Adolescent Literacy Research and Practice by Tamara L. Jetton Phd, Janice A. Dole Phd

By Tamara L. Jetton Phd, Janice A. Dole Phd

This much-needed e-book addresses the position of literacy guide in improving content material zone studying and fostering scholar motivation and good fortune way past the first grades. the original literacy wishes of center institution and secondary scholars are completely tested and potent practices and interventions pointed out. Reviewing the breadth of present wisdom, major specialists conceal such vital subject matters as: o How literacy talents boost in grades 5-12 o how one can comprise literacy studying into English, social reports, math, and technology o suffering adolescent readers and writers: what works in review and intervention o precise demanding situations dealing with English language freshmen and culturally assorted scholars o Implications for instructor education, coverage, and destiny examine

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Rather, we believe that both approaches can be effectively implemented in the classroom environment. For example, if a teacher needs to 30 TEACHING CONTENT DOMAINS THROUGH LITERACY provide a brief, direct explanation of a certain procedure or theory, the transmission approach might be best. On the contrary, when teachers want to engage students in problem solving, the transactional approach achieves more interactive reasoning among participants and might be the best approach for that situation.

Cambridge, MA: Harvard University Press. Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. Reading Teacher. 39, 564–570. , & Wigfield, A. (1996). Children’s motivations to read. In L. Baker, P. Afflerbach, & D. ), Developing engaged readers in school and home communities (pp. 89–113). Mahwah, NJ: Erlbaum. Palincsar, A. , & Brown, L. (1984). Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.

Both of these sources show that knowledge, strategies, and motivations are central to a student’s ability to handle the demands of domain-specific reading. We first examine each of these dimensions separately, then consider how they interface and play out differently as individuals become more competent in a subject-area domain. Knowledge Students must possess two bodies of knowledge to deal well with domainspecific texts: linguistic knowledge and subject-matter knowledge. Linguistic knowledge encompasses all knowledge and skills required in the processing and use of written language.

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