Jetton, Dole, Introduction. Part 1: Teaching Content Domains through Literacy. Jetton, Alexander, Domains, Teaching, and Literacy. Slater, Teaching English from a Literary Perspective: The Goal of High Literacy for All Students. T. Shanahan, Overcoming the Dominance of Communication: Writing to Think and to Learn. C. Shanahan, Teaching Science through Literacy. Stahl, C. Shanahan, Learning to Think like a Historian: Disciplinary Knowledge through Critical Analysis of Multiple Documents. Part 2: Teaching Adolescents with Literacy Difficulties. Curtis, Adolescents Who Struggle with Word Identification: Research and Practice. Underwood, Pearson, Teaching Struggling Adolescent Readers to Comprehend What They Read. Nokes, Dole, Helping Adolescent Readers through Explicit Strategy Instruction. Klingner, Vaughn, Strategies for Struggling Second-Language Readers. Alvermann, Rush, Literacy Intervention Programs at the Middle and High School Levels. Tomlinson, Differentiating Instruction: A Synthesis of Key Research and Guidelines. Part 3: Critical Issues in Adolescent Literacy. Reed, Schallert, Beth, Woodruff, Motivated Reader, Engaged Writer: The Role of Motivation in the Literate Acts of Adolescents. Swan, Motivating Adolescent Readers through Concept-Oriented Reading Instruction. Garcia, Godina, Addressing the Literacy Needs of Adolescent English Language Learners. Moje, Hinchman, Culturally Responsive Practices for Youth Literacy Learning. Kim, Kamil, Adolescents, Computer Technology, and Literacy. Afflerbach, Assessing Adolescent Reading. Bean, Harper, Teacher Education and Adolescent Literacy. Part 4: Reflections on Theory and Current Practice. Pressley, The Need for Research on Secondary Literacy Education. Graves, Theories and Constructs That Have Made a Significant Difference in Adolescent Literacy - But Have the Potential to Produce Still More Positive Results.
Tamara L. Jetton, PhD, teaches in the Secondary Program at James Madison University and has previously held positions at the University of Utah and Texas A&M University. Janice A. Dole, PhD, teaches in the Department of Teaching and Learning at the University of Utah and has held positions at the Center for the Study of Reading at the University of Illinois at Urbana-Champaign; Michigan State University; and the University of Denver.
"Clearly written with a focus on both theory and practice, this volume provides a much-needed look at adolescent literacy. By including chapters from many of the outstanding researchers and practitioners working in this field, Jetton and Dole have assembled crucial information about what we know about adolescent literacy and what we still need to find out. Because of its broad coverage, this book can serve as a text or as a professional reference. Researchers, graduate students, and teachers of adolescents will find this work a valuable resource."--Sharon B. Kletzien, PhD, Department of Literacy, West Chester University of Pennsylvania "This book represents cutting-edge research, theory, and practice, written by leading authors in the field of adolescent literacy. The range of topics it covers is most impressive, including vital issues such as motivation and second language learning, literacy in the content domains, culturally responsive practice, assessment, computer technology, and teaching struggling adolescent readers. This is a resource that all literacy researchers, teacher educators, and teachers will find invaluable. I highly recommend it as a basic text for graduate-level courses in literacy foundations, content area literacy, English methods, and adolescent literacy."--Suzanne E. Wade, EdD, Department of Teaching and Learning, University of Utah "Finally, a book that fills a gaping hole in the area of adolescent literacy. Jetton and Dole have gathered together some of the best researchers in the field and have edited a book that should be mandatory reading for preservice middle and high school teachers. The volume will also serve as a valuable resource for teachers 'in the trenches' and for researchers."--Sherrie L. Nist, PhD, Division of Academic Enhancement, University of Georgia "This text offers secondary level teachers, teacher candidates (undergraduate and graduate), teacher educators and curriculum developers a wealth of information regarding the changing and challenging faces of adolescents and literacy. Steeped in thorough research and supported by useful bibliographies and real world examples from actual practitioners and classrooms, this text provides 20 chapters of rich, thoughtful insights from interpretations of multiples studies by long-standing leaders in the field of literacy. Long overdue, this text focused on areas of literacy teaching and learning specifically for an age group that continually redefines itself."--"Education Review""[An] excellent book....a valuable resource for preservice upper-division middle school and secondary school education majors and text for graduate students in reading, literacy, and curriculum/instruction classes that focus on this topic....middle school/secondary school teachers who are involved with literacy education will find this book a very valuable resource....Highly recommended. Upper-division undergraduates and above."--"Choice" "As an English educator, reading this book reinforced some of my current views but also exposed me to issues I haven't considered in the past. Through reflecting on "Adolescent Literacy Research and Practice," I've had my opportunity to re-visit my understanding of Adolescent Literacy; this experience will certainly impact my own research and classroom practice."--"English Quarterly"