Journal of Adolescent & Adult Literacy最新文献_第3页

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

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

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

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, Gemma Cooper-Novack","doi":"10.1002/jaal.1400","DOIUrl":"https://doi.org/10.1002/jaal.1400","url":null,"abstract":"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.","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, Jessica R. Toste, Elizabeth J. Hart, Devin M. Kearns","doi":"10.1002/jaal.1399","DOIUrl":"https://doi.org/10.1002/jaal.1399","url":null,"abstract":"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 can 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.","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

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

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

引用次数: 0

Educating emergent bilingual youth in high school: The promise of critical language and literacy education by Park, J. Y. (2023) 高中新生双语青年的教育：批判性语言与读写教育的前景[j] . Park， J. Y. （2023）

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-11-11 DOI: 10.1002/jaal.1398

Stephany Cáceres-Mateo

{"title":"Educating emergent bilingual youth in high school: The promise of critical language and literacy education by Park, J. Y. (2023)","authors":"Stephany Cáceres-Mateo","doi":"10.1002/jaal.1398","DOIUrl":"https://doi.org/10.1002/jaal.1398","url":null,"abstract":"Educating Emergent Bilingual Youth in High School: The Promise of Critical Language and Literacy Educationby J. Y. Park narrates the educational experiences of seven emergent bilingual youth in English as a second language (ESL) classrooms. This book review underlines how Park uses critical language pedagogies in action to shed light on students' assets and challenge the deficit perspectives teachers and schools may have about them. Through these critical lenses, three ESL teachers and the emergent bilingual youth explore themes related to race, identity, and citizenship through effective pedagogical strategies such as dialogic problem-posing, translanguaging through “poetry inside out,” the use of multimodal texts and student-led research. As students embark on their learning journey, they develop their literacy, critical, and reflective skills, manifesting their agentive selves. The book also provides suggestions for emergent bilingual educators, schools, teacher education programs, researchers, and policymakers to disrupt deficit views of emergent bilinguals that keep them from seeing their full potential. In addition, it advocates for ESL teachers, who often are not supported at their schools, and for emergent bilinguals who should not and cannot leave their funds of knowledge and stories outside the classroom door.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"605-607"},"PeriodicalIF":0.9,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884194","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

“I still think that standard English is important”: Secondary ELA teachers' complex beliefs about foundational language for writing “我仍然认为标准英语很重要”：中学ELA教师对写作基础语言的复杂信念

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-11-09 DOI: 10.1002/jaal.1395

Christina L. Dobbs, Christine Montecillo Leider

引用次数: 0