SELECTED READINGS FOR STAGE 4 : APPLYING MULTIPLE PERSPECTIVES
Typically between 13 to 17 years old
Stage Description: In Stage 4, learners are reading widely from a broad range of complex materials, both expository and narrative, and are asked to apply a variety of viewpoints. Learners are required to access, retain, critique and apply knowledge and concepts. Learners are consolidating general reading, writing and learning strategies whilst being required to develop more sophisticated disciplinary knowledge and perspectives. These adolescent learners deserve content area teachers who provide instruction in the multiple literacy strategies needed to meet the demands of the specific discipline. In these areas, adolescents deserve access to and instruction with multimodal as well as traditional print sources. (See Stages of Development essay for more information.)
GLOBAL PLANNING & SUPPORT
Allington, R. L. (2007). Intervention All Day Long: New Hope for Struggling Readers. Voices from the Middle, 14(4), 7–14.
Au, K. H.-P. (2013). Helping high schools meet higher standards. Journal of Adolescent & Adult Literacy, 56(7), 535–539.
Berrill, D., Doucette, L., & Verhulst, D. (2006). Tutoring adolescent readers. Ontario: Pembroke Publishing.
Chandler-Olcott, K. & Hinchman, K. A. (2005). Tutoring adolescent literacy learners: a guide for volunteers. New York: Guilford Press.
Jensen, B., Farmer, J., Hunter, J., & Cooper, S. (2014). Turning around schools: it can be done. Carlton, VIC.
May, S. (2007). Sustaining Effective Literacy Practices Over Time in Secondary Schools: School Organisational and Change Issues. Language and Education, 21(5), 387–405. doi:10.2167/le799.0
IDENTITY, AGENCY & EXPERTISE
Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognition: Psychological and educational considerations (pp. 1 – 46). Cambridge: Cambridge University Press.
Conradi, K., Jang, B. G., Bryant, C., Craft, A., & McKenna, M. C. (2013). Measuring adolescents’ attitudes toward reading: A classroom survey. Journal of Adolescent & Adult Literacy, 56(7), 565-576.
De Fina, A., Schiffrin, D., & Bamberg, M. (Eds.). (2006). Discourse and identity. Cambridge: Cambridge University Press.
Ecclestone, K., Biesta, G., & Hughes, M. (2010). Transitions in the life course: The role of identity, agency and structure. In K. Ecclestone, G. Biesta, & M. Hughes (Eds.), Transitions and Learning through the Lifecourse (pp. 1–15). London: Routledge.
Englund, M. M., Egeland, B., & Collins, W. A. (2009). Exceptions to High School Dropout Predictions in a Low-Income Sample: Do Adults Make a Difference? Journal of Social Issues, 64(1), 77–94. doi:10.1111/j.1540-4560.2008.00549.x.Exceptions
Ericsson, K., & Smith, H. (1991). Toward a general theory of expertise: prospects and limits. Cambridge: Cambridge University Press.
Gee, J. (2000). New people in new worlds: networks, the new capitalism and schools. In B. Cope & M. Kalanzis (Eds.), Multiliteracies: literacy learning and the design of social futures (pp. 43 – 68). Melbourne: Macmillan Publishers Australia.
Gutierrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture and Activity, 6(4), 286–303.
Hall, K. (2002). Co-Constructing Subjectivities and Knowledge in Literacy Class: An Ethnographic–Sociocultural Perspective. Language and Education, 16(3), 178–194.
Rex, L. A. (2002). Exploring Orientation in Remaking High School Readers’ Literacies and Identities. Linguistics and Education, 13(3), 271–302. doi:10.1016/S0898-5898(02)00090-6
Rogoff, B. (1990). Apprenticeship in thinking: cognitive development in social context. New York: Oxford University Press.
Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. In J. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139 – 164). Cambridge University Press.
Suárez-orozco, C., Pimentel, A., & Martin, M. (2009). The Significance of Relationships: Academic Engagement and Achievement Among Newcomer Immigrant Youth. Teachers College Record, 111(3), 712–749.
Walls, T. A., & Little, T. D. (2005). Relations Among Personal Agency, Motivation, and School Adjustment in Early Adolescence. Journal of Educational Psychology. doi:10.1037/0022-06188.8.131.52
SCAFFOLDING FLUENCY, COMPREHENSION, COMPOSITION & LEARNING
Anderson, L. W. & Krathwohl, D. R. (Eds). (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives (abridged edition). New York: Longman
Bransford, J., Vye, N., Kinzer, C., & Risko, V. (1990). Teaching thinking and content knowledge: Toward an integrated approach. In B. F. Jones & L. Idol (Eds.), Dimnesions of thinking and cognitive instruction (pp. 381 – 414). New Jersey: Lawrence Erlbaum Associates.
Brozo, W. G., Moorman, G., Meyer, C., & Stewart, T. (2013). Content Area Reading and Disciplinary Literacy: A Case for The Radical Center. Journal of Adolescent & Adult Literacy, 56(5), 353–357. doi:10.1002/JAAL.153
Butler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents’ engagement in” reading to learn”: Bridging from assessment to instruction. BC Educational Leadership Research, 2.
Callow, J. (2013). The shape of text to come: how image and text work. Newtown, NSW: Primary English Teaching Association Australia.
Chenowyth, N., & Hayes, R. (2003). The inner voice of writing. Writing Communications, 20, 99 – 118.
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Duke, N., Pearson, P. D., Strachan, S. L & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In What research has to say about reading instruction (4th ed., pp. 51 – 93). Newark, DE: International Reading Association.
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Halliday, M. A. K., & Martin, J. (1993). Writing science: Literacy and discursive power. Pittsburgh: University of Pittsburgh Press.
Haneda, M., & Wells, G. (2000). Writing in knowledge building communities. Research in the Teaching of English, 34(3), 430–457.
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Kuby, C.R., & Paige, D. (2014, December 1). Reading Fluency of Secondary Students. Voice of Literacy. Podcast retrieved on 20 May 2015 from http://www.voiceofliteracy.org/posts/58918
McKenna, M. C. & Robinson, R. D. (2014). Teaching through text: reading and writing in the content areas (2nd edition). Boston: Pearson.
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Olson, C. B., Land, R., Anselmi, T., & AuBuchon, C. (2011). Teaching Secondary English Learners to Understand, Analyze, and Write Interpretive Essays About Theme. Journal of Adolescent & Adult Literacy, 54(4), 245–256. doi:10.1598/JA
Paige, D. D., Rasinski, T., Magpuri-Lavell, T., & Smith, G. S. (2014). Interpreting the relationships among prosody, automaticity, accuracy, and silent reading comprehension in secondary students. Journal of Literacy Research, 46(2), 123-156.
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Snow, C. (2010). Academic language and the challenge of reading for learning about science. Science, 328, 450-452.
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Stevens, L. P. (2002). Making the road by walking: the transition from content area literacy to adolescent literacy. Reading Research and Instruction, 41(3), 267–277.
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Swanson, E., Edmonds, M. S., Hairrell, A., Vaughn, S., & Simmons, D. C. (2011). Applying a cohesive set of comprehension strategies to content-area instruction. Intervention in School and Clinic, 46(5), 266-272.
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Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of Collaborative Strategic Reading With Middle School Students. American Educational Research Journal, 48(4), 938–964. doi:10.3102/0002831211410305
Wells, G. (1999a). Dialogic inquiry: toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Wells, G. (1999b). Dialogue in activity theory. Mind, Culture and Activity, 9(1), 43–66
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