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Literacy Online. Every child literate - a shared responsibility.

Professional readings

Professional readings

Subject Area: Literacy

  • Adolescent Literacy: An updated position statement from the International Reading Association, offered as a guide for supporting adolescents’ ongoing literacy development. This document builds on the 1999 statement in an effort to align the tremendous growth in the field of adolescent literacy, and outline what adolescents deserve.
  • Adolescent Literacy: Engaging Research and Teaching (ALERT): News alert from Literacy Gains website in Ontario that focuses on enabling students to pose and pursue their own questions. Literacy GAINS is an Ontario based website focusing on building individual and collective capacities to improve literacy learning and teaching in Ontario. This link offers 3 PDF documents which highlight research into how to Enable Students to Pose and Pursue their own Questions, Making Room for Talking to Learn and Necessary for Some: How to Help Students Who Struggle with Reading
  • Developing high impact teaching and leadership strategies for improved student outcomes.
    Presented by Stuart McNaughton and Aaron Wilson from the Woolf Fisher Research Centre, Faculty of Education, The University of Auckland. Four critical literacy questions for school leaders and teachers were addressed and discussed:
    • Why is subject area literacy important?
    • What do we need to know about effective literacy teaching?
    • What do we know about how to change?
    • What don’t we yet know?
  • McDonald, T., Thornley, C., (2009) Critical literacy for academic success in secondary school: Examining students’ use of disciplinary knowledge. Critical Literacy: Theories and Practices 3 (2), 56-68. Using findings from a longitudinal study involving 100 NZ secondary students, this article explores the ways that academically successful students demonstrated a critical orientation to text, to the curriculum and to school in general in order to foster their achievement.
  • Reading in the Disciplines: The Challenges of Adolescent Literacy’. Carnegie Corporation, New York. (2010)
     This report outlines the challenges of adolescent reading, particularly in Science, History, Mathematics and Literature. Also included is a focus on discipline-specific reading strategies alongside generic strategies.
  • TED Talks: the mysterious workings of the adolescent brain

Reference list for Secondary Literacy

A reference list compiled for the Secondary Literacy Project

Print resources

Alvermann, D. E. (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34(2), 189-208.

Braunger, J., Donahue, D. M., Evans, K., Galguera, T., & Schoenbach, R. (2004). Rethinking preparation for content area teaching: The reading apprenticeship approach: Jossey-Bass

Conley, M. W. (2008). Cognitive strategy instruction for adolescents: What we know about the promise, what we don't know about the potential. Harvard Educational Review, 78(1).

Denti, L., & Guerin, D. (2004). Confronting the problem of poor literacy:Recognition and action. Reading and Writing Quarterly, 20(2), 113-122.

Denti, L., Guerin, D., & Guerin, G. R. (2007). Effective Practice for Adolescents with Reading and Literacy Challenges: Routledge.

Deshler, D. D., Palincsar, A. S., Biancarosa, G., & Nair, M. (2007). Informed choices for struggling adolescent readers: A research-based guide to instructional programs and practices. New York: International Reading Association.

Fisher, D., & Ivey, G. (2005). Literacy and language as learning in content-area classes: A departure from" every teacher a teacher of reading". Action in Teacher Education, 27(2), 3.

Greenleaf, C. L., Schoenbach, R., Cziko, C., & Mueller, F. L. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review 71(1), 79-129.

Hall, L. A. (2005). Teachers and content area reading: Attitudes, beliefs and change. Teaching and Teacher Education, 21, 403-414.

Harvey, C., & Glenn, J. (2007). NCEA Analysis for Teaching and Learning. Auckland, New Zealand: Team Solutions.

Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice: Lawrence Erlbaum.

Lai, M. K., McNaughton, S., Amituanai-Toloa, M., Turner, R., & Hsiao, S. (2009). Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience. Reading Research Quarterly, 44(1), 30-56.

May, S. (2006). Secondary Schools’ Literacy Initiative (SSLI): Summary of Key Findings

May, S., & Wright, N. (2007). Secondary literacy across the curriculum: Challenges and possibilities. Language and Education, 21(5), 370-376.

McDonald, T., & Thornley, C. (2005). Literacy teaching and learning during the secondary years: Establishing a pathway for success to NCEA and beyond. SET: Research Information for Teachers, 2, 9–14.

McDonald, T., & Thornley, C. (2006). Summary of Findings from the evaluation of the Effective Literacy Strategies: Pasifika Focus professional development project. Retrieved from www.tki.org.nz/r/literacy_numeracy/pdf/effective-literacy-strategies-pasifika-focus.pdf.

McNaughton, S. (2002). Meeting of minds. Wellington, New Zealand: Learning Media.

McNaughton, S., & Lai, M. K. (2009). A model of school change for culturally and linguistically diverse students in New Zealand: a summary and evidence from systematic replication. Teaching Education, 20(1), 55-75.

Moje, E. B. (2008). Responsive literacy teaching in secondary school content areas. In M. W. Conley, J. R. Freidhoff, M. B. Sherry & S. F. Tuckey (Eds.), Meeting the Challenge of Adolescent Literacy: Research We Have, Research We Need. New York: The Guilford Press.

Moje, E. B., & Speyer, J. (2008). The reality of challenging texts in high school science and social studies. In K. A. Hinchman & H. K. Sheridan-Thomas (Eds.),Best Practices in Adolescent Literacy Instruction. New York: The Guilford Press.

O'Brien, D. G., Stewart, R. A., & Moje, E. A. (1995). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30(3), 442-463.

Pressley, M. (2004). The need for research on secondary literacy education. In T. L. Jetton & J. A. Dole (Eds.), Adolescent Literacy Research and Practice (pp. 415). New York: The Guilford Press.

Schoenbach, R., Greenleaf, C., Hurwitz, L., & Cziko, C. (1999). Reading for understanding: A guide to improving reading in middle and high school classrooms: Jossey-Bass.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.

Siebert, D., & Draper, R. J. (2008). Why content-area literacy messages do not speak to mathematics teachers: A critical content analysis. Literacy Research and Instruction, 47(4), 229-245.

Snow, C. E., & Biancarosa,G. eds. Adolescent Literacy and the Achievement Gap: What Do We Know and Where Do We Go From Here? Carnegie Corporation of New York Adolescent Literacy Funders Meeting Report. New York: Carnegie Corporation of New York, 2003.

Tatum, A. W. (2008). Toward a more anatomically complete model of literacy instruction: A focus on African American male adolescents and texts. Harvard Educational Review, 78(1), 155-180.

Thornley, C., & McDonald, T. (2002). Reading across the curriculum: Secondary school students talk about themselves as readers. SET: Research Information for Teachers, 1, 19-24.

Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.

Wray, D., & Lewis, M. (1997). Teaching factual writing: Purpose and structure. Australian Journal of Language and Literacy, 20(2).

Wright, N. (2007a). Building literacy communities of practice across subject disciplines in secondary schools. Language and Education, 21(5), 420-433.

Wright, N. (2007b). Teacher leadership: Refocusing pedagogy through literacy. New Zealand Journal of Educational Leadership, 22(2), 1-12.




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