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by Deborah Appleman
Download Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature fb2
History & Criticism
  • Author:
    Deborah Appleman
  • ISBN:
    0814100562
  • ISBN13:
    978-0814100561
  • Genre:
  • Publisher:
    National Council of Teachers of English (June 16, 2010)
  • Pages:
    117 pages
  • Subcategory:
    History & Criticism
  • Language:
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    1538 kb
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    1663 kb
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    1977 kb
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    4.1
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    897
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I especially liked the discussion of teaching reading vs. teaching literature. I have wrestled with this issue in my own classroom. Once I read Appleman's example lesson, it was easy to think of ways to incorporate other real-world texts into the classroom.

I especially liked the discussion of teaching reading vs. Some of my students struggle with basic reading comprehension, and some of my students are excellent readers who are ready for deeper analysis. Appleman offers strategies to bridge this ability gap in the classroom. One person found this helpful.

In Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature, Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context.

In Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature, Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context of literature classrooms.

Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context .

Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context of literature classrooms.

Teaching of Reading : Lessons Learned from a Teacher of Literature. Publisher:National Council of Teachers of English. 70 lbs. Dimensions:9.

Adolescent Literacy and the Teaching of Reading : Lessons Learned from a Teacher of Literature. Select Format: Paperback.

Deborah Appleman and Michael Graves. Her primary interests include adolescent response to literature, multicultural literature, and the teaching of literary theory to high school students

Deborah Appleman and Michael Graves. Reading Better, Reading Smarter addresses all areas of planning and implementing Scaffolded Reading Experiences and prepares teachers to create their own SREs to scaffold their students' reading. An SRE is a flexible instructional framework composed of pre-, during-, and postreading activities tailored to a specific instructional situation. Her primary interests include adolescent response to literature, multicultural literature, and the teaching of literary theory to high school students. A high school English teacher for nine years, Deborah works weekly with high school teachers and students in both urban and suburban schools.

adolescent literacy teachers and teacher educators must attend to the . teacher a teacher of reading.

adolescent literacy teachers and teacher educators must attend to the 21st cen-. We conclude with a call for a relational model of. adolescent literacy instruction, one that uses both a theory of action and a theory. areas, Moore, Readence, and Rickelman (1983) identified a major issue for 20th-. century Progressivist educators, namely, whether reading skills would continue.

This popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. Deborah Appleman is the Hollis L. Caswell Professor and Chair of Educational Studies at Carleton College, USA. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts and the need to organize literature instruction around topics and issues of interest to them. Bob Fecho is Professor of English Education at Teachers College, Columbia University, USA.

Find nearly any book by Deborah Appleman. Get the best deal by comparing prices from over 100,000 booksellers

Find nearly any book by Deborah Appleman. Get the best deal by comparing prices from over 100,000 booksellers.

Texts: Appleman, Deborah. Critical Encounters in High School English: Teaching Literary Theory to Adolescents. Liesveld, Rosanne, JoAnn Miller, and Jennifer Robison. New York: Teachers College Press, 2000. Teach with Your Strengths: How Great Teachers Inspire Their Students. New York: Gallup Press, 2005. Rosenblatt, Louise M. The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Carbondale, IL: Southern Illinois University Press, 1978. Wilhelm, Jeffrey D. You Gotta BE the Book : Teaching Engaged and Reflective Reading with Adolescents.

Let's face it: in this age of exploding literacies, all teachers of literature should be teachers of reading. Reading is interpreting; interpreting is reading, which is why it's more crucial than ever to ensure that our students are able to make meaning as they read. But do we know how to integrate best practices in reading instruction into our classrooms?In _Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature_, Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context of literature classrooms. As part of NCTE's Principles in Practice imprint, the book draws on research-based understandings emerging from Adolescent Literacy: An NCTE Policy Research Brief, woven together with practical lessons that will enrich the reading experiences of all students. Using real-world examples from diverse secondary classrooms, Appleman helps literature teachers find answers to the questions they have about teaching reading: How can I help students negotiate the complex texts that they will encounter both in and out of the classroom? What are the best ways to engage whole classes in a variety of texts, both literary and nonliterary? What does it mean to be a struggling reader and how can I support these students? How can I inspire and motivate the male readers in my classes?