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商品簡介
Hall (literacy studies, U. of North Carolina at Chapel Hill) et al. offer methods for engaging struggling students in the middle grades with reading. They consider that the problem may be with the structure of reading in schools and how texts and reading instruction supports or marginalizes struggling readers, and how to use texts and instruction to help them. They explore the label of struggling reader, how concepts in English may reinforce disadvantage, and how to use students' knowledge and the concept of "third space" to help them develop reading skills. They describe how to redesign classrooms and instruction give support and increase engagement and motivation; the role of assessment, especially traditional assessment and using students' funds of knowledge; specific instructional practices for comprehension strategy, young adult literature, vocabulary, nonprint media, and challenging and online texts; and how to affect policy. Annotation c2011 Book News, Inc., Portland, OR (booknews.com)
作者簡介
Leigh A. Hall, PhD, is Assistant Professor of Literacy Studies at the University of North Carolina at Chapel Hill. She is a former middle school English and social studies teacher who worked in Houston, Texas. Dr. Hall is the recipient of the Early Career Achievement Award from the National Reading Conference/Literacy Research Association. Her research addresses issues relevant to adolescent literacy, struggling readers, middle school education, and teacher education.
Leslie D. Burns, PhD, is Assistant Professor of Literacy at the University of Kentucky and a former English language arts teacher who worked in rural Kansas schools. Dr. Burns focuses his studies on research-based standards for literacy and teacher education. He chaired the Conference on English Education’s (CEE) Task Force for Political Action in Education Reform, serves on the CEE’s Standards Task Force, and chairs the English Education Program at the University of Kentucky.
Elizabeth Carr Edwards, PhD, is Assistant Professor of Literacy in the Department of Curriculum, Foundations, and Reading at Georgia Southern University, where she teaches undergraduate and graduate courses. Previously, she taught elementary school for 7 years. Dr. Edwards's research and publications focus on elementary and middle grades vocabulary development and sociocultural pedagogical theory.
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