"From leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines. Chapters focus on how to help students successfully engage withtexts and ideas in English/literature, science, math, history, and arts classrooms. The book shows that while general strategies for reading informational texts are essential, they are not enough--students also need to learn processing strategies that are quite specific to each subject and its typical tasks or problems. Vignettes from exemplary classrooms illustrate research-based ways to build content-area knowledge while targeting essential reading and writing skills"-- Provided by publisher.

From leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines. Chapters focus on how to help students successfully engage with texts and ideas in English/literature, science, math, history, and arts classrooms. The book shows that while general strategies for reading informational texts are essential, they are not enoughOCostudents also need to learn processing strategies that are quite specific to each subject and its typical tasks or problems. Vignettes from exemplary classrooms illustrate research-based ways to build content-area knowledge while targeting essential reading and writing skills.

Being literate in an academic discipline is more than being able to read and comprehend text; you can think, speak, and write as a historian, scientist, mathematician, or artist. Author Doug Buehl strips away the one-size-fits-all approach to content area literacy and presents an instructional model for disciplinary literacy, which honors the discipline and helps students learn within that area. In this revised second edition, Developing Readers in the Academic Disciplines shows how to help students adjust their thinking to comprehend a range of complex texts that fall outside their reading comfort zones. Inside you'll find: Instructional tools that adapt generic literacy practices to discipline-specific variations Strategies for frontloading instruction to activate and build background knowledge New approaches for encouraging inquiry around disciplinary texts In-depth exploration of the role of argumentation in informational text Numerous examples from science, mathematics, history and social studies, English/language arts, and related arts to show you what vibrant learning looks like in various classroom settings Designed to be a natural companion to Buehl's Classroom Strategies for Interactive Learning, Developing Readers in the Academic Disciplines introduces teachers from all disciplines to new kinds of thinking and, ultimately, teaching that helps students achieve new levels of understanding.

Adolescents may struggle with text for a number of reasons, including problems with a) vocabulary knowledge, b) general knowledge of topics and text structures, c) knowing of what to do when comprehension breaks down, or d) proficiency in monitoring their own reading comprehension. Most recent literacy initiatives target younger readers and attempt to instill basic decoding and comprehension skills. But struggling adolescent readers in schools face more complex and pervasive challenges. Supporting these readers as they grapple with the highly specific demands of texts written for different content-areas will help prepare them for citizenship, encourage personal growth and life-satisfaction on many levels, and open up opportunities for future education and employment. In this paper, the authors focus on one foundational aspect of adolescent literacy that has been relatively ignored by recent reports on the problem. Their starting point is the fact that the major difference between reading in grades K-5 and reading in grades 6-12 is the transition from "learning to read to reading to learn." The latter skill brings into play numerous academic concepts and modes of reasoning, primarily through the act of reading. Adolescents often need more sophisticated and specific kinds of literacy support for reading in content-areas, or academic disciplines. The authors call this more advanced form of literacy required of adolescent readers "disciplinary literacy" because each academic discipline or content-area presupposes specific kinds of background knowledge about how to read texts in that area, and often also requires a particular type of reading. In this paper, the authors address the following: (1) define and illustrate what is entailed in comprehending texts within and across academic disciplines; (2) examine what the empirical research base says about reading comprehension generally and reading in the disciplines specifically; and (3) briefly discuss the implications of this research base for teaching and assessments. They conclude with some recommendations for improving policy and practice in the area of disciplinary literacy. (Contains 1 endnote and 10 boxes.) [For related reports, see "Adolescent Literacy Programs: Costs of Implementation. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535296); "Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535318); "Measure for Measure: A Critical Consumers' Guide to Reading Comprehension Assessments for Adolescents. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535299); "Adolescent Literacy and Textbooks: An Annotated Bibliography. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535323); and "Adolescent Literacy Development in Out-of-School Time: A Practitioner's Guide. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy" (ED535304).].

This book by Judith Langer—internationally known scholar in literacy learning—examines how people gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive research, it offers a new framework for conceptualizing knowledge development (rather than information collection), and explores how one becomes literate in ways that mark "knowing" in a field. Langer identifies key principles for practice and demonstrates how the framework and the principles together can undergird highly successful instruction across the curriculum. With many examples from middle and high schools, this resource will help educators to plan and implement engaging, exciting, and academically successful programs.

Adolescent Literacy in the Era of the Common Core provides school leaders, teachers, and others with strategies and best practices for advancing adolescent literacy in the classroom. Exceptionally clear and accessible, the book addresses a full range of topics in this vitally important field, including disciplinary literacy; vocabulary instruction; classroom discussion; motivation and engagement related to digital literacy; the use of multiple texts; and writing to learn. This book presents “usable knowledge” of the highest order and of immediate value to school leaders and teachers. It will be required reading for all educators concerned with promoting and furthering adolescent literacy today.