I. Valuing Adolescence1. Texts and Adolescents: Embracing Connections and Connectedness, Alfred W. Tatum2. Meaningful Discipline-Specific Language Instruction for Middle School Students for Whom English Is an Additional Language, Eliane Rubinstein-Avila and Alisa G. Leckie3. The Role of Motivation in Engaged Reading of Adolescents, David G. O'Brien and Deborah R. Dillon4. Using Discourse Study as an Instructional Practice with Adolescents to Develop 21st-Century Literacies of Critically Conscious Citizens, Margaret C. Hagood5. Teaching Literacy to Youth Who Struggle with Academic Literacies, Leigh A. Hall and Aubrey ComperatoreII. Developing Literacy Strategies6. Text Complexity and Deliberate Practice: Common Cores of Learning, Kristen A. Munger and Maria S. Murray7. Active Engagement with Words, Karen Bromley8. Comprehension in Secondary Schools, Douglas Fisher and Nancy Frey9. Expanding Adolescent Writing: Building upon Youths' Practices, Purposes, Relationships, and Thoughtfulness, Randy Bomer and Michelle Fowler-Amato10. Reading and Writing across Multiple Texts, Cynthia ShanahanIII. Developing Disciplinary Literacies11. Fostering Acquisition of Mathematics Language, Codruta Temple and Kathleen A. Hinchman12. Reading Challenging Texts in High School: How Teachers Can Scaffold and Build Close Reading for Real Purposes in the Subject Areas, Elizabeth Birr Moje and Jennifer Speyer13. Teaching History and Literacy, Timothy Shanahan and Cynthia Shanahan14. Literacy Support in English/Language Arts Classrooms: Motivation, Dialogue, and Strategy Instruction, Leslie S. Rush and Todd F. Reynolds15. Assisting Struggling Readers with Textbook Comprehension, Heather K. Sheridan-ThomasIV. Addressing Program and Policy Issues16. Multimodality and Literacy Learning: Integrating the Common Core State Standards for English Language Arts, Fenice B. Boyd and Andrea L. Tochelli17. Traveling Together Over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class, Cindy Litman and Cynthia Greenleaf18. Differentiating Literacy Instruction for Adolescents, Zaline Roy-Campbell and Kelly Chandler-Olcott19. Assessment for Literacy Growth and Content Learning in Secondary Schools, William G. Brozo20. Coaching and Growing Literacy Communities of Practice, Josephine Peyton Marsh, David R. Krauter, and Lettice Pelotte
Kathleen A. Hinchman, PhD, is Professor in the Reading and Language Arts Center and Associate Dean for Academic Affairs in the School of Education at Syracuse University. A former middle school teacher, Dr. Hinchman teaches literacy methods courses and seminars. She is coeditor of the Journal of Adolescent and Adult Literacy and has authored or edited several books, including Best Practices in Adolescent Literacy Instruction, Second Edition, with Heather K. Sheridan-Thomas, and Adolescent Literacies, with Deborah A. Appleman. Her current scholarship explores policy implications of literacy-related secondary school reform and the use of formative design to explore alternative methods of adolescent literacy instruction. Heather K. Sheridan-Thomas, EdD, is Assistant Superintendent for Instructional Services at the Tompkins-Seneca-Tioga Board of Cooperative Educational Services in Ithaca, New York. Formerly a teacher education professor, public school administrator, and secondary school teacher, her current focus is on implementing the Common Core State Standards in a way that honors the professionalism and expertise of teachers while preparing adolescents to be literate, thoughtful stewards of this planet through the 21st century.
"This volume provides a rich collection of ideas and strategies from top scholars in the field. It offers educators a roadmap for successfully promoting adolescents' comprehension, vocabulary development, and independent learning. The second edition responds to the enormous wave of change brought about by the CCSS. It describes ways teachers can expand their repertoire of instructional support across the content areas and engage students in close reading of increasingly complex texts."--Thomas W. Bean, PhD, Department of Teaching and Learning, Old Dominion University "This second edition gives educators the latest tools to ensure all students are college and career ready. It reflects a commitment to providing students with high-quality instruction and equal access in all content areas--not just to meet current mandates, but to develop their critical thinking skills. As a leader committed to urban education, I find this book a valuable resource."--Margaret Morone-Wilson, MS, Director of Professional Development, Syracuse (New York) City School District "In this second edition, you will find our best scholars addressing the most important issues and describing the most powerful instructional practices being used in secondary classrooms today. This volume continues to be one of the finest texts for teacher education and professional development in adolescent literacy. At a time when the contexts for literacy and literacy education have become complex and sometimes confusing, this book provides needed direction for us all."--Donald J. Leu, PhD, John and Maria Neag Endowed Chair in Literacy and Technology, University of Connecticut "Secondary school teachers and curriculum coordinators are scouring the pedagogical landscape looking for resources like this one. The second edition offers insightful suggestions that will help us support our students in close reading of increasingly complex texts that incorporate challenging academic vocabulary. The book provides research-based strategies for helping students become more adept at writing from sources and using evidence to support their answers."--Brian Kesel, MS, Assistant Superintendent for Curriculum and Instruction, West Genesee Central Schools, Camillus, New York "Bringing together prominent thinkers and leaders, this comprehensive, highly accessible volume offers compelling descriptions of exemplary practices, grounded in the latest research. From a stance of respect for adolescents, the authors share their remarkable insights and unique approaches for engaging students' literacies. Not only does the volume address academic realities, but it also maintains a deliberate and persuasive emphasis on adolescents' lifelong learning and personal fulfillment. This 'must-read' book will inform and inspire novice and experienced teachers and teacher educators."--Micki M. Caskey, PhD, Associate Dean for Academic Affairs and Professor, Graduate School of Education, Portland State University