Best Practices in Adolescent Literacy Instruction

Second Edition

Edited by Kathleen A. Hinchman and Heather K. Sheridan-Thomas
Foreword by Donna E. Alvermann

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An authoritative teacher resource and widely adopted text, this book provides a comprehensive overview of adolescent literacy instruction in the era of the Common Core State Standards (CCSS). Leading educators describe effective practices for motivating diverse learners in grades 5-12, building comprehension of multiple types of texts, integrating literacy and content-area instruction, and teaching English language 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

“Provides an array of useful ideas to strengthen and enlarge teachers' approaches to adolescent literacy instruction....Recommended. Students of all levels.”

Choice Reviews (on the first edition)


“This volume provides a rich collection of ideas and strategies from top scholars in the field. It offers educators a roadmap for successfully promoting adolescents' comprehension, vocabulary development, and independent learning. The second edition responds to the enormous wave of change brought about by the CCSS. It describes ways teachers can expand their repertoire of instructional support across the content areas and engage students in close reading of increasingly complex texts.”

—Thomas W. Bean, PhD, Department of Teaching and Learning, Old Dominion University


“This second edition gives educators the latest tools to ensure all students are college and career ready. It reflects a commitment to providing students with high-quality instruction and equal access in all content areas—not just to meet current mandates, but to develop their critical thinking skills. As a leader committed to urban education, I find this book a valuable resource.”

—Margaret Morone-Wilson, MS, Director of Professional Development, Syracuse (New York) City School District


“In this second edition, you will find our best scholars addressing the most important issues and describing the most powerful instructional practices being used in secondary classrooms today. This volume continues to be one of the finest texts for teacher education and professional development in adolescent literacy. At a time when the contexts for literacy and literacy education have become complex and sometimes confusing, this book provides needed direction for us all.”

—Donald J. Leu, PhD, John and Maria Neag Endowed Chair in Literacy and Technology, University of Connecticut


“Secondary school teachers and curriculum coordinators are scouring the pedagogical landscape looking for resources like this one. The second edition offers insightful suggestions that will help us support our students in close reading of increasingly complex texts that incorporate challenging academic vocabulary. The book provides research-based strategies for helping students become more adept at writing from sources and using evidence to support their answers.”

—Brian Kesel, MS, Assistant Superintendent for Curriculum and Instruction, West Genesee Central Schools, Camillus, New York


“Bringing together prominent thinkers and leaders, this comprehensive, highly accessible volume offers compelling descriptions of exemplary practices, grounded in the latest research. From a stance of respect for adolescents, the authors share their remarkable insights and unique approaches for engaging students' literacies. Not only does the volume address academic realities, but it also maintains a deliberate and persuasive emphasis on adolescents' lifelong learning and personal fulfillment. This 'must-read' book will inform and inspire novice and experienced teachers and teacher educators.”

—Micki M. Caskey, PhD, Associate Dean for Academic Affairs and Professor, Graduate School of Education, Portland State University

Table of Contents

I. Valuing Adolescence

1. Texts and Adolescents: Embracing Connections and Connectedness, Alfred W. Tatum

2. Meaningful Discipline-Specific Language Instruction for Middle School Students for Whom English Is an Additional Language, Eliane Rubinstein-Ávila and Alisa G. Leckie

3. The Role of Motivation in Engaged Reading of Adolescents, David G. O'Brien and Deborah R. Dillon

4. Using Discourse Study as an Instructional Practice with Adolescents to Develop 21st-Century Literacies of Critically Conscious Citizens, Margaret C. Hagood

5. Teaching Literacy to Youth Who Struggle with Academic Literacies, Leigh A. Hall and Aubrey Comperatore

II. Developing Literacy Strategies

6. Text Complexity and Deliberate Practice: Common Cores of Learning, Kristen A. Munger and Maria S. Murray

7. Active Engagement with Words, Karen Bromley

8. Comprehension in Secondary Schools, Douglas Fisher and Nancy Frey

9. Expanding Adolescent Writing: Building upon Youths’ Practices, Purposes, Relationships, and Thoughtfulness, Randy Bomer and Michelle Fowler-Amato

10. Reading and Writing across Multiple Texts, Cynthia Shanahan

III. Developing Disciplinary Literacies

11. Fostering Acquisition of Mathematics Language, Codruta Temple and Kathleen A. Hinchman

12. Reading Challenging Texts in High School: How Teachers Can Scaffold and Build Close Reading for Real Purposes in the Subject Areas, Elizabeth Birr Moje and Jennifer Speyer

13. Teaching History and Literacy, Timothy Shanahan and Cynthia Shanahan

14. Literacy Support in English/Language Arts Classrooms: Motivation, Dialogue, and Strategy Instruction, Leslie S. Rush and Todd F. Reynolds

15. Assisting Struggling Readers with Textbook Comprehension, Heather K. Sheridan-Thomas

IV. Addressing Program and Policy Issues

16. Multimodality and Literacy Learning: Integrating the Common Core State Standards for English Language Arts, Fenice B. Boyd and Andrea L. Tochelli

17. Traveling Together Over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class, Cindy Litman and Cynthia Greenleaf

18. Differentiating Literacy Instruction for Adolescents, Zaline Roy-Campbell and Kelly Chandler-Olcott

19. Assessment for Literacy Growth and Content Learning in Secondary Schools, William G. Brozo

20. Coaching and Growing Literacy Communities of Practice, Josephine Peyton Marsh, David R. Krauter, and Lettice Pelotte


About the Editors

Kathleen A. Hinchman, PhD, is Professor in the Reading and Language Arts Center and Associate Dean for Academic Affairs in the School of Education at Syracuse University. A former middle school teacher, Dr. Hinchman teaches literacy methods courses and seminars. She is coeditor of the Journal of Adolescent and Adult Literacy and has authored or edited several books, including Best Practices in Adolescent Literacy Instruction, Second Edition, with Heather K. Sheridan-Thomas, and Adolescent Literacies, with Deborah A. Appleman. Her current scholarship explores policy implications of literacy-related secondary school reform and the use of formative design to explore alternative methods of adolescent literacy instruction.

Heather K. Sheridan-Thomas, EdD, is Assistant Superintendent for Instructional Services at the Tompkins-Seneca-Tioga Board of Cooperative Educational Services in Ithaca, New York. Formerly a teacher education professor, public school administrator, and secondary school teacher, her current focus is on implementing the Common Core State Standards in a way that honors the professionalism and expertise of teachers while preparing adolescents to be literate, thoughtful stewards of this planet through the 21st century.

Contributors

Donna E. Alvermann, PhD, is University of Georgia–Appointed Distinguished Research Professor of Language and Literacy Education.

Randy Bomer, PhD, is Professor and Chair in the Department of Curriculum and Instruction at the University of Texas at Austin.

Fenice B. Boyd, PhD, is Associate Professor of Literacy Education at the University at Buffalo, The State University of New York.

Karen Bromley, PhD, is a SUNY Distinguished Teaching Professor in the School of Education at Binghamton University, The State University of New York.

William G. Brozo, PhD, is Professor of Literacy in the Graduate School of Education at George Mason University.

Kelly Chandler-Olcott, EdD, is Professor and Chair of the Reading and Language Arts Center at Syracuse University.

Aubrey Comperatore, MA, is a doctoral student in Teacher Education and Literacy Studies at the University of North Carolina at Chapel Hill.

Deborah R. Dillon, PhD, is Professor of Literacy Education at the University of Minnesota.

Douglas Fisher, PhD, is Associate Dean of Professional, Graduate, and International Programs and the Guy Bond Chair in Reading atSan Diego State University.

Michelle Fowler-Amato, MA, is a doctoral candidate at the University of Texas at Austin.

Nancy Frey, PhD, is Professor in the Department of Educational Leadership at San Diego State University.

Cynthia Greenleaf, PhD, codirects the Strategic Literacy Initiative at WestEd in San Francisco.

Leigh A. Hall, PhD, teaches literacy courses as a faculty member at the University of North Carolina at Chapel Hill.

Margaret C. Hagood, PhD, is Associate Professor at the College of Charleston.

Kathleen A. Hinchman, PhD, is Professor of Reading and Language Arts at Syracuse University.

David R. Krauter, MA, is a literacy coach, former elementary school teacher, and a doctoral candidate in Curriculum and Instruction at Arizona State University.

Alisa G. Leckie, PhD, is Assistant Professor at Georgia Southern University.

Cindy Litman, MS, is a Senior Research Associate at WestEd’s Strategic Literacy Initiative in San Francisco.

Josephine Peyton Marsh, PhD, is Professor in Residence at Arizona State University Preparatory Academy and Associate Professor of Literacy Education at Arizona State University.

Elizabeth Birr Moje, PhD, is Associate Dean for Research and Community Engagement and the Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies at the University of Michigan.

Kristen A. Munger, PhD, is Assistant Professor of Counseling and Psychological Services at the State University of New York at Oswego.

Maria S. Murray, PhD, is Assistant Professor of Literacy Education at the State University of New York at Oswego.

David G. O’Brien, PhD, is Professor of Literacy Education at the University of Minnesota.

Lettice Pelotte, MEd, is a high school English teacher and a doctoral student in Curriculum and Instruction at Arizona State University.

Todd F. Reynolds, EdS, is a doctoral student and graduate assistant in Literacy Education at the University of Wyoming.

Zaline Roy-Campbell, PhD, is on the faculty of the Reading and Language Arts Center at Syracuse University and Director of the Teaching English Language Learners (TELL) M.S. Program.

Eliane Rubinstein-Ávila, EdD, is Associate Professor at the University of Arizona.

Leslie S. Rush, PhD, is Associate Dean for Undergraduate Programs in the College of Education at the University of Wyoming.

Cynthia Shanahan, PhD, is Professor Emerita of Literacy, Language, and Culture at the University of Illinois at Chicago.

Timothy Shanahan, PhD, is Distinguished Professor Emeritus at the University of Illinois at Chicago, where he was founding director of the Center for Literacy.

Heather K. Sheridan-Thomas, EdD, is Assistant Superintendent for Instructional Services at the Tompkins–Seneca–Tioga Board of Cooperative Educational Services in Ithaca, New York.

Jennifer Speyer, BA, is a history teacher at the Detroit Institute of Technology and a master’s student at the University of Michigan.

Alfred W. Tatum, PhD, is Professor and Interim Dean of the College of Education at the University of Illinois at Chicago.

Codruta Temple, PhD, is on the faculty at the State University of New York at Cortland.

Andrea L. Tochelli, MS, is a former elementary and middle school teacher and a doctoral candidate in Reading Education at the University at Buffalo, The State University of New York.

Audience

Classroom teachers, coaches, and administrators in grades 5–12; teacher educators and undergraduate and graduate students.

Course Use

Serves as a text in advanced undergraduate- or graduate-level courses such as Adolescent Literacy, Literacy in the Content Areas, Adolescents Who Struggle with Literacy, and Organizing Adolescent Literacy Programs.
Previous editions published by Guilford:

First Edition, © 2008
ISBN: 9781593856922
New to this edition: