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Supported Literacy for Adolescents: Transforming Teaching and Content Learning for the 21st Century

Supported Literacy for Adolescents: Transforming Teaching and Content Learning for the 21st Century

Catherine Cobb Morocco, Cynthia Mata Aguilar, Carol J. Bershad

ISBN: 978-0-470-22269-0

Jul 2008, Jossey-Bass

240 pages

Out of stock



Supported Literacy for Adolescents, written by nationally recognized experts, introduces an innovative and field-tested instructional framework for preparing secondary students to succeed academically in a fast-changing and globally networked world. Filled with examples from science, history, literature, and special education classrooms, the book shows how teachers can enable diverse students, including under-performers, to develop critical thinking and other essential competencies along with the "multi-literacy" tools needed to engage in twenty-first century content learning.

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The Authors.

The Contributors.

The Education Development Center.

1. A New Vision of Adolescent Literacy.

2. Inside the Supported Literacy Framework.

3. Using the Framework to Teach Content: A Science Unit.

4. Teaching Writing to Understand Text: A Fiction Unit.

5. Meaning Making with Special Education Students.

6. Responding to Adolescent Reading Difficulties.

7. Engaging the Whole School in Supported Literacy.


Appendix A. Lesson Unit for "Understanding Climate Change".

Appendix B. Lesson Unit for "How Far Would You Go to Fit It?"

Appendix C. Reading Assessment: Sample Diagnostic Tests.

Appendix D. A Schoolwide Approach to Reading Difficulties.

Appendix E. Digital and Multimedia Tools for Content Inquiry.



Credibility: Features highly-reputed instructional model developed through 8-years of research supported by U.S. Department of Education. Field tested with more than 750 students in both urban and rural schools.

Expert Authors: Authors are noted leaders and conference presenters in adolescent literacy field and are active in national coalitions and networks.

Innovative:  Combines reading, writing, and ‘talking’ practices within integrated instructional framework. Adapts well to inclusion courses and includes special intervention strategies for serving students who have reading difficulties. 

Respected author support: EDC is one of the largest federally funded education organizations in the country with extensive outreach via periodicals, publications, list serves, and especially via its professional development/training programs. EDC is active is nationwide networks and manages technical assistance training centers for the U.S. Department of Education.