Creating Literacy-Rich Schools for Adolescents
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About
We know that literacy is the key to learning in school, yet millions of middle and high school students lack the literacy skills they need to succeed. What can educators do? Authors Gay Ivey and Douglas Fisher make a compelling case that all teachers—across the content areas—have a role to play in students' development of literacy, which they define as reading, writing, speaking, listening, and viewing. Rather than focusing solely on reading instruction and the cliché that says “all teachers are teachers of reading,” they urge teachers to incorporate rich literacy-based learning experiences into their classrooms, with the goal of helping students to learn and think across the curriculum. With research-based findings, engaging examples, and extensive lists of resources, Ivey and Fisher encourage readers to—
Table of contents
Transportable and Transparent Strategies for Content Literacy Instruction
Time Spent “Just Reading”: A Nonnegotiable
Leadership and Schoolwide Support for Literacy
About the authors
Gay Ivey is an associate professor of reading education at James Madison University in Harrisonburg, Virginia. She is a former middle school reading / language arts teacher. Ivey's research and teaching expertise include examining ways to make regular classroom instruction more responsive to individual development and motivation, particularly for older students still learning to read and write. She can be reached at iveymg@jmu.edu.
