Reading and the High School Student
Strategies to Enhance Literacy
Published on 2. October 2003
Book
Paperback/Softback
272 pages
978-0-205-31961-9 (ISBN)
Description
Designed specifically for high-school teachers and administrators, this long-awaited text presents, in a succint and practical way, the issues and trends relative to improved literacy learning in our nation's high schools.
This text is an invaluable resource packed with numerous research-based, classroom-tested learning strategies to improve reading in the content areas. A special emphasis is placed on the needs of the struggling reader. The text concludes with a description of how to develop a literacy program and plan for a high school or district and presents several exemplary models. This text is the perfect complement to Reading and the Middle School, 2/e, also published by Irvin.
This text is an invaluable resource packed with numerous research-based, classroom-tested learning strategies to improve reading in the content areas. A special emphasis is placed on the needs of the struggling reader. The text concludes with a description of how to develop a literacy program and plan for a high school or district and presents several exemplary models. This text is the perfect complement to Reading and the Middle School, 2/e, also published by Irvin.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 178 mm
Weight
508 gr
ISBN-13
978-0-205-31961-9 (9780205319619)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Judith L. Irvin | Douglas R. Buehl | Ronald M. Klemp
Reading and the High School Student
Strategies to Enhance Literacy
Book
01/2007
2nd Edition
Pearson
€65.22
Article is exhausted; no reprint
Content
Every chapter concludes with "Summary" and "References."I. What Educators Need to Know to Make Instructional Decisions.
1. Adolescent Literacy.
New Emphasis on Adolescent Literacy.
Philosophical Transformations.
Purpose and Overview of the Book.
2. The Adolescent.
Transition from Middle School to High School.
An Historical Perspective of Adolescence.
Developmental Tasks of Adolescence.
Cultural Influences on Adolescent Development.
3. Literacy Learning and the Curriculum.
What Teachers See: Symptoms of Ineffective Learning.
Interactive Reading and Learning.
Reading/Writing Connections.
Integrating Literacy Learning.
Effective Literacy Instruction.
4. Learning Environments that Motivate Students.
Classroom Negotiations: The Teacher as Mediator.
Mediated Instruction and Prior Knowledge.
Task-Focused Learning.
Using Classroom Discussion to Motivate Students.
Cooperative Literacy.
5. Assisting Struggling Readers.
The Status of Reading Proficiency in the United States.
Helping Struggling Readers Become Strong Readers.
Underachievement.
Rethinking (Dis)Ability.
Second Language Learners.
Strategies for Struggling Readers.
Assisting Struggling Readers.
6. The Demands of Text.
Changes in Reading Material.
Kinds of Text.
Helping Students Understand Text Structure.
Difficulty with Content Area Textbooks.
Using and Evaluating Textbooks.
User-friendly Text Analysis.
Technology and Literacy.
7. Vocabulary Knowledge.
The Importance of Vocabulary Knowledge.
Factors in Vocabulary Acquisition.
Metalinguistic Awareness.
Choosing Words for Instruction.
Guidelines for Instruction.
Vocabulary Strategies.
8. Using Prior Knowledge.
The Role of Prior Knowledge in Reading.
Activating Prior Knowledge.
Assessing the Knowledge Base of Students.
Prereading Strategies.
Building Background Knowledge When Students Know Little About a Topic.
Activating Knowledge When Students Know Something About a Topic.
Organizing Knowledge When Students Know a Great Deal About a Topic.
9. Comprehending Text.
Strategies Strong Readers Use: A Comprehension Model.
Guidelines for Instruction.
Comprehension Strategies.
10. Using Study Strategies to Learn and Remember.
Depth of Processing.
Identifying Important Information.
Generalizations About Strategic Learning.
Question Generation and Answer Explanation.
Question Answer Relationships.
Text Summarization.
Student-Generated Elaborations.
Organizing Strategies.
11. Assessment that Guides Instruction.
Characteristics of Quality Assessments.
Implications of Assessment.
Understanding High Stakes and Norm-Referenced Tests.
Using High Stakes and Other Standardized Tests.
Curriculum-Based Assessment.
Traditional Teacher Assessments: Grades.
Authentic Assessment.
Managing the Grading Load.
II. What Educators Need to Know to Make Programmatic Decisions.
12. The Reading Program.
Methods of Literacy Instruction in High Schools.
Reading in the Content Areas: An Historical Context.
Components of a Successful High School Literacy Program.
A Blueprint for a Comprehensive High School Reading Program: One District's Response.
Facilitating Change.
13. Exemplary Literacy Programs.
Teaching Reading in Secondary School Content Areas: A Multi-District School Improvement Effort in Iowa by Kenneth M. Cutts, Patricia C. Hipple, and Edward C. Redalen.
Reading Across Disciplines by Nancy Rathjen.
Program Leadership Through Reading: Using Cross-Age Tutoring to Enhance Literacy, by Nancy Dean.
The Emerging Role of a Reading Specialist, by Diana Pafford.
14. The New American High School.
History of the New American High School.
Curricular Integration.
Schools-within-Schools and Academies.
Block Scheduling.
Online High Schools.
What Works in the New American High School.
Implications for Literacy.
1. Adolescent Literacy.
New Emphasis on Adolescent Literacy.
Philosophical Transformations.
Purpose and Overview of the Book.
2. The Adolescent.
Transition from Middle School to High School.
An Historical Perspective of Adolescence.
Developmental Tasks of Adolescence.
Cultural Influences on Adolescent Development.
3. Literacy Learning and the Curriculum.
What Teachers See: Symptoms of Ineffective Learning.
Interactive Reading and Learning.
Reading/Writing Connections.
Integrating Literacy Learning.
Effective Literacy Instruction.
4. Learning Environments that Motivate Students.
Classroom Negotiations: The Teacher as Mediator.
Mediated Instruction and Prior Knowledge.
Task-Focused Learning.
Using Classroom Discussion to Motivate Students.
Cooperative Literacy.
5. Assisting Struggling Readers.
The Status of Reading Proficiency in the United States.
Helping Struggling Readers Become Strong Readers.
Underachievement.
Rethinking (Dis)Ability.
Second Language Learners.
Strategies for Struggling Readers.
Assisting Struggling Readers.
6. The Demands of Text.
Changes in Reading Material.
Kinds of Text.
Helping Students Understand Text Structure.
Difficulty with Content Area Textbooks.
Using and Evaluating Textbooks.
User-friendly Text Analysis.
Technology and Literacy.
7. Vocabulary Knowledge.
The Importance of Vocabulary Knowledge.
Factors in Vocabulary Acquisition.
Metalinguistic Awareness.
Choosing Words for Instruction.
Guidelines for Instruction.
Vocabulary Strategies.
8. Using Prior Knowledge.
The Role of Prior Knowledge in Reading.
Activating Prior Knowledge.
Assessing the Knowledge Base of Students.
Prereading Strategies.
Building Background Knowledge When Students Know Little About a Topic.
Activating Knowledge When Students Know Something About a Topic.
Organizing Knowledge When Students Know a Great Deal About a Topic.
9. Comprehending Text.
Strategies Strong Readers Use: A Comprehension Model.
Guidelines for Instruction.
Comprehension Strategies.
10. Using Study Strategies to Learn and Remember.
Depth of Processing.
Identifying Important Information.
Generalizations About Strategic Learning.
Question Generation and Answer Explanation.
Question Answer Relationships.
Text Summarization.
Student-Generated Elaborations.
Organizing Strategies.
11. Assessment that Guides Instruction.
Characteristics of Quality Assessments.
Implications of Assessment.
Understanding High Stakes and Norm-Referenced Tests.
Using High Stakes and Other Standardized Tests.
Curriculum-Based Assessment.
Traditional Teacher Assessments: Grades.
Authentic Assessment.
Managing the Grading Load.
II. What Educators Need to Know to Make Programmatic Decisions.
12. The Reading Program.
Methods of Literacy Instruction in High Schools.
Reading in the Content Areas: An Historical Context.
Components of a Successful High School Literacy Program.
A Blueprint for a Comprehensive High School Reading Program: One District's Response.
Facilitating Change.
13. Exemplary Literacy Programs.
Teaching Reading in Secondary School Content Areas: A Multi-District School Improvement Effort in Iowa by Kenneth M. Cutts, Patricia C. Hipple, and Edward C. Redalen.
Reading Across Disciplines by Nancy Rathjen.
Program Leadership Through Reading: Using Cross-Age Tutoring to Enhance Literacy, by Nancy Dean.
The Emerging Role of a Reading Specialist, by Diana Pafford.
14. The New American High School.
History of the New American High School.
Curricular Integration.
Schools-within-Schools and Academies.
Block Scheduling.
Online High Schools.
What Works in the New American High School.
Implications for Literacy.