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What Content-Area Teachers Should Know about Adolescent Literacy

2009-09 Language Arts & Disciplines
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Release : 2009-09
Genre : Language Arts & Disciplines
Kind : eBook
Book Rating : 918/5 ( reviews)

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Book Synopsis What Content-Area Teachers Should Know about Adolescent Literacy by : Kris Anstrom

Download or read book What Content-Area Teachers Should Know about Adolescent Literacy written by Kris Anstrom. This book was released on 2009-09. Available in PDF, EPUB and Kindle. Book excerpt: Addresses middle and high school classroom teachers¿, administrators¿, and parents¿ need for info. about how to build adolescents¿ reading and writing skills. It provides more general info. for content-area teachers so that they will gain a deeper understanding of the underlying skills their students will need and the kind of instruction needed to develop these skills. The report describes 5 key components that are critical to the development of reading proficiency: decoding/phonemic awareness and phonics, morphology, vocab., fluency, and text comprehension. It also discusses 4 other areas that are fundamental in helping adolescents achieve advanced levels of literacy: assessment, writing, motivation, and the needs of diverse learners. Illus.

What Content-area Teachers Should Know about Adolescent Literacy

2010 Education
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Release : 2010
Genre : Education
Kind : eBook
Book Rating : 376/5 ( reviews)

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Book Synopsis What Content-area Teachers Should Know about Adolescent Literacy by : National Institute for Literacy (U.S.)

Download or read book What Content-area Teachers Should Know about Adolescent Literacy written by National Institute for Literacy (U.S.). This book was released on 2010. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this book is to help address middle and high school classroom teachers', administrators', and parents' immediate need for basic information about how to build adolescents' reading and writing skills. Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and consider their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imagination so they can create the world of the future. Despite the call for today's adolescents to achieve higher levels of literacy than previous generations, approximately 8.7 million 4th-12th grade students struggle with the reading and writing tasks that are required of them in school. Ongoing difficulties with reading and writing figure prominently in the decision to drop out of school. These indicators suggest that literacy instruction should continue beyond the elementary years and should be tailored to the more complex forms of literacy that are required of adolescent students in middle and high school. The purpose of this book is to summarise and discuss the most recent adolescent literacy research and to describe promising research-based instructional practices that can improve an adolescent's academic reading and writing skills.

What Content-Area Teachers Should Know about Adolescent Literacy

2007
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Release : 2007
Genre :
Kind : eBook
Book Rating : /5 ( reviews)

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Book Synopsis What Content-Area Teachers Should Know about Adolescent Literacy by : National Inst. for Literacy, Washington, DC.

Download or read book What Content-Area Teachers Should Know about Adolescent Literacy written by National Inst. for Literacy, Washington, DC.. This book was released on 2007. Available in PDF, EPUB and Kindle. Book excerpt: A growing research base on adolescent literacy supports an emphasis on direct instruction in the reading and writing skills needed to perform these more complex literacy tasks. However, many middle and high school teachers have little or no preparation for teaching these skills within their content-area disciplines and have few resources upon which to draw when they are faced with students whose academic reading and writing skills do not match their expectations. This document provides more general information for content-area teachers so that they will gain a deeper understanding of the underlying skills their students will need and the kind of instruction needed to develop these skills. This report is divided into two main sections. The first section describes five key components that are critical to the development of reading proficiency: decoding/phonemic awareness and phonics, morphology, vocabulary, fluency, and text comprehension. The second section discusses four other areas that are fundamental in helping adolescents achieve advanced levels of literacy: assessment, writing, motivation, and the needs of diverse learners. The following are appended: (1) Think Alouds; (2) Graphic and Semantic Organizers; (3) Explicit Comprehension Strategy Instruction; (4) Reciprocal Teaching; (5) Word Map; (6) The PLAN and WRITE Strategy; and (7) Summarization Strategy.

What Content-area Teachers Should Know about Adolescent Literacy

2007 Content area reading
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Release : 2007
Genre : Content area reading
Kind : eBook
Book Rating : /5 ( reviews)

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Book Synopsis What Content-area Teachers Should Know about Adolescent Literacy by :

Download or read book What Content-area Teachers Should Know about Adolescent Literacy written by . This book was released on 2007. Available in PDF, EPUB and Kindle. Book excerpt:

What Content-Area Teachers Should Know about Adolescent Literacy

2012-12-16
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Release : 2012-12-16
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Kind : eBook
Book Rating : 864/5 ( reviews)

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Book Synopsis What Content-Area Teachers Should Know about Adolescent Literacy by : national institute for literacy human development

Download or read book What Content-Area Teachers Should Know about Adolescent Literacy written by national institute for literacy human development. This book was released on 2012-12-16. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this report is to help address middle and high school classroom teachers', administrators', and parents' immediate need for basic information about how to build adolescents' reading and writing skills. The National Institute of Child Health and Human Development, the U.S. Department of Education, and other organizations currently sponsor long-term research studies that ultimately will add to our knowledge of adolescent literacy. In the meantime, however, the need for information to use in the classroom must be met. This report summarizes some of the current literature on adolescent literacy research and practice. It is not a research synthesis or a literature review; such an effort is well beyond the scope of this document. Rather the report suggests some methods of building adolescent reading and writing skills in the classroom. To the extent possible, recommendations are evidence-based. There is little published literature on the effectiveness of instructional approaches or programs for adolescents, and the results from some new effectiveness research, now in press, were not available during the development of this report. With the limited research base available, research on other groups such as younger readers, dyslexic readers, and adult beginning readers have informed the recommendations made in this document. Extrapolating from this research does not negate the need or import of research investigating the effectiveness of instructional approaches or programs for adolescent, but rather provides useful guidance that can inform what instructors do today.

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