{"title":"Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies","authors":"Anne Keefe","doi":"10.5860/choice.50-1591","DOIUrl":null,"url":null,"abstract":"Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies edited by Tamara L. Jetton and Cynthia Shanahan New York, NY: Guildford Press, 2012, 274 pages ISBN: ISBN: 978-1-4625-0283-7 (hardcover), 978-1-4625-0280-6 (paperback) In Adolescent Literacy in the Academic Disciplines, editors Tamara L. Jetton and Cynthia Shanahan provide an overview of principles and strategies for guiding student reading comprehension in high school subject areas. The introduction and framing of the book is well researched, convincingly written, and densely packed with practical information. Chapter 1, \"Learning from Text: Adolescent Literacy from the Past Decade\" by Tamara L. Jetton and Richard Lee, describes the performance of American high school students on literacy tests and suggests that teachers need to spend more than the current 3% of classroom time on explicit reading comprehension strategies (Ness, 2007, 2009, as cited in Jetton & Shanahan, 2012, pp. 1-2). Chapters 2, 3, and 4 describe common reading challenges in the disciplines, habits of text comprehension used by disciplinary experts, and how to apply these ideas to lesson planning. Chapters 5 through 9, written by a variety of American-based scholars, are dedicated to describing the literacy strategies needed for specific high school subject areas. Chapter 1 includes a review of studies on comprehension strategies and instructional frameworks, outlining the context of each study and the key findings. For instance, concept-oriented reading instruction (CORI) is described as a framework that involves students in \"activating prior knowledge, generating questions, searching for information, organizing new knowledge and monitoring their comprehension\" (Guthrie, 2004, as cited in Jetton & Shanahan, 2012, p.10). Jetton and Lee explain that essential components that make the framework successful are student involvement in their own goal setting, reading relevant material, and engaging in discussion. They cite two studies that support CORI as effective for increasing student reading comprehension. In addition, \"Appendix 1.1\" elaborates on further comprehension strategies and each of their associated objectives and instructions (pp. 24-33). Providing such a thorough overview of these strategies works to raise awareness of the broad range of options available and encourages readers to think about potential applications, depending on objectives and context. Jetton and Lee explain that more research is needed on which comprehension strategies work best for specific disciplines, thereby setting up the thesis for the book. The chapters that focus on language arts, math, science, history, and the arts are helpful in their level of detail and the use of classroom examples to illustrate different teaching and learning strategies in action. At their best, these chapters are well organized, relate to the thesis, clearly define assumptions and theories, and offer relevant teaching strategies. For instance, in the chapter \"Learning with Texts in History: Protocols for Reading and Practical Strategies,\" Bruce VanSledright anchors his argument in a description of the unique challenges and opportunities afforded by historical texts. He explains that they are hypertextual (draw from other texts), intertextual (require reading between different versions of the same events), and partially multimodal (span a variety of forms and media from pottery to film). …","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2014-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"29","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Canadian Journal of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5860/choice.50-1591","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 29
Abstract
Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies edited by Tamara L. Jetton and Cynthia Shanahan New York, NY: Guildford Press, 2012, 274 pages ISBN: ISBN: 978-1-4625-0283-7 (hardcover), 978-1-4625-0280-6 (paperback) In Adolescent Literacy in the Academic Disciplines, editors Tamara L. Jetton and Cynthia Shanahan provide an overview of principles and strategies for guiding student reading comprehension in high school subject areas. The introduction and framing of the book is well researched, convincingly written, and densely packed with practical information. Chapter 1, "Learning from Text: Adolescent Literacy from the Past Decade" by Tamara L. Jetton and Richard Lee, describes the performance of American high school students on literacy tests and suggests that teachers need to spend more than the current 3% of classroom time on explicit reading comprehension strategies (Ness, 2007, 2009, as cited in Jetton & Shanahan, 2012, pp. 1-2). Chapters 2, 3, and 4 describe common reading challenges in the disciplines, habits of text comprehension used by disciplinary experts, and how to apply these ideas to lesson planning. Chapters 5 through 9, written by a variety of American-based scholars, are dedicated to describing the literacy strategies needed for specific high school subject areas. Chapter 1 includes a review of studies on comprehension strategies and instructional frameworks, outlining the context of each study and the key findings. For instance, concept-oriented reading instruction (CORI) is described as a framework that involves students in "activating prior knowledge, generating questions, searching for information, organizing new knowledge and monitoring their comprehension" (Guthrie, 2004, as cited in Jetton & Shanahan, 2012, p.10). Jetton and Lee explain that essential components that make the framework successful are student involvement in their own goal setting, reading relevant material, and engaging in discussion. They cite two studies that support CORI as effective for increasing student reading comprehension. In addition, "Appendix 1.1" elaborates on further comprehension strategies and each of their associated objectives and instructions (pp. 24-33). Providing such a thorough overview of these strategies works to raise awareness of the broad range of options available and encourages readers to think about potential applications, depending on objectives and context. Jetton and Lee explain that more research is needed on which comprehension strategies work best for specific disciplines, thereby setting up the thesis for the book. The chapters that focus on language arts, math, science, history, and the arts are helpful in their level of detail and the use of classroom examples to illustrate different teaching and learning strategies in action. At their best, these chapters are well organized, relate to the thesis, clearly define assumptions and theories, and offer relevant teaching strategies. For instance, in the chapter "Learning with Texts in History: Protocols for Reading and Practical Strategies," Bruce VanSledright anchors his argument in a description of the unique challenges and opportunities afforded by historical texts. He explains that they are hypertextual (draw from other texts), intertextual (require reading between different versions of the same events), and partially multimodal (span a variety of forms and media from pottery to film). …
期刊介绍:
The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.