Empowering Struggling Readers
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Empowering Struggling Readers : Practices for the Middle Grades

3.83 (6 ratings by Goodreads)
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Description

This book provides classroom-tested methods for engaging struggling middle grade readers - even those who appear to have given up - and fostering their success. The emphasis is on constructing respectful, encouraging learning environments that incorporate students' diverse literacies, cultural interests, and prior knowledge and skills into instruction. Chapters outline effective, innovative strategies for instruction and assessment in comprehension, vocabulary, text-based discussion, critical reading, and other core areas. Realistic classroom examples are included throughout, including applications of nontraditional texts. Other useful features include reflection questions at the end of each chapter.


This book will be important reading for english/language arts teachers in grades 6-9, reading specialists and coaches, and teacher educators. It may also serve as a text in such courses as Adolescent Literacy, Teaching English Language Arts, and Reading Methods in the Middle Grades.
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Product details

  • Paperback | 238 pages
  • 149.86 x 223.52 x 22.86mm | 340.19g
  • New York, United States
  • English
  • 1609180232
  • 9781609180232
  • 1,508,867

Table of contents

1. Who Are Struggling Readers?2. Promoting Disciplinary Reading Practices in English Language Arts3. Designing Classroom Environments That Support Literacy Development4. Engaging and Motivating Marginalized Readers5. Assessing Reading Performance and Students' Funds of Knowledge6. Implementing Reading Comprehension Strategies7. Using Young Adult Literature to Promote Comprehension with Struggling Readers, Lisa Scherff8. Culturally Grounded Vocabulary Instruction9. Fostering Discussions about Texts10. Reading Texts on the Internet11. Using Nonprint Media and Texts to Support Marginalized Readers, Stergios G. Botzakis12. Relevant Curriculum and Policy for Middle School Struggling Readers13. Conclusion: Promising Readers, David W. Moore
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Review quote

"Finally, a book on struggling readers that eschews deficit models and incorporates students' funds of knowledge into the classroom. The authors provide a framework for envisioning instruction that welcomes students into the classroom community, instead of viewing them as people who need to be fixed. They encourage teachers to become more conscious in their assumptions, language choices, and practices--and to share these with the students. This is an ideal text for English language arts methods courses; experienced teachers will also find it useful and encouraging."--W. Douglas Baker, PhD, Department of English Language and Literature, Eastern Michigan University

"The emphasis on culture sets this book head and shoulders above others that focus on teaching young adolescent readers. While addressing vocabulary, assessment, text selection, and other core topics, the book clearly and engagingly illustrates the significance of students' cultural lives in the classroom. I would definitely use this text in a course on teaching middle grades or secondary reading. Students will benefit from the sociocultural stance and the classroom-ready approaches discussed."--Bob Fecho, PhD, Department of Language and Literacy Education, University of Georgia

"This book reminds teachers that students who struggle with academic reading are likely to be reading on their own, but with different texts. Respecting what diverse learners bring to the classroom, and capitalizing on their interests and skills, will build their confidence, motivate them to improve their reading, and enhance content learning. This is a great resource for prospective and practicing middle school reading teachers."--Kay Parks Haas, MA, instructional projects specialist, Olathe District Schools, Kansas

"This book takes the research on adolescent readers and puts it to use where the rubber meets the road! The authors treat struggling students as people who want to read and learn, rather than just 'nonreaders.' At each step along the way, teachers are encouraged to reflect on how they might integrate or modify their instruction using the research and strategies discussed. The information in this book can make you a more confident, empathic, and successful teacher."--Brandon Abdon, MEd, English teacher, Ft. Thomas (Kentucky) Public Schools, and President, Kentucky Council of Teachers of English
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About Elizabeth Carr Edwards

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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Rating details

6 ratings
3.83 out of 5 stars
5 17% (1)
4 50% (3)
3 33% (2)
2 0% (0)
1 0% (0)
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