Improving Reading Comprehension of Middle and High School Students (Literacy Studies) (Repost)

Improving Reading Comprehension of Middle and High School Students (Literacy Studies) By Kristi L. Santi, Deborah K. Reed


2015 | 208 Pages | ISBN: 331914734X | PDF | 3 MB

This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.

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Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings, 4 edition

Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings, 4 edition by Stephen B. Kucer


English | 2014 | ISBN: 0415826454, 0415826462 | 384 pages | PDF | 3,3 MB

This popular text, now in its fourth edition, “unpacks” the various dimensions of literacy―linguistic and other sign systems; cognitive; sociocultural; and developmental―and at the same time accounts for the interrelationships among them. Distinguished by its examination of literacy from a multidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded.




Linking theory and research to practice in an understandable, user-friendly manner, the text provides in-depth coverage of the dimensions of literacy, includes demonstrations and “hands-on” activities, examines authentic reading and writing events that reflect key concepts, and summarizes the concepts in tables and figures.




Changes in the Fourth Edition


• Addresses academic language, new literacies/multiliteracies, and their relationship to literacy learning


• More fully develops the developmental dimension of literacy in separate chapters on adult mediation and learner construction


• Expands the discussion of multimodal literacies


• Extends and integrates the discussion of bilingualism and biliteracy throughout the text


• Integrates instructional implications more fully throughout

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Teaching Language & Literacy to Caribbean Students: From Vernacular to Standard English

Teaching Language & Literacy to Caribbean Students: From Vernacular to Standard English by Dennis R. Craig


English | Jan. 1, 2006 | ISBN: 9766372292 | 304 Pages | PDF | 1.76 MB

In many parts of the world there are situations where the majority of the people speak a vernacular which differs significantly in grammar and idiom from the official language with which it coexists but nevertheless share the majority of a common vocabulary. This is the case in the Caribbean where childhood speakers of English-based Creole languages have significant difficulty in acquiring Standard English and literacy in English. However, pedagogical approaches to the plight of such children have not achieved a generally accepted theoretical position and have lacked consistency over the years resulting in a high level of educational failure in the children. This book uses the English-speaking Caribbean as a case study in its presentation of a rational theoretical framework for classroom procedures in language and literacy teaching. It provides suggestion for the kind of detailed syllabi that need to be implemented at the primary, immediate post-primary and the secondary levels of schooling but goes beyond that with end of chapter notes, questions and even suggestions for practical study and research activities. Teaching Language and Literacy is ideally suited to be used as a textbook for intending as well as practising teachers of language and literacy, as well as language educations students generally at both undergraduate and graduate levels. Although the book focuses on the English-speaking Caribbean, it will have relevance in similar vernacular situations where English is an "official" language, most notably in parts of North America and Britain where there are significant migrant populations form the Caribbean but also in African American communities of the USA where "Black English" is the everyday norm of speech.

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