Reading Success for Struggling Adolescent Learners (Solving Problems in the Teaching of Literacy) PDF
Preview Reading Success for Struggling Adolescent Learners (Solving Problems in the Teaching of Literacy)
Reading Success for Struggling Adolescent Learners SOLVING PROBLEMS IN THE TEACHING OF LITERACY Cathy Collins Block, Series Editor RECENT VOLUMES Reading Assessment and Instruction for All Learners Edited by Jeanne Shay Schumm Word Sorts and More: Sound, Pattern, and Meaning Explorations K–3 Kathy Ganske Reading the Web: Strategies for Internet Inquiry Maya B. Eagleton and Elizabeth Dobler Designing Professional Development in Literacy: A Framework for Effective Instruction Catherine A. Rosemary, Kathleen A. Roskos, and Leslie K. Landreth Best Practices in Writing Instruction Edited by Steve Graham, Charles A. MacArthur, and Jill Fitzgerald Classroom Literacy Assessment: Making Sense of What Students Know and Do Edited by Jeanne R. Paratore and Rachel L. McCormack Fluency in the Classroom Edited by Melanie R. Kuhn and Paula J. Schwanenflugel Reading Assessment, Second Edition: A Primer for Teachers and Coaches JoAnne Schudt Caldwell Literacy Instruction for English Language Learners Pre-K–2 Diane M. Barone and Shelley Hong Xu Tools for Matching Readers to Texts: Research-Based Practices Heidi Anne E. Mesmer Achieving Excellence in Preschool Literacy Instruction Edited by Laura M. Justice and Carol Vukelich Reading Success for Struggling Adolescent Learners Edited by Susan Lenski and Jill Lewis Best Practices in Adolescent Literacy Instruction Edited by Kathleen A. Hinchman and Heather K. Sheridan-Thomas Comprehension Assessment: A Classroom Guide JoAnne Schudt Caldwell Comprehension Instruction, Second Edition: Research-Based Best Practices Edited by Cathy Collins Block and Sheri R. Parris The Literacy Coaching Challenge: Models and Methods for Grades K–8 Michael C. McKenna and Sharon Walpole Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples Isabel L. Beck, Margaret G. McKeown, and Linda Kucan Mindful of Words: Spelling and Vocabulary Explorations 4–8 Kathy Ganske Reading Success for Struggling Adolescent Learners edited by Susan Lenski Jill Lewis THE GUILFORD PRESS New York London © 2008TheGuilfordPress ADivisionofGuilfordPublications,Inc. 72SpringStreet,NewYork,NY10012 www.guilford.com Allrightsreserved Nopartofthisbookmaybereproduced,translated,storedinaretrievalsystem, ortransmitted,inanyformorbyanymeans,electronic,mechanical,photocopying, microfilming,recording,orotherwise,withoutwrittenpermissionfrom thePublisher. PrintedintheUnitedStatesofAmerica Thisbookisprintedonacid-freepaper. Lastdigitisprintnumber: 9 8 7 6 5 4 3 2 1 LibraryofCongressCataloging-in-PublicationData Readingsuccessforstrugglingadolescentlearners/editedbySusanLenski andJillLewis. p.cm.—(Solvingproblemsintheteachingofliteracy) Includesbibliographicalreferencesandindex. ISBN978-1-59385-676-2(pbk.:alk.paper) ISBN978-1-59385-677-9(hardcover:alk.paper) 1.Reading(Middleschool)2.Reading(Secondary)3.Reading—Remedial teaching.I.Lenski,SusanDavis,1951– II.Lewis,Jill,Ed.D. LB1632.R3752008 428.4′2—dc22 2008002138 To my husband, Fran Lenski, for his unwavering support —Susan Lenski To my grandmother, Marie Viner, for her encouragement and optimism —Jill Lewis About the Editors Susan Lenski, EdD, is Professor of Curriculum and Instruction at Portland State University, where she teaches graduate reading and language arts courses. Previously, Dr. Lenski taught school for 20 years, working with children from kindergarten through high school. During her years as a teacher, she was awarded the Nila Banton Smith Award from the Interna- tional Reading Association (IRA) for integrating reading in content-area classesandwasinstrumentalinleadingherschooltoreceiveanExemplary ReadingProgramAward.Dr.LenskiwasinductedintotheIllinoisReading Hall of Fame in 1999, and she served on the IRA Board of Directors from 2004to2007.Herresearchinterestsfocusonstrategicreadingandwriting, adolescent literacy, preparing teacher candidates, and social justice educa- tion. She has published more than 65 articles and 14 books, including Reading and Learning Strategies: Middle Grades through High School, ReadingStrategiesforSpanishSpeakers,andBecomingaTeacherofRead- ing: A Developmental Approach. JillLewis,EdD,isProfessorofLiteracyEducationatNewJerseyCityUni- versity, where she teaches graduate courses in reading, and reading devel- opment courses to underprepared freshmen. Previously she taught high school English and reading in public schools and at a community college. Dr. Lewis is a past member of the IRA’s Board of Directors (2004–2007), chaired IRA’s Government Relations Committee, is an IRA Volunteer Edu- cation Consultant for a secondary school literacy project in Macedonia, and volunteered in IRA’s Reading and Writing for Critical Thinking pro- ject. She served on several state-level task forces, including the New Jersey Task Force on Middle School Literacy, and co-chaired New Jersey’s Task vii viii About the Editors Force for Curriculum Framework for Language Arts Literacy. Dr. Lewis was a Princeton University Faculty Fellow for policy studies and directed community leadership programs in New Jersey. The New Jersey Reading Association awarded her its Distinguished Service Award in 2002. She has authored numerous articles on adolescent literacy, professional develop- ment, advocacy, and content-area reading, and has published the books Adolescent Literacy Instruction: Policies and Promising Practices; Educa- tors on the Frontline: Advocacy Strategies for Your Classroom, Your School, and Your Profession; and Academic Literacy: Readings and Strat- egies. Contributors Peter Afflerbach, PhD, Department of Curriculum and Instruction, University of Maryland, College Park, Maryland Rita Bean, PhD, Department of Instruction and Learning, University of Pittsburgh, Pittsburgh, Pennsylvania Micki M. Caskey, PhD, Department of Curriculum and Instruction, Portland State University, Portland, Oregon Kathleen Crawford-McKinney, PhD, Department of Teacher Education, Wayne State University, Detroit, Michigan Avivah Dahbany, PhD, Department of Professional Psychology and Family Therapy, Seton Hall University, South Orange, New Jersey Fabiola P. Ehlers-Zavala, PhD, Department of English, Colorado State University, Fort Collins, Colorado Laurie Elish-Piper, PhD, Department of Literacy Education, Northern Illinois University, DeKalb, Illinois Nancy Farnan, PhD, School of Teacher Education, San Diego State University, San Diego, California Leif Fearn, PhD, School of Teacher Education, San Diego State University, San Diego, California Gay Fawcett, PhD, independent consultant, Akron, Ohio Teresa A. Fisher, PhD, Department of Counseling, Adult and Higher Education, Northern Illinois University, DeKalb, Illinois Dana L. Grisham, PhD, Department of Teacher Education, California State University at East Bay, Hayward, California ix x Contributors Kattie Hogan, MSEd, Warren Woods Middle School, Warren, Michigan Erexenia Lanier, MSEd, Kingsley Junior High School, Normal, Illinois Susan Lenski, EdD, Department of Curriculum and Instruction, Portland State University, Portland, Oregon Jill Lewis, EdD, Department of Literacy Education, New Jersey City University, Jersey City, New Jersey Becky McTague, EdD, Department of Language and Literacy, Roosevelt University, Chicago, Illinois Timothy Rasinski, PhD, Department of Teaching Leadership and Curriculum Studies, Kent State University, Kent, Ohio Margaret Ann Richek, PhD, Department of Reading, Northeastern Illinois University, and Department of Language and Literacy, Roosevelt University, Chicago, Illinois Alfred W. Tatum, PhD, Department of Curriculum and Instruction, University of Illinois at Chicago, Chicago, Illinois Thomas DeVere Wolsey, EdD, College of Education, Walden University, Minneapolis, Minnesota
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