Literacy Instruction for Adolescents: Research-Based Practice

546 Pages·2009·3.39 MB·English

by  Karen D. Wood PhD

Literacy instruction for adoLescents

Literacy
instruction for
adolescents
Research-Based Practice
edited by
Karen D. Wood
William E. Blanton
tHe GuiLford Press
new york London
© 2009 The Guilford Press
A Division of Guilford Publications, Inc.
72 Spring Street, New York, NY 10012
www.guilford.com
All rights reserved
No part of this book may be reproduced, translated, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying,
microfilming, recording, or otherwise, without written permission from
the Publisher.
Printed in the United States of America
This book is printed on acid-free paper.
Last digit is print number: 9 8 7 6 5 4 3 2 1
Library of Congress Cataloging-in-Publication Data
Literacy instruction for adolescents: research-based practice / edited by Karen D.
Wood and William E. Blanton.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-60623-123-4 (hardcover: alk. paper) — ISBN 978-1-60623-118-0
(pbk.: alk. paper)
1. Reading (Secondary) 2. Reading (Secondary)—Research. I. Wood, Karen D.
II. Blanton, William E.
LB1632.L55 2009
428.4—dc22
2008054618
To Eric, Ryan, Lauren, and Kevin
—K.D.W.
To Ellie and Bill
—W.E.B.
about the editors
Karen D. Wood, PhD, is Professor in the Department of Reading and Elementary
Education at the University of North Carolina at Charlotte. A former middle school
reading teacher and K–12 literacy specialist in the public schools, she is the author of
over 200 articles, chapters, and books focusing on various topics, including integrat-
ing literacy across the curriculum, meeting the needs of diverse learners, vocabulary
and comprehension development, and translating research and theory into classroom
practice. These articles have appeared in journals such as The Reading Teacher, Journal
of Reading, Reading and Writing Quarterly, Reading Psychology, Language Arts, and the
Middle School Journal. Dr. Wood began writing the “Research into Practice” column for
the Middle School Journal in 1986 and continues as its author today. She was a member
of the authorship team of the McGraw-Hill Basal Reading Series from 1989 to 2004
and was the former coeditor, along with William E. Blanton, of the journal Reading
Research and Instruction. Her recent books include Guiding Readers through Text: Strategy
Guides in New Times, Strategies for Integrating Reading and Writing in Middle and High
School Classrooms, Teaching Literacy in Sixth Grade, Literacy Strategies across the Subject Areas
(2nd edition), and Instructional Strategies for Teaching Content Vocabulary: Grades 4–12.
William E. Blanton, EdD, is Professor in the Language and Literacy Learning in
Multilingual Settings Program at the University of Miami in Coral Gables, Florida. A
1970 graduate of the Reading Education Program of the University of Georgia, he has
held faculty appointments at Indiana University and Appalachian State University.
Formerly he was associated with the Education Resources Information Center (ERIC)
Clearinghouse on Reading Education at Indiana University, and he was a cofounder
of the Laboratory of Technology and Learning at Appalachian State University. Dr.
Blanton has coauthored reading instruction programs; edited journals in reading
education; served on editorial boards of major journals; written extensively for jour-
nals such as The Elementary School Journal, Reading Research Quarterly, Reading Psychology,
Journal of Adolescent and Adult Literacy, and The Reading Teacher; and contributed chap-
ters to many books. His current research studies the role of culture in development,
with a dual focus on characterizing children’s development and the development of
the social institutions in which this process occurs.
vi
contributors
Richard L. Allington, PhD, College of Education, University of Tennessee,
Knoxville, Tennessee
Donna E. Alvermann, PhD, Department of Language and Literacy Education,
University of Georgia, Athens, Georgia
Patricia L. Anders, PhD, College of Education, University of Arizona,
Tucson, Arizona
Mary A. Avalos, PhD, School of Education, University of Miami,
Coral Gables, Florida
Rita M. Bean, PhD, Department of Instruction and Learning, University
of Pittsburgh, Pittsburgh, Pennsylvania
Thomas W. Bean, PhD, Curriculum and Instruction Department, University
of Nevada, Las Vegas, Nevada
William E. Blanton, EdD, School of Education, University of Miami,
Coral Gables, Florida
William G. Brozo, PhD, Graduate School of Education, George Mason University,
Fairfax, Virginia
Julie Coiro, PhD, School of Education, University of Rhode Island,
Kingston, Rhode Island
Patricia M. Cunningham, PhD, Department of Education, Wake Forest University,
Winston-Salem, North Carolina
Danielle V. Dennis, PhD, Department of Childhood Education and Literacy
Studies, University of South Florida, Tampa, Florida
Brock Dubbels, PhD, The Center for Cognitive Sciences, University of Minnesota,
Minneapolis, Minnesota
vii
viii contributors
Pamela J. Dunston, PhD, Department of Reading Education, Clemson University,
Clemson, South Carolina
Ellen Eisenberg, MEd, The Pennsylvania High School Coaching Initiative, The
Annenberg Foundation, Radnor, Pennsylvania
Douglas Fisher, PhD, School of Teacher Education, San Diego State University,
San Diego, California
Nancy Frey, PhD, School of Teacher Education, San Diego State University,
San Diego, California
Linda B. Gambrell, PhD, Department of Reading Education, Clemson University,
Clemson, South Carolina
Courtney Gaskins, MEd, Youth for Tomorrow, Bristow, Virginia
Jane Hansen, PhD, Curry School of Education, University of Virginia,
Charlottesville, Virginia
Janis M. Harmon, PhD, Department of Interdisciplinary Learning and Teaching,
University of Texas at San Antonio, San Antonio, Texas
Helen Harper, PhD, Curriculum and Instruction Department, University of Nevada,
Las Vegas, Nevada
Alison Heron-Hruby, PhD, College of Education and Human Development,
George Mason University, Fairfax, Virginia
Kara K. Keeling, PhD, Department of English, Christopher Newport University,
Newport News, Virginia
Brian Kissel, PhD, Department of Reading and Elementary Education, University
of North Carolina at Charlotte, Charlotte, North Carolina
Diane Lapp, EdD, College of Education, San Diego State University,
San Diego, California
Evan Lefsky, PhD, literacy consultant, Crawfordville, Florida
Miriam Martinez, PhD, Department of Interdisciplinary Learning and Teaching,
University of Texas at San Antonio, San Antonio, Texas
Patrick McCabe, PhD, PhD Program in Literacy, St. John’s University,
Queens, New York
Rachel L. McCormack, EdD, School of Education, Roger Williams University,
Bristol, Rhode Island
Beverly K. McIntyre, MS, College of Education, University of North Carolina at
Charlotte, Charlotte, North Carolina
Adriana L. Medina, PhD, Department of Reading and Elementary Education,
University of North Carolina at Charlotte, Charlotte, North Carolina
David W. Moore, PhD, College of Teacher Education and Leadership, Arizona State
University, Phoenix, Arizona