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|Perspectives toward Adolescent Literacy Instruction|
|Discussing Texts with Adolescents in Culturally Responsive Ways||p. 3|
|Meaningful Content for Middle School Students for Whom English Is an Additional Language||p. 20|
|Rethinking Literacy Learning and Teaching: Intersections of Adolescents' In-School and Out-of-School Literacy Practices||p. 39|
|iLife: Understanding and Connecting to the Digital Literacies of Adolescents||p. 57... MORE|
|The Role of Motivation in Engaged Reading of Adolescents||p. 78|
|Developing Reading and Writing Strategies for Multiple Contexts|
|Actively Engaging Middle School Students with Words||p. 99|
|Strategy Matters: Comprehension Instruction for Older Youth||p. 114|
|Reading and Writing across Multiple Texts||p. 132|
|Multimodality and Literacy Learning: Using Multiple Texts to Enhance Content-Area Learning||p. 151|
|Assisting Struggling Readers with Textbook Comprehension||p. 164|
|The Reality of Challenging Texts in High School Science and Social Studies: How Teachers Can Mediate Comprehension||p. 185|
|Humanities Instruction for Adolescent Literacy Learners||p. 212|
|Fostering Acquisition of Official Mathematics Language||p. 229|
|Adolescent Literacy Program Issues|
|Intervening When Older Youth Struggle with Reading||p. 247|
|Instructional Moves That Support Adolescent Learners Who Have Histories of Failure||p. 261|
|Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class||p. 275|
|Literacy Assessment for Adolescents: What's Fair about It?||p. 297|
|Program Development||p. 313|
|Multiple Dimensions of Adolescent Literacy Teacher Education||p. 339|
|Table of Contents provided by Ingram. All Rights Reserved.|
Kathleen A. Hinchman, PhD, is Professor and Chair of the Reading and Language Arts Center at Syracuse University. A former middle school teacher, she has published a number of journal articles, chapters, and books. Her current work is concerned with literacy-related middle school reform.
Heather K. Sheridan-Thomas, PhD, is Assistant Superintendent for Curriculum, Assessment, and Instruction for the Tompkins-Seneca-Tioga Board of Cooperative Educational Services, Ithaca, New York. Formerly a teacher educator, public school administrator, and secondary teacher, she has conducted research in the areas of adolescents' multiple literacies and addressing achievement gaps for underserved students.