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Subject Area: Literacy
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.
Connected supports Aotearoa New Zealand’s histories and Tīkanga ā-Iwi, social sciences, inclusion, and wellbeing – within integrated literacy programmes.
Connected has three issues for students in years 4–8, aligned to curriculum levels 2, 3, and 4.
Alongside Connected, a new publication for Māori-medium kura called He Kōrero Tātai is available on Kauwhata Reo. He Kōrero Tātai also has three issues and supports Te Takanga o Te Wā within Te Marautanga o Aotearoa.
Connected is distributed to all English-medium schools and He Kōrero Tātai is distributed to Māori-medium kura. Copies of both Connected and He Kōrero Tātai can be requested from Down the Back of the Chair.
All Connected and He Kōrero Tātai articles are also available as beautifully designed Google Slides with embedded audio. One article in each book has additional digital content. Each article has Teacher and Kaiako support materials available online.
Before 2022, the focus of the Connected series was scientific, technological, and mathematical literacy, and there are 24 texts with this STEM focus that are still available to view and download, along with images and additional media.
Looking for our latest resources?
An online catalogue has been created for Instructional Series.
You'll find Teacher support materials (TSM), digital copies of each article, and other resources.
Digital versions of each article are available on Google Drive using Google Slides. Google Slides is a free online presentation application that can be used on a range of devices, desktops, laptops, and digital whiteboards.
The TSMs for Connected+ are available digitally as downloadable PDFs and as MS Word documents for download and editing. Using the editable MS Word file, teachers can adapt the learning activities to meet the needs of their students and the context for learning.
Most of the images, text, videos, audio, and graphic elements for Connected+ are available for teachers and students to download and reuse for educational purposes. You must attribute the writers, illustrators, and photographers of any material you reuse. Acknowledgements are found at the end of each Google Slides article, and on the inside back cover of each printed issue. Some images are provided under a Creative Commons attribution-only licence. This material can be used by anyone for any purpose, as long as the creators are attributed. Find out more about the Creative Commons licences.
Individual files are accessible on Google Drive, and you can find these from a link on the first page of the digital version of each article.
The digital version of the first article in each issue of Connected+ has additional digital content, such as video, additional images, website links, animation, and audio.
The ELLP Pathway – Foundation to Stage 3 and ELLP Pathway Student Agency Record are optional resources to support the ELLP matrices.
They are closely aligned to the ELLP matrices, with additional detail from ELLP booklets and other Ministry of Education resources. They assist primary and intermediate teachers to plan day-to-day support for English language learners. Secondary teachers may also find them useful for learners working in Foundation to Stage 3. The ELLP Student Agency Record assists with fostering learner agency.
The ELLP Pathway Record of Progress may be used as an alternative to the ELLP Record of Progress to record a student’s progress using highlighted indicators. The highlighting informs the ‘achieved’ stages for twice yearly ESOL funding applications.
English Language Learning Progressions Pathway – Foundation to Stage 3 (Google Docs)
English Language Learning Progressions Pathway Student Agency Record (Google Docs)
English Language Learning Progressions Pathway Record of Progress (Google Docs)
The ELLP Pathway – Foundation to Stage 3 links to eight short Vimeo videos featuring Dr Jannie van Hees. They focus on knowing your learner and supporting English language learners.
The family language – its closeness to or distance from English
ELL (English language learner) is a generalised term. This Vimeo examines the differing challenges faced by new learners of English based on their heritage language.
Concept and knowledge gaps, and cognitive frustration
Content learning is language dependent and may slow down while a learner focuses on learning English. This Vimeo looks at the issues involved and strategies to assist.
Day-to-day code switching
Code switching is switching between languages, which may be done internally. This Vimeo discusses the uses and benefits of code switching for bilingual learners.
Immigrant dislocation and adjustment
Immigrating to a new country generally causes considerable upheaval. This Vimeo explains the challenges faced by immigrant families and suggests ways to help.
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For new learners – focused attention to build-foundational English language knowledge
This Vimeo focuses on the need to prioritise the establishment of foundational English skills of very new learners and the long term benefits of this.
Working in the learner’s ‘Goldilocks zone'
Learning in the ‘just right’ zone – not too little, not too much – is most effective. This Vimeo gives practical advice about recognising when learning is just right.
Scaffolding learning
Scaffolding learning is multi-faceted. This Vimeo includes practical examples of scaffolding and how to merge the ‘known’ with new learning.
Recycling learning and language – a major factor influencing language acquisition
Much of what we do becomes automatic when we do it many times over. This Vimeo examines the importance of recycling and re-encountering language.
The English Language Learning Progressions (ELLP) are key documents for the assessment, planning and teaching of English language learners. They help teachers to choose content, vocabulary, and tasks that are appropriate to each learner's age, stage, and language-learning needs. This may include learners for whom English is a first language but who would benefit from additional language support.
The ELLP Pathway – Foundation to Stage 3 is an optional, supplementary resource to support the English Language Learning Progressions. It assists primary and intermediate teachers to plan appropriate support for English language learners. The ELLP Pathway – Foundation to Stage 3 provides an overview of the ELLP stages, focus questions, and ideas for better knowing and supporting learners, and links to a range of useful resources.
The ELLP Pathway Student Agency Record is a simplified version of the resource for use by learners and teachers to promote student agency and to help plan next learning steps.
A short professional learning and development module to explain the key features of the ELLP Pathway resource. It is a useful resource for all staff working with emergent bilingual and multilingual students.
This English Language Learning Progressions resource is made up of seven modules, and includes guidance on using the ELLP resource for planning and assessment. The resource uses written work and video exemplars so that you can look at the ELLP in your own school context.
The modules can be used in any order and can be used in a variety of ways – on your own, working in small groups, or as part of a whole staff activity. Each module might take about an hour to complete.
At the end of each module you will find suggestions about leading professional development sessions with other teachers.
The Making Language and Learning Work DVDs demonstrate how to effectively integrate content-area teaching and language learning in mainstream subject classrooms for students from diverse language backgrounds. They show how to integrate effective literacy strategies, and how a range of teachers in different subject areas scaffold language and content area learning. The materials model how to personalise learning by supporting students at different levels of English proficiency in a manageable way in mainstream classes.
A series of short modules to support the professional development of learning assistants who work with students who are learning English as an additional language.
Research reports published to support ESOL teaching in a New Zealand context.
A collection of important resources, online communities, and support services for teachers of English Language Learners.
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