Thorough and accessible, this professional resource and text shows how the latest research in adolescent literacy can be translated into effective practice in middle and high school classrooms. Leading authorities discuss findings on the adolescent learner, addressing such essential topics as comprehension, content-area literacy, differentiated instruction, gender differences in literacy learning, and English language learners. With a focus on evidence-based methods, coverage ranges from techniques for building digital literacy and comprehension skills to strategies for flexible grouping and writing instruction. Ideal for courses in adolescent literacy, each chapter includes guiding questions, discussion questions, and classroom examples.On the other hand, other studies indicate the unreliability of contexts for helping readers determine appropriate word ... (2000) found that fourth- grade and eighth -grade students with some topical knowledge learned word meanings ... by the type and amount of passage support for vocabulary in content textbooks ( Cardinale, 1991; Gordon, Schumm, ... The findings of these studies indicate the need for specific and obvious context clues Vocabulary Learning in the Content Areas 355.
|Title||:||Literacy Instruction for Adolescents|
|Author||:||Karen D. Wood, William E. Blanton|
|Publisher||:||Guilford Press - 2009-03-12|