Terms to Remember and Use |
Modifying Instruction for English Language Learners |
Beyond the Book |
References |
Chapter 3 Learning Environments That Motivate Students |
Classroom Negotiations: The Teacher as Mediator |
Mediated Instruction and the Gradual Release of Responsibility |
Mediated Instruction and Prior Knowledge |
The Teacher as Coach and Mentor |
Motivation and Engagement |
Making Connections to Studentsrsquo; Lives |
Creating Safe and Responsive Classrooms |
Having Students Interact with Each Other and With Text |
Using Classroom Discussion to Motivate Students |
Classroom Talk that is Accountable |
Think-Pair-Share |
The Discussion Web |
Cooperative Literacy |
Directed Reading Sequence |
Summary |
Extending Learning |
Re-addressing the Talking Points |
Revisiting the Vignette |
Terms to Remember and Use |
Modifying Instruction for English Language Learners |
Beyond the Book |
References |
Chapter 4 Assisting Struggling Readers |
The Status of Reading Proficiency in the United States |
Helping Struggling Readers Become Strong Readers |
English Language Learners |
Strategies for Struggling Readers |
Interactive Reading Guides |
Summary |
Extending Learning |
Re-addressing the Talking Points |
Revisiting the Vignette |
Terms to Remember and Use |
Modifying Instruction for English Language Learners |
Beyond the Book |
References |
Chapter 5 The Demands of Text |
The Transition to Informational Text |
Kinds of Text |
Narrative Text |
Expository Text |
Helping Students Understand Text Structure |
Difficulty with Content Area Textbooks |
Content and Strategic Knowledge |
Classroom Experiences with Textbooks |
The Task |
PIC: A Textbook Previewing Guide |
Double S: Signal Words that Indicate Structure |
Using and Evaluating Textbooks |
Summary |
Extending Learning |
Re-addressing the Talking Points |
Revisiting the Vignette |
Terms to Remember and Use |
Modifying Instruction for English Language Learners |
Beyond the Book |
References |
Chapter 6 Vocabulary Knowledge |
The Importance of Vocabulary Knowledge |
Factors in Vocabulary Acquisitio |