By Tamara L. Jetton Phd, Janice A. Dole Phd
This much-needed e-book addresses the function of literacy guideline in improving content material zone studying and fostering pupil motivation and luck well past the first grades. the original literacy wishes of center institution and secondary scholars are completely tested and potent practices and interventions pointed out. Reviewing the breadth of present wisdom, best professionals disguise such very important themes as: o How literacy abilities improve in grades 5-12 o how you can contain literacy studying into English, social experiences, math, and technological know-how o suffering adolescent readers and writers: what works in evaluate and intervention o specific demanding situations dealing with English language novices and culturally varied scholars o Implications for instructor education, coverage, and destiny learn
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Additional info for Adolescent Literacy Research and Practice
For example, to read the Declaration of Independence, one would need to know not only the views of the Americans and the English during that time but also understand the particular rhetorical devices Jefferson used to construct this document. Only by understanding the ways in which language is presented and organized can one devise the particular patterns of Domains, Teaching, and Literacy 27 meaning within the domains of mathematics, science, literature, and history. Teachers must also understand how the principles of their own domains relate to the principles of other domains.
1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231. Shirey, L. L. (1992). Importance, interest, and selective attention. In K. A. Renninger, S. Hidi, & A. ), The role of interest in learning and development (pp. 281– 296). Hillsdale, NJ: Erlbaum. Stahl, S. , Hynd, C. R, Glynn, S. , & Carr, M. (1996). Beyond reading to learn: Developing content and disciplinary knowledge through texts. In L. Baker, P. Domains, Teaching, and Literacy 39 Afflerbach, & D. ), Developing engaged readers in school and home community (pp.
It may not be surprising to learn that students’ goal orientations are linked to their school achievement (Pintrich & Schunk, 2001). Students like Maribella and Alicia, who manifest learning/mastery or performance approach goals, achieve better in school than do students, like Mark, who are either performance or work avoidant. Of course, not all student goals are directly related to their learning or achievement. For example, some goals are more about students’ friendships or relationships with teachers and classmates (Wentzel, 1991, 1993).