Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies

Q3 Social Sciences
Anne Keefe
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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). …
青少年学术素养:一般原则与实践策略
青少年素养在学科:一般原则和实用策略编辑塔玛拉·l·杰顿和辛西娅·沙纳汉纽约,纽约:吉尔福德出版社,2012年,274页ISBN: ISBN: 978-1-4625-0283-7(精装),978-1-4625-0280-6(平装)在青少年素养在学术学科,编辑塔玛拉·l·杰顿和辛西娅·沙纳汉提供的原则和策略的概述指导学生阅读理解在高中学科领域。这本书的介绍和框架研究得很好,写得很有说服力,并且密集地包含了实用信息。塔玛拉·l·杰顿(Tamara L. Jetton)和理查德·李(Richard Lee)的第一章“从文本中学习:过去十年的青少年读写能力”描述了美国高中生在读写能力测试中的表现,并建议教师需要在显性阅读理解策略上花费超过目前3%的课堂时间(Ness, 2007年,2009年,引自Jetton & Shanahan, 2012年,第1-2页)。第2、3和4章描述了学科中常见的阅读挑战,学科专家使用的文本理解习惯,以及如何将这些想法应用于课程规划。第5章到第9章,由许多美国学者撰写,致力于描述特定高中学科领域所需的扫盲策略。第一章包括对理解策略和教学框架研究的回顾,概述了每项研究的背景和主要发现。例如,概念导向的阅读教学(CORI)被描述为一个框架,涉及学生“激活先验知识,产生问题,搜索信息,组织新知识和监控他们的理解”(Guthrie, 2004,引自Jetton & Shanahan, 2012, p.10)。杰顿和李解释说,使该框架成功的基本要素是学生参与自己的目标设定、阅读相关材料和参与讨论。他们引用了两项支持CORI对提高学生阅读理解能力有效的研究。此外,“附录1.1”详细阐述了进一步的理解策略及其每个相关的目标和说明(第24-33页)。提供这些策略的全面概述有助于提高对广泛可用选项的认识,并鼓励读者根据目标和上下文考虑潜在的应用程序。杰顿和李解释说,需要更多的研究来研究哪种理解策略对特定学科最有效,从而为这本书奠定了基调。侧重于语言艺术,数学,科学,历史和艺术的章节在他们的细节水平和使用课堂实例来说明不同的教学和学习策略在行动中是有帮助的。在最好的情况下,这些章节组织良好,与论文相关,明确定义假设和理论,并提供相关的教学策略。例如,在“通过历史文本学习:阅读协议和实用策略”一章中,布鲁斯·范斯莱德赖特(Bruce VanSledright)通过描述历史文本提供的独特挑战和机遇来巩固他的论点。他解释说,它们是超文本的(从其他文本中提取),互文本的(需要在同一事件的不同版本之间阅读),部分多模态的(跨越从陶器到电影的各种形式和媒介)。…
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来源期刊
Canadian Journal of Education
Canadian Journal of Education Social Sciences-Education
CiteScore
0.80
自引率
0.00%
发文量
60
审稿时长
24 weeks
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.
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