Research Evidence & Research-Based Practice for Secondary Reading
Research Evidence
• Alliance for Excellent Education. (2004). Reading Next: A Vision for Action and Research in Middle and High School Literacy. New York: The Carnegie Corporation of New York.
• Alliance for Excellent Education. (2007). Writing Next: Effective Strategies to Improve Writing in Middle and High Schools. New York: The Carnegie Corporation of New York.
• Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (2007) Florida State University.
Research evidence for specific adolescent literacy approaches:
Integrating Reading and Writing
• Tierney, R. J. & Shanahan, T. (1991). Research on the reading-writing relationship: Interactions, transactions, and outcomes. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.) Handbook of reading research: Vol. 2 (pp. 246-280).
• Shanahan, T. (1988). The reading-writing relationship: Seven instructional principles. Reading Teacher, 4(7), 636-647.
Teach Vocabulary
• Allen, Janet. Words, Words, Words: Teaching Vocabulary in Grades 4-12. Stenhouse 1999.
• Blachowicz, C. & Fisher, P. (2006) Teaching Vocabulary in All Classrooms. Columbus, Ohio: Pearson Education.
• http://www.allamericareads.org/ - All America Reads (AAR) is an ongoing nationwide project designed to encourage reading and discussion. The project selects a novel and provides numerous lesson plans and resources for educators and students.
• http://www.literacymatters.org/content/readandwrite/vocab.htm#general – Literacy Matters provides teachers with strategies related to vocabulary, teaching methods, lesson plans, and tools.
Research evidence for specific adolescent literacy topics:
Summarizing
• Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175
• http://www.justreadnow.com/strategies/summary.htm
Activating prior knowledge
• Harris, T. L. & Hodges, R.E. (Eds.). (1995) The literacy dictionary: The vocabulary of reading and writing. Newark: DE: International Reading Association.
• Lenski, Susan D., Wham, Mary Ann, & Johns, Jerry L. (1999). Reading and learning strategies for middle and high school students. Dubuque, IA: Kendall/Hunt.
• Vacca, R.D., Vacca J. (1995). Content area reading. (5th. Ed.). Glenview, IL: Scott, Foresman.
RAFT
• Culham, R. & Wheeler, A. (2003) Writing to Prompts in the Trait-Based Classroom: Content Areas: Prompts That Provide All the Elements Students Need to Start Writing: A Role, Audience, Format, Topic, and Strong Verb. New York, NY: Scholastic Inc.
Creating independent word learners
• Baker, S., Simmons, D.C. & Kame’enuie, E.J. (1998) What Reading Research Tells Us About Children With Diverse Learning Needs: Basis and Basics. Mahwah, NJ: Erlbaum.
Books offering ELL Strategies/Topics
• Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers. By Peregoy, Suzanne F. & Boyle, Owen F. Addison Wesley Longman, Inc., 2001.
• Making Content Comprehensible for English Learners. The SIOP Model. By Echevarria, Jana & Vogt, Mary Ellen & Short, Deborah. Pearson Education, Inc. 2004.
• Developing Literacy in Second Language Learners. By August, D. National Literacy Panel on Language-Minority Children and Youth.
• School Effectiveness for Language Minority Students. By Thomas, Wayne P. & Collier, Virginia. Disseminated by National Clearinghouse for Bilingual Eudcation, December 1997.
• Getting Started with English Language Learners: How Educators Can Meet the Challenge. By Judie Haynes. ASCD. Feb 2007
• Teaching ESL Composition: Purpose, Process, and Practice. By Dana R. Ferris & John S. Hedgcock. Lawrence Erlbaum Associates. 1998
Web sites offering ELL Strategies/Topics/Lesson Plans
• Northwest Regional Educational Laboratory http://www.nwrel.org/request/2003may/general/html
• Center for Research, Education, Diversity and Excellence. http://www.crede.berkley.edu/index.html
• The Principals Partnership
http://www.principalspartnership.com
• Center for Applied Linguistics. http://www.ncela.gwu.edu/oela/summit2005/presentations/TomBauder.pdf
• Everything ESL
http://www.everythingesl.net
• Using English
http://www.usingenglish.com
Research evidence supporting building background and activating prior knowledge
• Research suggests that when students are able to connect new learning to previous information, experiences, and knowledge, they will have increased interest and curiosity. http://www.ncrel.org/sdrs/areas/issues/students/learning/lr100.html
• When students are able to make connections through the use of graphic organizers they are provided with an interpretive frame from which to approach information.
Using Cognitive Strategies to Develop English Language and Literacy. ERIC. October 2002, p. 2.
• Preteaching vocabulary to help students build background and make connections increases comprehension of text.
http://www.ericdigests.org/pre-9219/prior.htm