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Disciplinary literacy is gaining momentum as an approach to adolescent literacy. Believing that a key aspect of disciplinary literacy is knowledge construction, the authors introduce a model for relating disciplinary literacy with project-based inquiry. Rather than merely exploring topics during inquiry, students use practices of a discipline to understand claims and evidences and to create new knowledge. The aim is that students will engage in authentic, intellectually challenging work so their products will have value within and outside of school. The model proposes to help teachers create an instructional path for deeper learning within the disciplines.

The recent focus on preparing K–12 students to be college and career ready has increased the attention to college-level literacies but has almost ignored career and technical courses as part of the landscape of adolescent literacy. This article explores literacies embedded in career and technical education courses, provides examples from agricultural and business education, and offers ideas for professional development that target literacy in career and technical education.

The current discussion among adolescent literacy researchers describes two positions at either end of a continuum: a generalist content area reading approach and a disciplinary literacy approach. Within the field, there are misunderstandings about the disciplinary literacy approach and claims that adolescents are ill suited to the kinds of thinking advocated by disciplinary literacy scholars. This article explores disciplinary literacy through the lens of the Next Generation Science Standards (NGSS) and argues that requirements for discipline-appropriate literacy abilities are already embedded in national standards for English language arts, mathematics, science, and social studies. We explore the practices and cross-cutting concepts described in the NGSS and provide examples of discipline-appropriate thinking associated with selected practices and concepts.

Graphic novels are an increasingly popular format that educators can use as a tool to teach reading and writing skills across the K–12 curriculum. This article describes a project in which incarcerated youths collaborated with a graphic illustrator to create a graphic novel about teens dealing with issues related to HIV/AIDS. The graphic novel is currently being used as an HIV/AIDS education and prevention tool for teens. The article examines the impact that creating a graphic novel had on the literacy lives of the young authors, as well as the ways it is currently being used with teens in two states. The authors present qualitative data from their observations of and interviews with the students who created the graphic novel. Further, the article provides information on how educators can teach students to create their own comics and graphic novels.

In recent years, disciplinary literacy has been at the forefront of adolescent literacy research and practice but has largely focused on the four core content areas: English language arts, social studies, science, and mathematics. Drawing on a physical education lens, this article is a call to expand the definitions, approaches, and framework of disciplinary literacy by examining three critical issues for disciplinary literacy: focus on the disciplinary expert (i.e., thinking like a historian, a mathematician, a scientist, etc.), emphasis on cognition over other forms of engagement and disciplinary practice, and notions of student participation and activity.

In a time of increased standardization and top-down reform, teachers with democratic and social justice-oriented perspectives must work to create classroom spaces that value student voice and position them as knowledge holders. This article draws on a critical literacy framework to analyze the case study of one teacher working within a teacher study group on adolescent literacy education in a large urban area. This teacher re-articulated her values in the context of a constraining school culture, made sense of her practice in order to improve it, and considered how she might negotiate the micropolitical environment of her school. The article concludes with a discussion of how the study group provided structured support for this teacher's inquiry and discusses how teachers can work together to open more space for enacting critical literacy practices within constraining policy environments.

This paper describes an analysis of 21 adolescent literacy leaders' tweets over a total of four days. Coding of the tweets revealed that professional educators were tweeting about personal matters nearly as much as they are tweeting about educational matters. These tweeters also suggested resources, sent reports from events such as conferences, and made queries about classroom instruction. Documentation of the project includes a breakdown of tweeted topics by percentage. Implications for educators who want to develop Personal Learning Networks (PLNs) are discussed.

Tour Across America is an interdisciplinary, project-based, multimodal (IPM) activity where students get the opportunity to apply what they learn to a real-life situation while illustrating the interdisciplinary nature of literacy. It provides students with a high-interest, creative platform to review, reinforce, and integrate learned literacy skills and strategies across the content areas. Tour Across America allows students the opportunity to become concert tour managers for a fictional band. This IPM framework is an appropriate supplemental activity for upper elementary through high school language arts classes, regardless of the students’ ability levels or socioeconomic status. This article contributes to the research on adolescent literacy in two ways: by demonstrating the importance of using IPM strategies to bridge the gap between in-school literacies and out-of-school literacies, and by providing an activity that is effective and efficient at getting students to become literate across the content areas.

Current adolescent literacy rates cause concerns at the number of students who graduate high school with basic or below-basic reading skills. The Common Core State Standards promote disciplinary literacy, which presents advanced literacy skills embedded in content area instruction. Disciplinary literacy is argued as a way to raise adolescent literacy rates. This literature review examines how Discourse theory frames disciplinary literacy as an apprenticeship model, and how instruction in mathematical Discourses focuses on communication and reasoning at the secondary level. Mathematical standards are analyzed for literacy features, and then studies of secondary mathematics classrooms are reviewed in light of these features. The review is offered to help mathematics teachers and literacy specialists build a shared knowledge base of mathematical literacy in secondary classrooms.

uch has been written about the need for readers to adopt a critical stance to understand how various texts are working to position them as citizens and consumers in an increasingly globalized world. As Janks (2010) bluntly put it, “Texts have designs on us.... Critical reading, in combination with an ethic of social justice, is fundamental in order to protect our own rights and the rights of others” (p. 98). Similarly, in their discussion of how adolescent literacy might be reinvented, Moje, Young, Readence, and Moore (2000) suggested that students who become aware of how texts manipulate them “can become critical consumers and produc-ers of text who challenge dominant meanings and realize that there is more than one way to read texts and their world” (p. 408).A critical approach to literacy instruction can be traced back to Freire (1970), who argued in favor of teaching oppressed people to “read the word and the world.” Freire thought this type of reading would enable the oppressed to advocate for their own interests instead of encouraging them to ac-cept the views of more powerful others as “neutral and natural” (Morrell, 2008, p. 114). Freire (1970) also called attention to “banking education,” a model that positions students as passive empty vessels that teachers fill up with socially sanctioned knowledge. In the banking model, reading is seen as simple decoding without paying attention to the interests of authors and how texts are often written to support those interests. In a move that challenges recent efforts to standardize literacy education and silence voices of dissent, Morrell (2009) called for studies that attempt to trans-late critical pedagogy into K–12 literacy practice and offer “a model of pedagogy that privileges attention to critique and to social justice as much as it does the development of sanctioned academic skills” (p. 99).What does a critical stance look like and how will we know if our students are achieving one? Delbridge (2008) provided an example in her description of a student who read “against an author” (p. 164) she perceived to be stereotyping the residents of a community where she once lived. This student used her knowledge

Response to Intervention (RTI) has the potential to have a positive impact on adolescent literacy by requiring content-area teachers to provide Tier 1 literacy instruction. This commentary suggests that content-area teachers can help their students improve their content knowledge and literacy skills by providing discipline-specific strategy instruction in their classes. To do this, content-area teachers should have a clear understanding of how literacy is used in their discipline and demonstrate those processes for their students. Moreover, content-area teachers should provide students with more opportunities to read grade-appropriate texts, differentiate reading materials, and assess literacy progress. Furthermore, content-area teachers should provide literacy coaches with classroom texts and topics so that Tier-2 interventions can be coordinated with classroom teaching. These changes in content-area teaching could make a difference in the literacy achievement of students.

IT A JLaving done some reading in the literature over the past 12 years, I would like to report: neuroscience research hasn't proven very much yet about reading instruction. (Brain research on reading processes and development is more promising, though findings even there are far from definitive.) But brain research has proven fascinating to many educators nonetheless, and increasingly it has been making appearances, often trivial but occasionally profound, in the literature related to literacy instruction and development. We might expect to see continuing interest in the future. Yet, across the wider literacy community, it is those involved with adolescent literacy who seem least prepared to make sensible use of insights from brain research or to address in an informed manner the practical and theoretical challenges it might pose. We do not seem much interested. I find this unfortunate.

In no small way, these and other indicators of declining literacy achievement have shifted national attention toward struggling and striving adolescent readers. More than ever, secondary schools are under enormous pressure to find ways of improving performance for these youth. Then came reauthorization of the Individuals With Disabilities Education Act (IDEA; U.S. Department of Education, 2004), which contains regulations for a Response to Intervention (RTI) approach for identifying students who may be eligible for specific learning disability services. And almost overnight, countless secondary schools across the United States that previously had no structured literacy programs have been adopting the RTI model. RTI commonly involves three tiers of support. The first represents instruction and services available to all students, generally provided at the classroom level. The second targets short-term instruction for small groups of students who need extra help. The third tier represents the most intensive level of instruction and is usually provided in a one-to-one context. Students receive 339

In many middle and high schools, literacy is seen as secondary to school reform; it is often perceived as being a problem for only a few students-that improving the literacy abilities of students is remedial in nature and should not be part of the “normal” classroom. It is felt that improving literacy levels should be the responsibility of English teachers who, ironically, are rarely trained to teach literacy. Yet most students in middle and high schools read below grade level and are unable to comprehend their increasingly complex texts and course materials. Thus, they fall behind and struggle to advance through the grades in every subject. In actuality, literacy should be the concern of teachers in every subject. If efforts to turn around low-performing secondary schools are to succeed, educators and policymakers must take their cue from elementary schools and make literacy the cornerstone of school reform. في كثير من المدارس الإعدادية والثانوية تحتل معرفة القراءة والكتابة المتربة الثانية بالمقارنة إلى إصلاح الدراسة وغالبا ما تعتبر مشكلة لعدد قليل من الطلاب—وأن تحسين قدرات الطلاب في معرفة القراءة والكتابة شيء علاجي بطبيعته وينبغي ألا يكون جزءا من المنهاج "العادي" ويظن البعض أن تحسين مستويات معرفة القراءة والكتابة ينبغي أن يكون مسؤولية معلمي اللغة الإنكليزية الذين نادرا ما يتدربون على كيفية تعليمها وهذا نوع من السخرية. بيد أن معظم الطلاب في المدارس الاعدادية والثانوية يقرؤون على مستوى دون صفهم ولا يستطيعون استيعاب نصوصهم وموادهم التعليمية التي تزداد تعقيدا. وبالتالي يتأخرون ويواجهون صعوبات في التقدم في كل مادة من صفوفهم. في الواقع ينبغي أن تكون معرفة القراءة والكتابة اهتمام معلمي كل مادة. ومن أجل تحقيق الجهود لإصلاح المدارس الثانوية المنخفضة الأداء نجاحا فعلى المعلمين وأولو القرار السياسي أن يتبنوا ما فعلت المدارس الابتدائية ويجعلون معرفة القراءة والكتابة الحجر الأساسي لإصلاح الدراسة. 在很多美国的初中及高中学校里，读写能力被视为学校改革次要的项目，也常被认为只是少数学生的问题改善学生读写能力被视为补救性质式的教学，所以不应在「正常」的课堂中进行。提升学生的读写能力也被视为应是英语教师的责任；可是讽刺的却是，英语教师甚少受过读写能力教学的训练。然而，大多数的初、高中学生的阅读能力均低于他们就读的年级水平，也不能看得懂日益复杂的课文与教材。因此他们在每一学科的学习上，都跟不上年级水平，而每一学年的学业都很难有进步。 事实上，读写能力应是每一科教师都要关注的。如果要成功解决成绩表现低的中学的问题，教育工作者及决策者必须借鉴小学，把读写能力作为教育改革的基石。 Dans beaucoup de colleges et de lycees, on considere que la litteratie est secondaire par rapport a la reforme de l'ecole; elle est souvent percue comme un probleme qui ne concerne qu'une minorite d'eleves — l'amelioration des competences des eleves relevant de la remediation et n'ayant pas de place dans une classe « normale ». On pense que l'amelioration du niveau de la litteratie devrait etre de la responsabilite des professeurs d'anglais qui, ce qui est drole, sont rarement formes a enseigner la litteratie. Neanmoins la plupart des eleves de college et de lycee n'ont pas le niveau de lecture de leur âge et ne parviennent pas a comprendre les textes de plus en plus complexes et le materiel pedagogique qui leur sont destines. Ils echouent donc et sont en difficulte de classe en classe dans chaque matiere. Actuellement, la litteratie devrait etre la preoccupation des enseignants de toutes les disciplines. Afin que les efforts pour venir a bout des etablissements secondaires qui ont un niveau insuffisant atteignent leur but, les enseignants et les decideurs devraient aller chercher des indications dans les ecoles primaires et faire de la litteratie la pierre angulaire de la reforme de l'ecole. Зачастую в средних и старших классах основной упор делается на реформирование школы, а развитие грамотности отходит на второй план, считается неактуальным для основной массы школьников, то есть воспринимается как коррекционное усилие необходимое лишь для отдельных учащихся. Во многих школах считается, что повышение уровня грамотности – задача учителей родного языка, которые, по иронии судьбы, редко имеют достаточную квалификацию, чтобы развивать грамотность учащихся. Реальная же ситуация же такова: большинство средних и старших школьников не соответствуют норме своей возрастной группы по чтению и не способны воспринимать все более и более сложные тексты, предлагаемые в курсах по различным предметам. В итоге они отстают все больше, и им становится все труднее соответствовать академическим требованиям для своей возрастной группы. Грамотность поэтому должна стать заботой каждого учителя-предметника. Если мы действительно хотим улучшить качество образования в средней и старшей школах, педагоги и чиновники от образования должны подхватить эстафету от начальных школ и сделать грамотность краеугольным камнем школьной реформы. En las escuelas intermedias y secundarias, el aprendizaje es considerado secundario a la reforma escolar; a menudo se considera problema de unos pocos estudiantes–que mejorar las habilidades de aprendizaje de los estudiantes es de naturaleza correctiva y no debe ser parte del curriculo “normal”. Se cree que mejorar los niveles de aprendizaje es la responsabilidad de los maestros de ingles quienes, ironicamente, rara vez reciben el entrenamiento necesario para ensenar como aprender. Sin embargo, la mayoria de los estudiantes en las escuelas intermedias y secundarias leen bajo su nivel y no entienden ni el material del curso ni los textos que cada vez son mas complicados. Asi, ellos se atrasan y luchan por ponerse al dia en cada grado y en todas las materias. En realidad, el aprendizaje debe interesarles a los maestros de todas las materias. Si los esfuerzos por mejorar escuelas secundarias de bajo rendimiento han de tener exito, los pedagogos y los que crean las politicas deben fijarse en las escuelas primarias y hacer la ensenanza del aprendizaje uno de los fundamentos de la reforma escolar.

“Welcome to Buckeye City” is an adolescent online community that was maintained by 25 Korean students who attended American schools. On the website, the students engaged in “relay writing”—a writing activity in which each person contributed a portion of an evolving story in a relayed manner. Relay writing offers teachers a new and valuable window into online literacy as well as adolescent literacy practices beyond school. The activity can help teachers understand adolescents' composing activities in voluntary (i.e., out-of-school) circumstances.

How do secondary teacher candidates learn about their responsibility for the ongoing literacy development of their students? How do they gain the understandings and knowledge of instructional practices necessary to meet this responsibility within their content teaching? The authors document three stages of development their students progress through in the two integrated preservice courses they teach. In the first stage of “naive wonder,” the students exhibit enthusiasm for adolescent literacy development but provide only superficial, simplistic, and cliched responses. At the stage of “dawning realization,” students begin to recognize the challenges involved and shift their focus from themselves as teachers to their students as learners. By the end of the two integrated courses, the students were in the third stage and approaching their responsibility for literacy development with intellectual rigor.

The purpose of the study described in this article was to identify the qualities of teaching expertise that correlate with highly effective literacy instruction in grades 6 through 12. Findings draw on survey responses of secondary literacy supervisors at the local school district or state department of education level in every U.S. state. From these responses, 397 characteristics of teaching expertise were analyzed and collapsed into 38 categorical behaviors. After interrater reliabilities were computed, researchers returned to analyze and consolidate the data. This process yielded the following eight domains of secondary literacy teaching expertise: •Approaches to teaching (pedagogy) •Addressing diverse needs •Personal characteristics •Knowledge base •Approaches to teaching (activities) •Professional development •Appropriate relationships with students •Classroom management Applications of these data for research, policy, and practice are discussed.

An important research paradigm applied to the study of adolescent resistance to reading—listening to student voice—has yielded rich information regarding adolescent literacy practices, adolescent agency, and adolescent identity as components of resistance to reading. Instructional perspectives of teachers and researchers also serve to shed light on the phenomenon and provide insight on better understanding the interplay between adolescent resistance to reading and struggle with literacy acquisition. For some teachers, the “problem” with adolescent readers and resistance to reading lies outside their sphere of responsibility or influence; however, adolescent and researcher voices provide a somewhat different perspective. Understanding and addressing the disjuncture becomes particularly important when addressing the instructional needs of struggling adolescent readers: Readers who resist reading risk becoming readers who struggle, and those who already struggle with reading miss important opportunities for improvement through interaction with text. Instructional implications aimed at addressing resistance to in-school reading are also presented.

This is a personal account of the author's naivete, growth, and hope as a literacy educator after she left her position as a university professor to teach reading to young adolescents. She describes how her experience and academic expertise did not fully prepare her for the realities of working in a middle school and how she became more aware of the need to improve adolescent literacy instruction and more sensitive to adolescents with reading and writing difficulties. By describing the literacy life of one adolescent, the author illustrates inadequate assessment and learning conditions and her frustrations and concerns with our current educational system. She concludes with concrete recommendations that can be implemented in a comprehensive literacy program.

Each year, the International Reading Association's membership newspaper, Reading Today (see www.reading.orgpublicationsreading_today), publishes a listing of “what's hot, and what's not” in reading and reading instruction. The authors reviewed 10 years' of lists, and identified some trends relevant to adolescent literacy.

This article argues for adolescent literacy specialists to take a stand against current trends for improving adolescent literacy with simplistic solutions such as high-stakes assessments coupled with teacher bonuses for improved test scores. Professionals need to create their own visions about ways to improve adolescent literacy—and make their visions public. The author provides an example by identifying and explaining four overlapping ideas essential to development of readers, writers, and learners in secondary schools: • Classroom communities and relationships • Direct strategy instruction and teacher modeling • Internalizing principles and philosophy of learning • Professional expertise Educators must take a stronger advocacy role to ensure that adolescents become successful readers, writers, and learners.

This article argues that issues surrounding adolescent literacies problematize the relationship between the acquisition of core skills, the need to connect with a more expansive repertoire of literate practices, and a middle school reform initiative that encourages greater connectedness to the world of the adolescent. The terms public literacy and private literacy are used to offer an expanded notion of the concept of adolescent literacy. A case study representing one teacher and one student's construction of literacy in a year 8 homeroom is presented to determine whether attention was paid to an expanded notion of what it means to be literate as young adolescents. It is argued that the private literacies of adolescents need to be teased out and embedded within middle school reform.

The authors have come to believe, based on several years of collaborative work in an alternative literacy program, that developing the multiple literacies of struggling youth requires a curricular playfulness with students' ideas, biographies, and imaginations across genres and media. Social literacy and multiliteracy theories are powerful and important reminders that literacy practices are varied and situated across different media and that school-based literacy practices need to be inclusive of a broad range of students, cultures, and text formats. The youth literacy program described in this article leans on this work and recent reconceptualizations of adolescent literacy by integrating verbal and visual imagination, the material contexts and biographies of student lives, traditional print-based literacies, and opportunities for students to express themselves across multiple literacies. The authors build on language and nonlanguage skills, which may or may not be valued in many schools, and scaffold literacy skills needed to augment student life skills and talents. To bring these arguments to life, the authors provide examples of the ways students rearticulate, transform, and integrate their own narratives into curricular texts through poetry, art, music, and video—activities that can, at times, lessen or mitigate their resistances to schooling.

For the past three decades and more, researchers in adolescent literacy have illuminated the challenges and opportunities facing adolescent learning. This article explores the connection between what we know about adolescent literacy and the mandates and initiatives of the No Child Left Behind Act in the United States. It connects what we know about adolescents with the federal government's newly authorized educational programs, and it considers ways in which research and policy could be more forcefully directed toward supporting adolescents and their literacy learning. Areas of convergence between adolescent literacy research and No Child Left Behind include emphasis on continuous reading instruction, developing knowledge of strategic reading and attention to individual differences. However, No Child Left Behind says little if anything about the contexts for literacy, specific understandings of adolescence, and what teachers need to know and be able to do in order successfully promote adolescent literacy. The article concludes with a recommendation for greater dialogue about adolescent literacy and research and policy concerned with building literacy from preschool through the middle and secondary years.

This column explores the intersection between adolescent literacy policies and the field of youth development. The crisis framing of young people used in literacy policy documents has come to “occupy” the field of youth development in an all hands on deck approach to remediate young people who are considered “behind.” At the same time, there are spaces where literacy and youth development are melding beautifully. The author explores both the potentials and pitfalls when literacy policy and youth development intersect by examining a literacy initiative supported by the Youth Development Institute in a community-based organization for young people involved in the juvenile justice system.

Michael W. Smith, a professor in Temple University's College of Education, focuses his research on how experienced readers read and talk about texts as well as what motivates adolescents' reading and writing in and out of school. He sees the recent research on adolescents' out-of-school literacies as a challenge to literacy educators to look at what kids do, what kids can do, and what educators ought to do in new ways. He would like to see more research that speaks to those outside the adolescent literacy specialization. One implication of the research on students' out-of-school literacies for classroom teachers is that students might be more engaged in school if it presented the conditions that foster engagement outside of school. As a teacher and teacher educator, Smith is coming to regard new literacies as important ends in themselves and not just as bridges to more conventionally academic literacies.

Donna E. Alvermann, Distinguished Research Professor of Language and Literacy Education at the University of Georgia in Athens, received recognitions and honors as a scholar/leader in adolescent literacy. Her thoughts about contexts for literacy learning challenge that the divide between in- and out-of-school literacy learning is real and needs bridging. Alvermann sees educators creating learning conditions, especially with interactive multimodal communication technologies, that cannot be classified according to a particular context. She began questioning this divide while observing young people's discussions in classrooms and after-school Read and Talk clubs. Educators can tap the potential in youth's multiple literacies as they pertain to motivation, self-efficacy, and engagement. Educational researchers who share this view can increase what they say about learning in general. Metaphorically treating context as a sieve, rather than a structured, impermeable container, can open possibilities for questioning the assumption that literacy learning is qualitatively different in different contexts.

In previous columns in this department, scholars have taken to task the decontextualized and dehumanizing policies of recent and current federal education policies in the United States. While deconstruction of these policies is crucial, these moves must be followed by reconstruction. In this edition of the Adolescent Literacy Policy column, Patrick Camangian discusses what it means to make literacy policy on the ground, to educate students to maximize their interactions in the world around them, and to redefine what it means to be a highly qualified teacher. He also provides concrete examples of literacy-based assignments that empower students to study self, society, and the world while identifying issues of privilege, social control, and oppression in society.

Nancy L. Shanklin, an associate professor at the University of Colorado Denver, is the former director of the Literacy Coaching Clearinghouse, a joint project of the International Reading Association and National Council of Teachers of English. She advocates secondary-school coaching programs that apply what can be learned from experienced coaches then determine their impacts on teachers' practices and students' achievement. Her development with Colorado educators of a state-level network promoting adolescent literacy is attracting teachers from outside the state. She believes research on secondary educators' actions relative to Common Core standards and RTI can be productive directions to take. Research also is needed into the language and literacy that students use across the curriculum.

Christine Garbe, a professor at the Institute for German Language and Literature Education at Leuphana University in Lueneburg, Germany, initially focused her research on youth's socialization as readers. Her professional textbooks in this area are innovative. International comparisons of youth's reading achievement drew her attention to adolescent struggling readers, and she recently shared the lead in a project that described the best adolescent literacy instructional practices observed in 11 European countries. During a spring 2009 visit to the United States, she noticed relatively extensive preparation and professional development of secondary-school teachers in literacy instruction. She currently is planning to collaborate with European and American educators to develop teacher preparation and professional development modules on secondary-school literacy instruction. She is confident that educators from different countries will unite the best of their traditions and develop well-founded curricula for the preparation and development of teachers involved with adolescent struggling readers. ركزت كرستين غرب، أستاذة في معهد اللغة الألمانية وتعليم الأدب في جامعة ليوفانا في لوينبرغ ألمانيا أبحاثها أولا على اجتماعية الصغار كقراء. وكتبها الحرفية في هذا المجال مبدعة. وقد استرعت المقارنات الدولية في إنجاز قراءة المراهقين انتباهها إلى القراء المواجهين صعوبة في القراءة وأيضا ترئست مشروعا ترئسا مشتركا وصف فيه أفضل التكتيكات التعيلمية للمراهقين التي تمت مراقبتها في 11 دولة أوروبية. وفي أثناء زيارتها إلى الولايات المتحدة في ربيع 2009 لاحظت أن التجهيزات والتنمية المهنية كانت متوسعة نسبيا في تعليم القراءة والكتابة لدى مدرسي الثانوية. وفي الوقت الحالي تنوي الأستاذة أن تشترك مع معلمين أمريكيين وأوروبيين من أجل تطوير نماذج تجهيز المعلم والتنمية المهنية فيما يتعلق بتعليم القراءة والكتابة. وهي واثقة بأن المعلمين من دول مختلفة سوف يوحدون الأحسن من عاداتهم لتطوير منهاجا قوي الأساس لتحضير وتنمية المعلمين المشتغلين مع القراء المراهقين المواجهين صعوبة في القراءة. Christine Garbe是德国吕讷堡大学德语语言文学教育研究所的教授。她初期集中于青少年作为阅读者的社会化过程之研究，在这研究范畴内，她的专业教科书颇具创意。国际青少年阅读成绩比较的结果令她关注到有阅读困难的青少年学生。最近她与其他学者共同领导一项研究计划，该项计划评述在 11个欧洲国家所观察得的一些最佳青少年读写教学实践。她在2009年春季到美国参观时，注意到当地中学读写文化教师所得到的职前及在职专业培训，比在德国的更为广博。目前，她正计划与欧洲及美国的教育工作者协作，发展中学读写教师的职前及在职专业培训教学单元。她有信心来自不同国家的教育工作者，会集结各国最佳的教学传统，从而发展出有充分根据的职前及在职教师专业培训课程，让致力于教导有阅读困难的青少年学生的教师修读。 Christine Garbe, professeur a l'Institut d'enseignement de la langue et de la litterature allemande de l'universite Leuphana a Luneburg, Allemagne, a centre d'abord ses recherches sur la socialisation des jeunes en tant que lecteurs. Ses recueils professionnels de textes dans ce domaine sont tres novateurs. Les comparaisons internationales de la reussite des jeunes en lecture ont attire son attention sur les adolescents en difficulte en lecture, et elle a recemment ete responsable d'un projet decrivant les meilleures pratiques pedagogiques en litteratie pour les adolescents dans 11 pays europeens. Au cours d'une visite aux Etats-Unis au printemps 2009, elle a remarque la preparation relativement etendue et le developpement professionnel des enseignants du secondaire en enseignement de la litteratie. Elle planifie actuellement une collaboration entre enseignants europeens et americains pour developper des modules de formation initiale et continue des maitres pour l'enseignement de la litteratie dans le secondaire. Elle pense que les enseignants de pays differents uniront le meilleur de leurs traditions et developperont des programmes solides en vue de la formation initiale et continue des enseignants concernes par les adolescents en difficulte en lecture. Кристина Гарбе, преподаватель Пединститута немецкого языка и литературы в Университете Люфана в немецком городе Люнебурге сначала занималась вопросами социализации юных читателей и написала по этим вопросам учебники, полные творческих инноваций. Результаты международных исследований в области чтения школьников привлекли ее внимание к проблемам подростков, которым чтение дается нелегко, и недавно она – вместе с коллегой – возглавила проект, в рамках которого был описан наиболее прогрессивный опыт и методы становления подростковой грамотности в одиннадцати европейских странах. Посетив весной 2009 года Соединенные Штаты, она высоко оценила серьезную подготовку и успешное профессиональное развитие учителей средних школ в плане обучения грамотности. В настоящее время она планирует сотрудничать с педагогами из Европы и США для разработки моделей обучения будущих учителей и повышения квалификации учителей-практиков, чтобы они могли развивать грамотность у своих учеников. Она уверена, что объединив лучшие традиции, существующие в национальном образовании в различных странах, они в итоге получат серьезные, обоснованные учебные программы для подготовки и переподготовки учителей, способных оказать помощь нечитающим или плохо читающим подросткам. Christine Garbe, profesora del Instituto para la Educacion del Idioma y la Literatura Alemana en la Universidad de Leuphana en Lueneburg, Alemania, originalmente enfoco su investigacion en la socializacion de los jovenes como lectores. Sus textos profesionales en esta area son inovadores. Comparaciones internacionales de los logros de lectores jovenes hizo que se interesara en los adolescentes con problemas de lectura y, hace poco, fue una de las lideres de un proyecto que describio las mejores practicas de instruccion de alfabetizacion a adolescentes en 11 naciones europeas. Durante una visita a los Estados Unidos en la primavera de 2009, se dio cuenta que los maestros de escuela secundaria habian recibido una relativamente buena preparacion y se habian desarrollado profesionalmente en la instruccion de alfabetizacion. Ahora ella espera colaborar con docentes europeos y americanos para desarrollar modelos para la preparacion y el desarrollo profesional de los maestros sobre la alfabetizacion a nivel de secundaria. Ella esta segura que los docentes de diferentes naciones juntaran sus mejores tradiciones y desarrollaran planes de estudio bien fundados para la preparacion y el desarrollo de maestros que tienen adolescentes con problemas de lectura.

Elizabeth G. Sturtevant, a professor of education at George Mason University, holds a 33-year record of college-level teaching, scholarship, and service that centers on adolescent literacy. Her research helps clarify the pressures that affect teachers' literacy instruction, the role of secondary school literacy coaches, and adolescent English-language learners' motivations and uses of language and literacy. In her university's reading specialist program, candidates participate in a series of research-based practicums and conduct a teacher-researcher inquiry. Key lines of published research are said to involve past studies of reading comprehension strategies and current studies of multiple literacies. Future research ought to increase insights into how to reach diverse learners more effectively, including learners throughout the world and especially those in developing countries. تحمل إليزابث جي ستوتفانت أستاذة التعليم في جامعة جورج ماسون سجلا شخصيا مدته 33 سنة في التعليم والبحث والخدمة على مستوى الجامعة يركز على تعليم المراهقين القراءة والكتابة. وتساعد أبحاثها إيضاح الضغوط التي تؤثر في تعليم المعلمين القراءة والكتابة وعلى دور مدربي معرفة القراءة والكتابة في المدارس الإعدادية وعلى حوافز دارسي اللغة الإنكليزية المراهقين وعلى استخدمات اللغة ومعرفة القراءة والكتابة. وفي برنامج القارئ المتخصص في جامعتها يشارك المرشحون في سلسلة من تمارين وظيفية مبنية على الأبحاث وإجراء استعلام معلم-باحث. يقال إن الخطوط الرئيسية للأبحاث العلمية المنشورة تشمل الدراسات الماضية بصدد إستراتيجيات استيعاب القراءة والدراسات الحالية بصدد تعددية المعارف. ومن هذا النحو فمن المفروض للأبحاث المستقبلة أن تسلط الضوء على الطريقة التي قد يتصل المعلم فيها بالطالب بشكل أفعل بما فيهم الدارسون في كافة أنحاء العالم وخصوصا الذين يسكنون في الدول النامية. Elizabeth G. Sturtevant 是美国乔治梅森大学的教育系教授，她过去33年在大学所从事的教学，所取得的学术成就及所提供的服务，都是以推动青少年读写文化教育为主。她的研究有助于厘清影响教师的读写文化教学的种种压力、中学读写文化教学辅导员的职能，以及青少年英语学习者的学习动机和他们的语言及读写文化的使用。在她大学施教的阅读专家课程里，学员参与一系列研究性教学实习，并进行一项教师研究员的探究。据称已发表的研究的主要方向，都是有关过去的阅读理解策略研究和当今的多重读写文化研究。未来的研究应当加深了解如何把读写教学更有效地传达到各种不同的学习者，包括世界各地的，尤其在发展中国家的学习者。 Elizabeth G. Sturtevant, professeur d'education a l'universite George Mason, compte 33 ans d'enseignement en tant qu'enseignante au college, bourse d'etudes, et services centres sur la litteratie des adolescents. Sa recherche aide a clarifier les pressions qui pesent sur les professeurs qui enseignent la litteratie, le role des conseillers en litteratie au niveau secondaire, les motivations des adolescents apprenant l'anglais comme langue etrangere et les utilisations du langage et de la litteratie. Dans son programme de specialiste de la lecture a l'universite, les candidats participent a une serie de pratiques basees sur la recherche et conduisent une enquete en tant que chercheur-enseignant. On peut dire que les lignes-cle des recherches publiees comportent des etudes dans le passe sur les strategies de comprehension et actuellement sur les diverses litteraties. Les recherches a venir doivent apporter des idees sur la facon d'atteindre plus efficacement les divers lecteurs, y compris les apprenants dans le monde entier et tout particulierement ceux des pays en developpement. Вниманию читателей предложено интервью с Элизабет Г. Стуртевант, профессором педагогики в Университете Джорджа Мэйсона, которая уже 33 года занимается исследованиями и практикой, связанными с повышением грамотности подростков. Ее научные работы помогают понять, какое давление испытывают школьные учителя, занимаясь развитием грамотности учащихся, какую роль играют при этом работающие в средних школах тьюторы, какова мотивация подростков к освоению грамотности и как они могут применять свои вербальные умения и навыки. В рамках созданной ею программы для специалистов в области чтения, они участвуют в ряде практикумов, основанных на серьезных научных исследованиях, и проводят собственные учительские исследования. Ключевые моменты существующих публикаций опираются на ранее проведенные изыскания, посвященные методам понимания прочитанного, и современным исследованиям различных видов грамотности. Будущие работы следует посвятить тому, как эффективно обучать школьников с самым разным культурным и академическим багажом в других частях света, в том числе – в развивающихся странах. Elizabeth G. Sturtevant, profesora de educacion en George Mason University, posee un historial de 33 anos de ensenanza, erudicion y servicio a nivel universitario centrado en la alfabetizacion de adolescentes. Su investigacion aclara las presiones que afectan la instruccion de los maestros, el rol de los entrenadores de competencias en la escuela secundaria, y la motivacion y el uso del lenguaje y las competencias de los adolescentes que estan aprendiendo ingles. En el programa de su universidad para especialistas en la lectura, los candidatos participan en una serie de practicas basadas en la investigacion y llevan a cabo una consulta sobre maestros e investigacion. Se dice que importantes lineas de proyectos publicados incluyen estudios anteriores de estrategias de comprension de lectura y estudios recientes sobre multiples competencias. Futuros trabajos de investigacion deben dar mas informacion sobre como acercarse mas eficazmente a los aprendices, incluyendo aprendices en todo el mundo y especialmente los de los paises en vias de desarrollo.

Times are exciting for adolescent literacy research! Researchers are examining adolescents' reading and writing like never before. This department, Research Connections, spotlights scholarly efforts aimed at improving classroom literacy instruction for adolescent learners. It takes a broad, disciplined-inquiry view of research, embracing use-inspired action research at local levels along with randomized field trials at national levels. It looks for productive links between adolescent literacy research and practice. This inaugural column of Research Connections identifies websites that present adolescent literacy research. Increasingly, important reports are being posted online for convenient and immediate access. The websites presented alphabetically in this column offer current research-based recommendations for adolescent literacy program development and classroom instruction. كم هذه الأوقات مثيرة في مجال بحث معرفة المراهقين بالقراءة والكتابة! إذ يختبر الباحثون مهارتي القراءة والكتابة لدى المراهقين بقدر لم يسبق له مثيل. ويسلط هذا القسم المسمى صلات البحث الضوء على الجهود العلمية التي تهدف إلى تحسين تعليم معرفة القراءة والكتابة في الصف للدارسين المراهقين. وهذا يتطلب رؤية مستفسرة ضابطة واسعة النطاق تعتنق بحثا علميا مبنيا على نشاط يلهمه الاستعمال في المستويات المحلية بالإضافة إلى القيام باختبارات ميدانية عشوائية على المستويات الوطنية. ويبحث عن روابط مثمرة بين معرفة المراهقين بالقراءة والكتابة علميا وعمليا. يعين هذا العمود الافتتاحي من صلات البحث مواقع على الشبكة العالمية تعرض أبحاثا ذات الصلة بمعرفة المراهقين بالقراءة والكتابة. ويتزايد وضع تقارين مهمة على الشبكة العالمية من أجل أن تكون في متناول اليد سلسا ومباشرا. وتوفر المواقع المعروضة في هذا العمود المرتبة بالحروف الهجائية اقتراحات مبنية على الأبحاث العلمية لتطوير برنامج معرفة القراءة والكتابة لدى المراهقين والتعليم في الصف. 青少年读写能力的研究正处于一个令人激动的时代！研究者正以前所未有的方法去审验青少年的阅读与写作。这个被称为“研究联结”的部门，凸显那些致力于青少年读写能力课室教学的学术研究。这部门对研究的看法是广泛的，严谨的，在地区性的研究成层面上采纳务实的行动研究方法，在全国性的研究层面上则采纳随机样本田野试验方法。这部门研究的目标，是要找出青少年人读写能力研究与实践之间建设性的联系。 这个“研究联结”部门的新专栏列出报告青少年读写能力研究的网站。越来越多重要研究报告都会在线上公报，让读者得到方便和即时的讯息。在这新专栏中，所列出的网站是顺着字母的次序排列，为读者提供现今有关以研究为基础的建议，以改善青少年读写能力课程发展和课堂教学方法。 La periode actuelle est passionnante en ce qui concerne la recherche en lecture-ecriture chez les adolescents. Les chercheurs etudient la lecture et l'ecriture des adolescents comme ils ne l'ont jamais fait. Cette section, Liens avec la recherche, met l'accent sur les efforts de recherche afin d'ameliorer l'enseignement en classe de la lecture-ecriture pour des apprenants adolescents. Elle necessite une conception large de la recherche, basee sur des investigations suivant les matieres, prenant en consideration tant une utilisation inventive de la recherche-action au niveau local que des essais bien controles sur le terrain au niveau national. Elle a le souci de liens feconds entre recherche et pratique dans le cas de la lecture-ecriture des adolescents. Cette premiere rubrique presente des sites informatiques offrant des recherches sur la lecture-ecriture des adolescents. De plus en plus, d'importants resultats sont mis en ligne en vue d'un acces commode et immediat. Les sites informatiques presentes par ordre alphabetique dans cette rubrique proposent des orientations basees sur les recherches actuelles en vue de developper des programmes de lecture-ecriture pour les adolescents et pour l'enseignement. Сейчас замечательные времена исследователей подростковой грамотности! Ученые всерьез занялись вопросами чтения и письма подростков. В новой рубрике под названием “Научные связи” пойдет речь о попытках ученых помочь учителям-практикам, работающим с подростками. Рубрика представит читателям широкий, охватывающий различные учебные дисциплины спектр научных изысканий: от локальных исследований, вдохновленных нуждами конкретной школы или учителя, до различных практико-ориентированных проектов на национальном уровне. Главный фокус рубрики: успешные продуктивные связи между исследованиями подростковой грамотности и школьной практикой. В первом выпуске рубрики представлен список вебсайтов, посвященных исследованиям подростковой грамотности. Ученые помещают все больше и больше важной информации в свободный онлайн-доступ, чтобы учителям было удобно ею пользоваться. Вебсайты предлагаются в алфавитном порядке. Из этих источников читатели почерпнут актуальные, проверенные рекомендации по разработке программ для развития грамотности подростков и их обучению на уроке. iLa investigacion sobre las competencias de los adolescentes es algo muy emocionante hoy dia! Los investigadores estan examinando la lectura y la escritura de los adolescentes como nunca antes. Este departamento, Conexiones de Investigacion, realza esfuerzos eruditos dedicados a mejorar la instruccion de competencias en el salon de clase para los aprendices adolescentes. Se requiere una interpretacion de la investigacion amplia e informada por la disciplina, que acoja investigacion activa inspirada en el uso al nivel local junto con pruebas experienciales al azar al nivel nacional. Busca enlaces productivos entre la investigacion de competencias de adolescentes y la practica. Esta primera columna de Conexiones de Investigacion identifica sitios en la red que presentan investigacion sobre las competencias de los adolescentes. Cada vez mas y mas informes importantes estan apareciendo en la red por su acceso inmediato y conveniente. Los sitios en la red que esta columna presenta en orden alfabetico ofrecen recomendaciones basadas en investigacion corriente para el desarrollo de programas de competencias para adolescentes y para la instruccion en el salon de clase.