Education Commons^™

The Equity And Engagement Challenges Of Teaching Reading In Middle School, Edmund T. Hamann, Stephanie Malone

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The point is to look at midlevel and high school students—those often encapsulated by the term ‘adolescent literacy’—and to ask what it is that makes those students less likely to engage in productive reading practice. That may at first look like a psychological question about motivation, which makes the challenge seem like it is something inside the student that needs attention or ‘fixing’. But the orientation here is instead more sociological. If we talk about instruction, in this case reading instruction, it is intrinsically interactive, between teacher and student most obviously, but also interactive between students and their peers (e.g. …

Of Research Reviews And Practice Guides: Translating Rapidly Growing Research On Adolescent Literacy Into Updated Practice Recommendations., Daniel Reynolds

2020 Faculty Bibliography

The demand for evidence-based instructional practices has driven a large

supply of research on adolescent literacy. Documenting this supply, Baye,

Inns, Lake, and Slavin’s 2019 article in Reading Research Quarterly synthesized

far more studies, with far more rigorous methodology, than had ever

been collected before. What does this mean for practice? Inspired by this article,

I investigated how this synthesis compared with the 2008 U.S. Institute of

Education Sciences practice guide for adolescent literacy. I also include two

contemporary documents for context: Herrera, Truckenmiller, and Foorman’s

(2016) review and the U.K. Education Endowment Foundation’s 2019 practice

guide for secondary schools. …