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Journal of Adolescent & Adult Literacy最新文献

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Supporting foundational skills for adolescents with agency 通过机构为青少年提供基本技能支持
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-12-12 DOI: 10.1002/jaal.1409
Margaret Vaughn, Jessica Masterson
{"title":"Supporting foundational skills for adolescents with agency","authors":"Margaret Vaughn,&nbsp;Jessica Masterson","doi":"10.1002/jaal.1409","DOIUrl":"https://doi.org/10.1002/jaal.1409","url":null,"abstract":"<p>Supporting foundational skills in adolescents such as word-level knowledge, syntactic knowledge, and morphemic knowledge are indeed vital. However, these skills alone and in isolation are not enough and do not develop without supporting students' sense of agency during literacy instruction. In this commentary, the authors explore student agency and the teaching of foundational skills to create engaged and skilled adolescent readers and writers.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"363-368"},"PeriodicalIF":0.9,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143114465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Foundational skills and foundational texts: A focus on Black adolescent males in the United States 基础技能和基础文本：关注美国黑人青少年男性
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-12-09 DOI: 10.1002/jaal.1406
Alfred W. Tatum
{"title":"Foundational skills and foundational texts: A focus on Black adolescent males in the United States","authors":"Alfred W. Tatum","doi":"10.1002/jaal.1406","DOIUrl":"https://doi.org/10.1002/jaal.1406","url":null,"abstract":"<p>I discuss the complementary strengths of foundational literacy skills and foundational texts to support the academic and life journeys of Black adolescent males in this commentary. Foundational texts are defined as texts central to life-outcome, personal, intellectual, and professional trajectories accompanied by self-assurance while being psychologically and culturally intact. Five implications, grounded in historical and contemporary examples, are provided for identifying and selecting foundational texts to hold the literacy development and lives of Black adolescent males in high regard in U.S. schools.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"408-414"},"PeriodicalIF":0.9,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143113564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
High school foundational skills intervention in context: Lessons from a research–practice partnership in an urban district 背景下的高中基本技能干预：来自市区研究实践伙伴关系的经验教训
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-12-08 DOI: 10.1002/jaal.1402
Dan Reynolds, Brianna Rae Kemper, Kristin Collette
{"title":"High school foundational skills intervention in context: Lessons from a research–practice partnership in an urban district","authors":"Dan Reynolds,&nbsp;Brianna Rae Kemper,&nbsp;Kristin Collette","doi":"10.1002/jaal.1402","DOIUrl":"https://doi.org/10.1002/jaal.1402","url":null,"abstract":"<p>While adolescent foundational skills interventions can be critical levers for reading improvement, district leaders, teachers, and researchers must make complex decisions about how to evaluate their effectiveness in context. In this discussion article, we explore three issues and tensions we experienced during a 2-year research–practice partnership overhauling Tier II high school reading intervention practices in a district serving largely African American students. First, we discuss assessment and the challenges of using data and reading theory to simultaneously address system-level and student-level needs. Second, we share our process for choosing a curriculum and evaluating its effectiveness. Finally, we weigh how students' African American English may have been related to program implementation and foundational skills development. We share our takeaways to help practitioners and researchers seeking systematic foundational skills improvement across a district, especially districts like ours.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"392-399"},"PeriodicalIF":0.9,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143113110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Navigating the reality of school shootings with adolescents through middle grade novels 通过初中小说引导青少年面对校园枪击的现实
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-12-02 DOI: 10.1002/jaal.1403
Danielle L. DeFauw
{"title":"Navigating the reality of school shootings with adolescents through middle grade novels","authors":"Danielle L. DeFauw","doi":"10.1002/jaal.1403","DOIUrl":"https://doi.org/10.1002/jaal.1403","url":null,"abstract":"<p>Personally and professionally, the author shares experiences with school safety and how the English Language Arts (ELA) classroom may utilize middle grade novels to address gun violence with adolescents. Highlighting five middle grade novels that address school shootings—Katherine Erskine's (2011) <i>Mockingbird</i>, Emily Barth Isler's (2021) <i>Aftermath</i>, J. S. Puller's (2022) <i>The Lost Things Club</i>, Jasmine Warga's (2022) <i>The Shape of Thunder</i>, and Erin Bow's (2023) <i>Simon Sort of Says</i>, this discussion provides ELA teachers and stakeholders with before, during, and after reading prompts to facilitate students' engagement with the topic through ELA tasks that support critical thinking and open dialog.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"650-656"},"PeriodicalIF":0.9,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Reading each conversation as a book”: Community cultural wealth and relational youth literacies “把每次谈话当作一本书来读”：社区文化财富和关系青年的读写能力
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-11-29 DOI: 10.1002/jaal.1404
Hannah Edber, Leah Panther, Andrea Crenshaw, Rachael Van Donkelaar, Tenesha Curtis
{"title":"“Reading each conversation as a book”: Community cultural wealth and relational youth literacies","authors":"Hannah Edber,&nbsp;Leah Panther,&nbsp;Andrea Crenshaw,&nbsp;Rachael Van Donkelaar,&nbsp;Tenesha Curtis","doi":"10.1002/jaal.1404","DOIUrl":"https://doi.org/10.1002/jaal.1404","url":null,"abstract":"<p>Adolescent youth participating in a summer writing workshop drew from funds of community wealth to answer youth-generated inquiry questions about history, political participation, and equity. By turning to community members as expert sources of knowledge, students deepened their inquiry, their connections to the local community, and their identities as writers. Learning from these youth writers, there are recommendations for how classroom teachers can engage youth in inquiry projects that draw from sources of community cultural wealth.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"644-649"},"PeriodicalIF":0.9,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Visceral literacies of marginalized adolescents in digital spaces: A cross-case synthesis exploring affect and dialogue with texts 数字空间中边缘化青少年的内在素养：跨案例综合探索与文本的影响和对话
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-11-27 DOI: 10.1002/jaal.1400
Karis Jones, Gemma Cooper-Novack
{"title":"Visceral literacies of marginalized adolescents in digital spaces: A cross-case synthesis exploring affect and dialogue with texts","authors":"Karis Jones,&nbsp;Gemma Cooper-Novack","doi":"10.1002/jaal.1400","DOIUrl":"https://doi.org/10.1002/jaal.1400","url":null,"abstract":"<p>Textual consumption in digital spaces has come under scrutiny by educators who worry about youth's surface-level comprehension of such texts as well as the polarizing nature of online discourse. This paper synthesizes affective concepts of critical witness and glimmers of care to explore two cases in which adolescent writers in digital OST programs engage with digital communities surrounding texts like comics, movies, and video games. We trace how focal youth across the programs engage in critical witness around issues of marginalization in digital spaces outside of class in order to produce advocacy-focused compositions addressing issues they encountered and discussed across informal digital learning spaces. We identified a common trajectory across both cases for these youth advocates: (1) experiencing and witnessing marginalization in digital spaces outside of class; (2) bringing critical witness to (digital) class; leading to (3) constellations of advocacy produced through compositions. Teachers can support such adolescents through affectively attuned instructional practices like framing spaces to center youth voices, providing multiple channels for peer conversation, inviting youth to co-design expansive and creative assessments, and cultivating reciprocal understanding of power and vulnerability through practices of critical witness.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"632-643"},"PeriodicalIF":0.9,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Instruction to support word-level reading skills for adolescent learners with learning disabilities 为有学习障碍的青少年学习者提供支持单词级阅读技能的指导
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-11-20 DOI: 10.1002/jaal.1399
Brennan W. Chandler, Jessica R. Toste, Elizabeth J. Hart, Devin M. Kearns
{"title":"Instruction to support word-level reading skills for adolescent learners with learning disabilities","authors":"Brennan W. Chandler,&nbsp;Jessica R. Toste,&nbsp;Elizabeth J. Hart,&nbsp;Devin M. Kearns","doi":"10.1002/jaal.1399","DOIUrl":"https://doi.org/10.1002/jaal.1399","url":null,"abstract":"<p>The middle and high school years represent a unique challenge for students who have not yet attained proficiency with word reading. By this time, it is generally expected that students will be able to independently read a variety of texts to gain content knowledge and to read for understanding. Students with or at-risk for learning disabilities (LD) often struggle with acquisition of word-level reading skills and these difficulties are amplified as words become increasing complex. By fifth grade, most of the new words introduced in text are multisyllabic, yet students often lack a systematic approach for decoding these words. Despite these challenges, teachers <i>can</i> effectively support secondary-aged students with LD in developing the foundational word reading skills necessary for reading proficiency. In this article, we describe the critical role of word reading efficiency, unique challenges of multisyllabic word reading, and the importance of ongoing instructional support for students with LD. We then introduce four instructional routines that can be implemented to facilitate secondary students' acquisition of word-level reading skills that also affirm and strength students' diverse cultural and linguistic backgrounds.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"380-391"},"PeriodicalIF":0.9,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143117574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Literacy in everyday life: How bilingual college students repurposed and adapted literacy spaces 日常生活中的读写能力：双语大学生如何重新定位和适应读写空间
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-11-20 DOI: 10.1002/jaal.1401
Timothy M. Foran
{"title":"Literacy in everyday life: How bilingual college students repurposed and adapted literacy spaces","authors":"Timothy M. Foran","doi":"10.1002/jaal.1401","DOIUrl":"https://doi.org/10.1002/jaal.1401","url":null,"abstract":"<p>This study aims to understand how bilingual college students constructed literacy spaces across their lives rather than an in-school/out-of-school dichotomy. Drawing on Lefebvre's (1991) spatial triad as a lens to examine the participants' spatial literacy practices, the findings show that some participants repurposed planned spaces into literacy ones while others relied on the planned aspect of space. Furthermore, adapting spatial literacy practices to meet life and semester demands significantly impacted the participants' ability to compose college essays. This study has implications for college writing instructors because it shows that students' literacy spaces are contingent on the social production of space beyond the physical classroom and calls for a greater emphasis on the role of space in college.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"620-631"},"PeriodicalIF":0.9,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Translating Blackness through youth language learning in the Dominican Republic 多明尼加共和国青少年语言学习中的黑人翻译
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-11-12 DOI: 10.1002/jaal.1397
Molly Hamm-Rodríguez
{"title":"Translating Blackness through youth language learning in the Dominican Republic","authors":"Molly Hamm-Rodríguez","doi":"10.1002/jaal.1397","DOIUrl":"https://doi.org/10.1002/jaal.1397","url":null,"abstract":"<p>This article presents findings from a six-month Language and Social Justice course collaboratively designed with multilingual educators in the Dominican Republic. Teaching and learning processes with Dominican and Haitian youth (ages 18–24) illustrate how opportunities to learn about English and Kreyòl from a transnational perspective can disrupt dominant discourses about youth's relationships with themselves and each other. By intentionally focusing on counternarratives to notions that Dominican youth reject their Blackness and that Dominican and Haitian youth interact in tension rather than solidarity, this study highlights how youth “translate blackness” (García Peña, 2022) through language learning. Drawing from transnational literacy frameworks that engage the cultural and linguistic repertoires of Black youth in relationship with one another (Skerrett &amp; Omogun, 2020; Smith, 2023) and from Black-centered language pedagogies (Anya, 2017; Clemons, 2021b), I describe how youth negotiate meanings and orientations to Blackness through language and literacy practices.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"608-619"},"PeriodicalIF":0.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
It's not just about skills: Adopting a motivation-informed approach to instruction with adolescents 这不仅仅是技能的问题：采用动机导向的方法来指导青少年
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-11-12 DOI: 10.1002/jaal.1396
Kristin Conradi Smith, Bong Gee Jang, Tori J. Ostot
{"title":"It's not just about skills: Adopting a motivation-informed approach to instruction with adolescents","authors":"Kristin Conradi Smith,&nbsp;Bong Gee Jang,&nbsp;Tori J. Ostot","doi":"10.1002/jaal.1396","DOIUrl":"https://doi.org/10.1002/jaal.1396","url":null,"abstract":"<p>An issue devoted to foundational skills and adolescents might center the cognitive skills and practices most needed to accelerate learning. While an understanding of these—whether multisyllabic decoding, fostering comprehension through discussion, or argumentative writing—is important, in this article, we advocate for the importance of attending to principles of motivation. After defining motivation within the context of adolescent literacy instruction, we summarize representative research on the topic. We then present four guiding principles for teachers, each accompanied by practical examples for classroom application.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"415-420"},"PeriodicalIF":0.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143114404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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