Adolescent Literacy Research and Practice by Tamara L. Jetton Phd, Janice A. Dole Phd

By Tamara L. Jetton Phd, Janice A. Dole Phd

This much-needed e-book addresses the function of literacy guideline in bettering content material zone studying and fostering pupil motivation and luck well past the first grades. the original literacy wishes of center tuition and secondary scholars are completely tested and potent practices and interventions pointed out. Reviewing the breadth of present wisdom, major gurus disguise such very important subject matters as: o How literacy talents strengthen in grades 5-12 o how one can comprise literacy studying into English, social stories, math, and technological know-how o suffering adolescent readers and writers: what works in review and intervention o specified demanding situations dealing with English language beginners and culturally diversified scholars o Implications for instructor education, coverage, and destiny examine

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For example, our case student, Maribella, wants to learn all she can about the subject matter or master whatever academic challenges are put before her (Murphy & Alexander, 2002). Motivation researchers would describe students like Maribella as learning- or mastery-oriented in terms of their achievement goals (Nicholls, 1984, 1989). Maribella’s classmate, Alicia, wants to perform well in the classroom, but her motivations have more to do with her desire to look good to others or to compete well against her peers (Dweck & Leggett, 1988).

Renninger, S. Hidi, & A. ), The role of interest in learning and development (pp. 281– 296). Hillsdale, NJ: Erlbaum. Stahl, S. , Hynd, C. R, Glynn, S. , & Carr, M. (1996). Beyond reading to learn: Developing content and disciplinary knowledge through texts. In L. Baker, P. Domains, Teaching, and Literacy 39 Afflerbach, & D. ), Developing engaged readers in school and home community (pp. 139–163). Mahwah, NJ: Erlbaum. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.

3). Mahwah, NJ: Erlbaum. Kulikowich, J. , O’Connell, A. , & Archambault, F. X. (2000, April). Many theories, many methodologies: Blending quantitative and qualitative procedures in the study of classroom dynamics involving technology. In K. Squire (Chair), The merits of multiple theories of learning in the study of technology use in classroom settings. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans, LA. , & Blunk, M. L. (1998). Talking mathematics in schools.

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