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adolescent literacy: research and practice
working with ELL's
assessment Schedule: 2008
scoring methods
differentiated instruction
writing to speculate
writing to persuade
matrix of content clusters and skills
open-ened scoring rubric
clearinghouse reading research
"hot" reading strategies
adolescent literacy: research and practice
research-based instruction
leave no child behind
hspa reading
graphic organizer for open-ended questions
graphic organizers
"hot" lesson plans
"hot" graphic organizers
hspa reading tips
project based learning
n.j. core curriculum content standards
cumulative progress indicators
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Adolescent Literacy in the Content Areas

Adolescent Literacy in the Content Areas: Education Alliance at Brown University

Attention to how to meet the social and emotional needs of adolescents in learning situations is correlated with how motivated students are to further develop their literacy skills and engage in reading and writing.
 Literacy clearly has social and cultural attributes. Those who have experienced repeated failure at reading are often unwilling to participate as readers or writers.
School and classroom cultures that successfully promote the development of adolescent literacy skills are characterized by connections, interaction, and responsiveness, leading to student engagement and reflection
(Collins, 1997; Davidson & Koppenhauer, 1991; Krogness, 1995; Moore, et al., 2000; Schunk & Zimmerman, 1997; Wilhelm, 1995).