Reading Success for Struggling Adolescent Learners (Solving Problems in the Teaching of Literacy)

368 Pages·2008·2 MB·English

by  Susan Lenski

Reading Success
for Struggling Adolescent Learners
SOLVING PROBLEMS IN THE TEACHING OF LITERACY
Cathy Collins Block, Series Editor
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Reading
Success for
Struggling
Adolescent
Learners
edited by
Susan Lenski
Jill Lewis
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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