123ArticleOnline Logo
Welcome to 123ArticleOnline.com!

ALL >> Education >> View Article

Reading Success For Struggling Adolescent Learners

By Author: Alice.White
Total Articles: 41

I remember one high school gym class devoted to tumbling exercises. I spent the entire period finagling a permanent position in the back of the line for the mats. Classmates who enjoyed performing flips and cartwheels were willing to oblige my nonparticipation, and the gym teacher never noticed. In my middle school reading classes over the years, I've observed similar no participatory coping strategies by reluctant readers. Reading Success for Struggling Adolescent Learners is targeted to the teachers of such readers.

This text continues an earlier conversation described in Reading Next: A Vision for Action and Research in Middle and High School Literacy (Biancarosa & Snow, 2004), which describes 15 practices that promise to thwart the current adolescent literacy crisis. In this book, Lenski and Lewis compile theories, research, and instructional practices from adolescent literacy experts who approach Juicy Couture adolescent literacy from many angles. The most important contribution of this text is its emphasis on adolescent development as an important variable in effective adolescent reading instruction, the role of affect and motivation in such instruction, the importance of building on nonacademic literacy skills that students bring with them into classrooms, and how contextual climates outside of the classroom affect the success of literacy instruction.

Early chapters examine adolescence and traditionally marginalized adolescent readers. In Chapter 1, Jill Lewis and Avivah Dahbany describe several theories of adolescent development. One finding that relates to adolescent girls particularly surprised me: Early puberty has been attributed to the result of familial stress, particularly when an unrelated man resides with the mother of the adolescent female (Ellis & Garber, 2000). Chapter 2, by Susan Lenski, addresses struggling adolescent readers and describes ways literacy instruction can encourage critical thinking, classroom relationships, and literacy identities.

Other chapters observe that for literacy instruction to work for adolescents who struggle with reading, it must address affective dimensions that cause adolescents to avoid reading. In Chapter 3, Alfred W. Tatum and Teresa A. Fisher argue that resiliency must be included in interventions for struggling readers. Defining resiliency as "the capacity for successful adaptations in spite of adverse circumstances or stressful life events" (Henderson & Milstein, 2003, cited on p. 59), Tatum and Fisher discuss how student temperament, self-esteem, self-efficacy, social competence, and autonomy can work toward reading success. Chapter 6, by Kathleen Crawford-McKinney and Kattie Hogan, encourages teachers to offer students chances to self-select literature as a means to increase deeper engagement with text. Chapter 11, by Leif Fearn and Nancy Farnan, examines the role that self-concept plays in writing achievement. Taken together, these chapters illustrate that reading instruction Juicy Couture Watch for struggling readers must be personally relevant and have lower stakes to merit the risk-taking behaviors required of participation.

Still other chapters describe promising practices that enhance adolescent literacy learning by building on out-of-school literacies. Chapter 4, by Fabiola P. Ehlers-Zavala, addresses English-language learners and the types of instruction that most benefit these learners by building on existing literacy skills. In Chapter 5, Dana L. Grisham and Thomas DeVere Wolsey observe that many schools and students do not have access to technology (Hoctor, 2005), creating a digital divide (Hoffman, Novak, & Schlosser, 2001). The authors observe that social worlds afforded by new technologies allow students to construct literate identities that should be honored and expanded on in classrooms because they increase reading motivation and engagement. In Chapter 12, Susan Lenski observes, "Critical literacy can help students think beyond schooling and apply critical thinking strategies to media that they experience on a daily basis" (p. 242). These chapters encourage teachers to honor the literacy practices that struggling readers value in their nonschool lives by bringing those practices into the classroom.

Final chapters of this text address contexts outside of classrooms that affect classroom literacy instruction. Chapter 13, written by Peter Afflerbach, describes how formative and summative assessments can inform teachers that literacy learning is occurring or can detract from literacy learning.

Total Views: 35Word Count: 650See All articles From Author

Education Articles

1. 412-79v9 Exam
Author: Jimmy Jacobson

2. Understand The Importance Of Cbap® Training Program
Author: Multisoftsystems

3. Distance-learning, On-campus And Regular With Placement Courses
Author: Shivani

4. How To Bring About Classroom Software Control Within Purview Of Language Labs
Author: Carol Fleming

5. Trust Calculations
Author: yashi

6. Step By Step Instructions To Succeed With Selenium: Open Source Test Automation Tool
Author: Siyaram Ray

7. New Data Structures In Java
Author: siyaram ray

8. Apply For An Online Help For Nursing And Engineering Project
Author: Mely Jess

9. Tibco Bw | Bw Development Training
Author: Vasu Buddi

10. Tibco Businessworks Development | Businessworks Development Training
Author: Vasu Buddi

11. How Distance Mba Can Help You Become A Better Manager?
Author: Jitendra D

12. Motivational Speech By Shiv Khera
Author: Shiv Khera

13. Raja A
Author: MBA ADMISSIONS IN INDIA

14. Improve Your Knowledge And Skill With This Mobile Repairing Course In Patna, Bihar
Author: Hi Tech Institute patna

15. Basic Ways To Obtain Excellent Backlinks That Genuinely Enhance Your Traffic
Author: Rohit Sharma

Login To Account
Login Email:
Password:
Forgot Password?
New User?
Sign Up Newsletter
Email Address: