Relevant bibliographies by topics / Adolescent reading instruction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Adolescent reading instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Adolescent reading instruction"

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Wilson, Joshua A., Michael Faggella-Luby, and Yan Wei. "Planning for Adolescent Tier 3 Reading Instruction." TEACHING Exceptional Children 46, no. 1 (September 2013): 26–34. http://dx.doi.org/10.1177/004005991304600104.

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Alvermann, Donna E. "Effective Literacy Instruction for Adolescents." Journal of Literacy Research 34, no. 2 (June 2002): 189–208. http://dx.doi.org/10.1207/s15548430jlr3402_4.

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This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past year to underscore the need to continue literacy instruction beyond the elementary grades. Posted originally to NRC's web page ( http://nrc.oakland.edu ), the paper argues that adolescent literacy instruction, if it is to be effective, must address issues of self-efficacy and student engagement with a variety of texts (e.g., textbooks, hypermedia texts, digital texts) in diverse settings. It must also attend to the literacy demands of subject area classes, to struggling readers, to issues of critical literacy, and to participatory instructional approaches that actively engage adolescents in their own learning.
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Greenleaf, Cynthia, Ruth Schoenbach, Christine Cziko, and Faye Mueller. "Apprenticing Adolescent Readers to Academic Literacy." Harvard Educational Review 71, no. 1 (April 1, 2001): 79–130. http://dx.doi.org/10.17763/haer.71.1.q811712577334038.

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Throughout the United States, concern is growing among educators about the numbers of students in secondary schools who do not read well. In response, committed and well-meaning educators are increasingly advocating remedial reading courses for struggling adolescent readers. In this article, Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye Mueller offer an alternative vision to remedial reading instruction. The authors describe an instructional framework — Reading Apprenticeship — that is based on a socially and cognitively complex conception of literacy, and examine an Academic Literacy course based on this framework. Through case studies of student reading and analyses of student survey and test score data, they demonstrate that academically underperforming students became more strategic, confident, and knowledgeable readers in the Academic Literacy course. Students in Academic Literacy gained on average what is normally two years of reading growth within one academic year on a standardized test of reading comprehension. Student reflections, interviews, and pre-post surveys from Academic Literacy revealed students' new conceptions of reading for understanding, their growing interest in reading books and favorite authors, their increasing repertoires of strategies for approaching academic reading, and their emerging confidence in themselves as readers and thinkers. They argue for investing resources and effort into demystifying academic reading for their students through ongoing, collaborative inquiry into reading and texts, while providing students with protected time for reading and access to a variety of attractive texts linked to their curriculum. This approach can move students beyond the "literacy ceiling" to increased understanding, motivation, opportunity, and agency as readers and learners. These findings challenge the current policy push for remedial reading programs for poor readers, and invite further research into what factors create successful reading instruction programs for secondary school students.
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CONLEY, MARK. "Cognitive Strategy Instruction for Adolescents: What We Know about the Promise, What We Don't Know about the Potential." Harvard Educational Review 78, no. 1 (April 1, 2008): 84–106. http://dx.doi.org/10.17763/haer.78.1.j612282134673638.

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"Strategy instruction" is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, veteran teacher educator Mark Conley argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents' reading, writing, and thinking across content areas. However, he further suggests that we do not yet have the research needed to adequately understand and maximize the potential of cognitive strategy instruction in secondary content-area classrooms. After situating cognitive strategy instruction in the larger context of research on adolescent literacy and school-to-work transitions, Conley provides classroom examples of cognitive strategy instruction, demonstrates the need for meaningful integration of cognitive strategies in teacher education, and recommends specific directions for future research needed to understand and maximize the benefits of cognitive strategy instruction for adolescents.
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JACOBS, VICKI. "Adolescent Literacy: Putting the Crisis in Context." Harvard Educational Review 78, no. 1 (April 1, 2008): 7–39. http://dx.doi.org/10.17763/haer.78.1.c577751kq7803857.

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In this article, Vicki Jacobs argues that as the nation strives to improve the literacy achievement of U.S. adolescents, educators must reframe the current "crisis" as a critical point on a continuum of historical efforts to address the particular challenges of postprimary-grade reading. Specifically, Jacobs examines the definition of adolescent literacy in the context of reading stages, which explain the contiguous and continuous relationship between primary-grade and later reading. She also discusses how historical relationships between skill and process instruction and between reading specialists and content-area faculty have contributed to the issues we face at this particular point on the continuum. Jacobs concludes by highlighting the opportunities ahead for researchers, policymakers, and practitioners who are positioned to respond to the adolescent literacy crisis and improve adolescent literacy achievement.
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Lupo, Sarah, Bong Gee Jang, and Michael McKenna. "The Relationship Between Reading Achievement and Attitudes Toward Print and Digital Texts in Adolescent Readers." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 13, 2017): 264–78. http://dx.doi.org/10.1177/2381336917719254.

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This study examined the relationship between adolescents’ reading attitudes and comprehension to better understand the interplay between affective and cognitive factors for students with varying reading abilities. A comprehension proficiency assessment and the Survey of Adolescent Reading Attitudes were administered to 202 ninth graders. Findings indicated moderate correlations between reading achievement and recreational print reading attitudes. Small correlations were found between both academic print and digital text attitudes and reading achievement. No correlations were found between recreational digital text attitudes and achievement, although students demonstrated the most positive attitudes toward recreational digital texts. Students who read on or above grade level demonstrated better attitudes toward recreational print, academic print, and academic digital texts than students who read below grade level. Implications for instruction and future research are discussed, including the need for further exploration of the association between reading achievement and incorporating pleasure reading into the English curriculum. Additionally, given the positive attitudes displayed by both on/above grade-level readers and below grade-level readers toward recreational digital texts, implications of the social nature of reading instruction are discussed.
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McNamara, Danielle S., Tenaha P. O'Reilly, Rachel M. Best, and Yasuhiro Ozuru. "Improving Adolescent Students' Reading Comprehension with Istart." Journal of Educational Computing Research 34, no. 2 (March 2006): 147–71. http://dx.doi.org/10.2190/1ru5-hdtj-a5c8-jvwe.

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This study examines the benefits of reading strategy training on adolescent readers' comprehension of science text. Training was provided via an automated reading strategy trainer called the Interactive Strategy Trainer for Active Reading and Thinking (iSTART), which is an interactive reading strategy trainer that utilizes animated agents to provide reading strategy instruction. Half of the participants were provided with iSTART while the others (control) were given a brief demonstration of how to self-explain text. All of the students then self-explained a text about heart disease and answered text-based and bridging-inference questions. Both iSTART training and prior knowledge of reading strategies significantly contributed to the quality of self-explanations and comprehension. Adolescents with less prior knowledge about reading strategies performed significantly better on text-based questions if they received iSTART training. Conversely, for high-strategy knowledge students, iSTART improved comprehension for bridging–inference questions. Thus, students benefitted from training regardless of their prior knowledge of strategies, but these benefits translated into different comprehension gains.
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Neugebauer, Sabina Rak. "Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument." Assessment for Effective Intervention 42, no. 3 (September 5, 2016): 131–49. http://dx.doi.org/10.1177/1534508416666067.

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While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students’ content-area-specific reading motivations.
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Davis, Marcia H., James M. McPartland, Charlene Pryseski, and Elizabeth Kim. "The effects of coaching on English teachers’ reading instruction practices and adolescent students’ reading comprehension." Literacy Research and Instruction 57, no. 3 (April 4, 2018): 255–75. http://dx.doi.org/10.1080/19388071.2018.1453897.

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Williams, Kelly J., and Leticia R. Martinez. "Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities." Intervention in School and Clinic 55, no. 1 (March 22, 2019): 23–31. http://dx.doi.org/10.1177/1053451219833019.

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Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these challenges, this article provides research-based practices to improve the language and literacy skills of these students through explicit instruction on word reading and academic vocabulary.
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Dissertations / Theses on the topic "Adolescent reading instruction"

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Cummings, Brienne M. "Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206195511.

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Troyer, Margaret. "Teacher Implementation of an Adolescent Reading Intervention." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052843.

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This dissertation examines teacher implementation of an adolescent literacy intervention with a coaching component, guided by questions about fidelity of implementation (FoI) and curriculum adaptation. In the first of two studies, I used data from observations of teachers (n=17) in nine schools during the 2013-14 school year to conduct a nuanced descriptive analysis of FoI. I also analyzed weekly logs completed by literacy coaches (n=3) to examine variation in quantity and intensity of coaching. I then compared variation in coaching with variation in FoI, and finally compared FoI to outcomes for students (n=287). FoI at observation 1 was found to predict coaching time, and FoI across both observations predicted student outcomes. This emphasizes the critical role of investigating implementation in order to better understand the results of intervention research. In the second study, I used qualitative methodology to analyze adaptations made by four experienced teachers in one school that sustained implementation of this curriculum after the intervention trial had ended. Six focal adaptations were identified, three each from two teachers, and analyzed for productivity using criteria from Debarger and colleagues (Debarger, Choppin, Beauvineau, & Moorthy, 2013). Of the six, only two met criteria for productivity. This suggests that making productive adaptations is difficult, and that teachers should be supported to do so through educative curriculum materials and effective professional development. In addition, an account of teaching practice methodology was used to define each teacher’s orientation toward the curriculum (Simon & Tzur, 1999), and then to determine whether this orientation demonstrated assimilation or accommodation to intervention principles (Coburn, 2004). I found that the vast majority of time spent implementing the curriculum included adaptations, and that each teacher’s adaptations were different. Although one teacher demonstrated assimilation and accommodation to intervention principles, the other three primarily demonstrated assimilation. These findings suggest the importance of understanding teachers’ orientations toward curriculum in order to provide more tailored professional development which may help teachers accommodate to the most critical pedagogical features of a curriculum.
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Cereghini, Christina A. "Analyzing the Cultural Critical Discourse of Adolescent Authentic Discussions Using Online Booktalks." Thesis, University of Arkansas at Little Rock, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824823.

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This mixed methods study investigates the effect of cultural and sociolinguistic textures of talk on authentic discussion patterns and whether reading comprehension and inferencing are affected in an online booktalk environment with adolescents. The research will also investigate the contextual features of the classroom community to be studied to help determine the specific sociocultural norms established in that classroom. The unique conditions of the setting in which today’s adolescents function, such as amplified access to digital technologies, the evolving status of socialization, the express shift of physical and emotional factors, and the collective influence of prior experiences with reading, call for a more nuanced examination of their literacy practices. Data was collected from a Pre-AP 10th grade students in an urban high school setting. Using a sample of 75 students for the blog postings and recorded classroom discussions, the transcripts were sent through LIWC and the variables of tone, analytical, social, affect, cognitive process, and affiliation were examined. An F-test two sample for variances found that there is a connection between the students’ funds of knowledge and their comprehension of the text. The results also suggest that inferencing is influenced through the other variables. There was no statistical significance between cognitive process and social, affect and affiliation, cognitive process and affiliation.

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Huddle, Sally Mae. "The impact of fluency and vocabulary instruction on the reading achievement of adolescent English language learners with reading disabilities." Thesis, The University of Iowa, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3628396.

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Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley & Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs.

The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties?

Summary of Study Design and Findings A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage.

Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.

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Huddle, Sally Mae. "The impact of fluency and vocabulary instruction on the reading achievement of adolescent English language learners with reading disabilities." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4650.

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Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley & Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs. The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? Summary of Study Design and Findings A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage. Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.
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Hare, Heather N. "Healing with Word: How Young Adult Literature Affects Incarcerated Adolescent Males." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1509535179731481.

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Arthur, Mary L. "Examining the Nature of Interactions which Facilitate Learning and Impact Reading Achievement During a Reading Apprenticeship: A Case Study of At-risk Adolescent Readers." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2233/.

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The purpose of this qualitative case study was to explore the interactions that take place during a reading apprenticeship which facilitate the learning of reading strategies by adolescent students who are at the middle school level and are still at-risk for reading failure and to investigate how a reading apprenticeship affects reading achievement in the areas of fluency, vocabulary development, comprehension, and the self-perception of the reader. The case study was descriptive and interpretive in nature, and examined two students, each of whom was part of a one-to-one reading apprenticeship. The researcher served as participant observer in both cases and was the teacher in each of the one-to-one reading apprenticeships. The primary data set was qualitative in nature, and elements of quantitative data were also considered. Sessions included pretesting and posttesting using the Classroom Assessment of Reading Processes (Swearingen & Allen, 1997), reading from narrative or expository books, working with words, writing, and dialoguing about the reading. Reading strategies were directly taught, modeled, and reinforced by the teacher/researcher with the goal of the students internalizing the strategies and improving their reading in the areas of fluency, vocabulary development, and comprehension, as well as improving their attitudes toward reading and their self-perception about their reading ability. This study described a reading apprenticeship which positively impacted reading achievement for two students in the areas of fluency, comprehension, and vocabulary development, as well as influencing their motivation for reading and their self-perceptions as readers. The environment of the reading apprenticeship, the dialogue that occurred throughout the reading apprenticeship, and strategy instruction, modeling, and reinforcement were found to be factors and interactions which facilitated learning during this intervention.
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Rausch-Aviles, Ann. "The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/107001.

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CITE/Language Arts
Ed.D.
Educational research has demonstrated that there is a correlation between struggling readers and poor vocabulary knowledge skills. In this quasi-experimental study 53 fifth and sixth grade struggling reader in a low socioeconomic suburban school district were assigned to one of three treatments designed to improve their knowledge of 30 high frequency words by: 1) a word-mapping treatment in which students focused on the definition, synonyms, a sentence and drawing to illustrate the meaning of the targeted words; 2) a guided reading treatment in which students were presented with four different reading passages and asked to focus on and define the targeted words; and 3) a control treatment in which the district-wide use of flashcards drill and practice were used to learn words from the high frequency list. Students completed pre-tests and four week delayed post-tests after the treatment on each of five measures. Sentence construction was tested after the treatments were completed. Analysis of Covariance and correlated t-tests were done to investigate two questions: 1) Considering each treatment on its own, did word mapping, guided reading and flashcards treatments have a significant effect on vocabulary knowledge, comprehension, word recognition, fluency, sentence completion and sentence production; 2) Were there significant differences among the word mapping , guided reading and flashcard treatment groups? There were significant differences at the post-test among the three groups for word recognition and fluency.
Temple University--Theses
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Olukolu, Rona M. "The Relationship of Culturally Responsive Instruction and the Reading Comprehension and Attitude of Struggling Urban Adolescent Readers." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/910.

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Culturally responsive instruction refers to the identification of relevant cultural aspects of students’ lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement. This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant literature (CRL), the Bluford Series Novels, as authentic texts of instruction. Participants were seventh grade reading students at a Title I middle school in South Florida. After a baseline period, two different classes were taught for 8 weeks using different methods. One class formed the experimental group (n=22) and the other class formed the comparison group (n=22). The CRI curriculum for the experimental group embraced the socio-cultural perspective through the use of small discussion groups in which students read and constructed meaning with peers through interaction with the Bluford Series Novels; gave written responses to multiple strategies according to SCRAP – Summarize, Connect, Reflect, Ask Questions, Predict; responded to literal and inferential questions, while at the same time validating their responses through evidence from the text. The Read XL (basal reader) curriculum of the comparison group utilized a traditional form of instruction which incorporated the reading of passages followed by responses to comprehension questions, and teacher-led whole group discussion. The main sources of data were collected from the Gates-MacGinitie Reading Tests, the Florida Assessments for Instruction in Reading (FAIR), and the Rhody Secondary Reading Attitude Assessment. Statistical analyses were performed using Repeated Measures ANOVAs. Findings from the study revealed that the experimental participants’ reading attitudes and FAIR comprehension scores increased when compared to the comparison group. Overall, the results from the study revealed that culturally responsive instruction can potentially foster reading comprehension and a more positive attitude towards reading. However, a replication of this study in other settings with a larger, more randomized sample size and a greater ethnic variation is needed in order to make full generalizations.
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Hernandez, Judith Ann. "The reluctant adolescent: Implementing literature circles to enhance intrinsic motivation." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1829.

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Books on the topic "Adolescent reading instruction"

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Inclusive instruction: Evidence-based practices for teaching students with disabilities. New York, NY: Guilford Press, 2012.

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Gabriela Vargas de González Carbonell. Quiúbole con-- tu cuerpo, el ligue, tus cuates, el sexo, tu familia, las drogas y todo lo demás: Manual de supervivencia para hombres. México, D.F: Aguilar, 2006.

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(Editor), Jill Lewis, and Gary Moorman (Editor), eds. Adolescent Literacy Instruction: Policies and Promising Practices. International Reading Association, 2007.

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D, Lewis Jill Ed, and Moorman Gary B, eds. Adolescent literacy instruction: Policies and promising practices. Newark, Del: International Reading Association, 2007.

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Best Practices in Adolescent Literacy Instruction, Second Edition. The Guilford Press, 2014.

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G, Sturtevant Elizabeth, and Anders Patricia L, eds. Principled practices for adolescent literacy: A framework for instruction and policy. Mahwah, N.J: Lawrence Erlbaum Associates, 2006.

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Alvermann, Donna E., Elizabeth G. Sturtevant, David W. Moore, Fenice B. Boyd, Kathleen A. Hinchman, and William G. Brozo. Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy. Lawrence Erlbaum Associates, 2006.

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Alvermann, Donna E., Elizabeth G. Sturtevant, David W. Moore, Fenice B. Boyd, Kathleen A. Hinchman, and William G. Brozo. Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy. Lawrence Erlbaum Associates, 2006.

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Connected Reading: Teaching Adolescent Readers in a Digital World. National Council of Teachers of English, 2015.

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Trussell, Jessica W., and M. Christina Rivera. Word Identification and Adolescent Deaf and Hard-of-Hearing Readers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0011.

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Many deaf and hard-of-hearing (DHH) high school students graduate with reading abilities that leave them poorly prepared for postsecondary settings. In college, reading ability is an important predictor of graduation rates and level of degree attained, and the postsecondary degree a DHH student completes will affect his or her future earnings, upward mobility, and job satisfaction. Considering how important reading is to a DHH student’s future, this chapter will review the evidence base surrounding the foundational building block of reading, decoding. Researchers suggest that decoding instruction for adolescents should occur not only during language arts classes but also in the content areas (i.e., math, science, and social studies). This chapter reviews successful decoding strategies and suggests decoding strategies that teachers can use to support adolescents in various content-area disciplines. The authors discuss how teachers and parents can make strategic decisions when implementing decoding interventions that have no available evidence base.
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Book chapters on the topic "Adolescent reading instruction"

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Galloway, Emily Phillips, and Nonie Lesaux. "Reading Comprehension Skill Development and Instruction for Adolescent English Language Learners: A Focus on Academic Vocabulary Instruction." In Literacy Studies, 153–78. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_7.

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Winn, Judith A., and Annemarie Sullivan Palincsar. "Reading Instruction in Childhood and Adolescence." In Recent Research in Psychology, 137–62. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4612-4376-2_7.

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Beach, Richard, Deborah Appleman, Bob Fecho, and Rob Simon. "How Do I Integrate Reading Instruction With Teaching Literature?" In Teaching Literature to Adolescents, 231–51. 4th edition. | New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429347337-13.

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Barnes, Marcia A. "What Do Models of Reading Comprehension and Its Development Have to Contribute to a Science of Comprehension Instruction and Assessment for Adolescents?" In Literacy Studies, 1–18. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_1.

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Kieran, Laura, and Christine Anderson. "Gaming to Increase Reading Skills." In Examining the Evolution of Gaming and Its Impact on Social, Cultural, and Political Perspectives, 258–71. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0261-6.ch012.

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When considering instructional supports for struggling adolescent readers, Fisher and Ivey (2006) suggested that the interventions be comprehensive, include a variety of authentic reading and writing opportunities, and be based on varied assessment data. The researchers developed a schedule for Maya, an 8th grade student to work on vocabulary and reading comprehension via games that reviewed discreet skills as well as social media per Maya's preferences. The use of technology interventions for Maya allowed her to read, listen to, and think about meaningful texts, while maintaining balance with instruction in skills related to reading for a variety of purposes.
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Learned, Julie, Darin Stockdill, and Elizabeth Moje. "Integrating Reading Strategies and Knowledge Building in Adolescent Literacy Instruction." In What Research Has to Say About Reading Instruction, 159–85. International Reading Association, 2011. http://dx.doi.org/10.1598/0829.07.

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Alvermann, Donna, and Elizabeth Moje. "Adolescent Literacy Instruction and the Discourse of “Every Teacher a Teacher of Reading”." In Theoretical Models and Processes of Reading, 1072–103. International Reading Association, 2013. http://dx.doi.org/10.1598/0710.39.

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McAdams, Laurie, and James Gentry. "The Use of Digital Story Expressions with Adolescents to Promote Content Area Literacy." In Academic Knowledge Construction and Multimodal Curriculum Development, 243–55. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4797-8.ch015.

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The meaning of literacy has evolved to include digital, electronic, and visual expressions. Students enter classrooms possessing a level of proficiency with these new literacy skills, yet they encounter predominantly traditional print formats. Research suggested incorporating digital technologies into instruction has the potential to enhance reading comprehension, as well as foster the development of critical thinking. This chapter describes how two middle school teachers, a language arts teacher and a social studies teacher, incorporate digital story expressions into their curriculum as a way to address both students’ and teachers’ digital knowledge, skills, and behaviors. This process, detailed in this chapter, includes taking an initial assessment of students’ skills levels, developing cross-curricular connections, drafting an assessment plan, and maintaining collaborative efforts during the instructional sequence.
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Smith, Kandy. "Literacy and RTI on the Secondary Level." In Advanced Strategies and Models for Integrating RTI in Secondary Schools, 89–110. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8322-6.ch005.

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Abstract:
The application of response to intervention (RTI) for reading in secondary schools is difficult yet achievable. As adolescents read texts that will prepare them for college and careers, they require support from highly qualified professionals. Educators meet that need with effective instruction and guidance. The framework of RTI, especially the Tier 1 level that occurs in all general education classrooms, can be developed around literacy components that combine to result in skilled reading. This chapter will encourage secondary educators to consider the RTI framework as not only a means to identify the possible literacy needs of their students but also as an opportunity to examine and optimize the realistic responses that they might provide in an effort to meet those needs.
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