Empowering Struggling Readers

This book provides classroom-tested methods for engaging struggling middle grade readers--even those who appear to have given up--and fostering their success. The emphasis is on constructing respectful, encouraging learning environments that incorporate students' diverse literacies, cultural interests, and prior knowledge and skills into instruction. Chapters outline effective, innovative strategies for instruction and assessment in comprehension, vocabulary, text-based discussion, critical reading, and other core areas. Realistic classroom examples are included throughout, including applications of nontraditional texts. Other useful features include reflection questions at the end of each chapter.

Winner--Literacy Research Association's Edward B. Fry Book Award

“"This book takes the research on adolescent readers and puts it to use where the rubber meets the road! The authors treat struggling students as people who want to read and learn, rather than just 'nonreaders.' At each step along the way, teachers are encouraged to reflect on how they might integrate or modify their instruction using the research and strategies discussed. The information in this book can make you a more confident, empathic, and successful teacher." - Brandon Abdon, English teacher, Ft. Thomas (Kentucky) Public Schools, and President, Kentucky Council of Teachers of English, USA"Finally, a book on struggling readers that eschews deficit models and incorporates students' funds of knowledge into the classroom. The authors provide a framework for envisioning instruction that welcomes students into the classroom community, instead of viewing them as people who need to be fixed. They encourage teachers to become more conscious in their assumptions, language choices, and practices - and to share these with the students. This is an ideal text for English language arts methods courses; experienced teachers will also find it useful and encouraging." - W. Douglas Baker, Department of English Language and Literature, Eastern Michigan University, USA”

"This book takes the research on adolescent readers and puts it to use where the rubber meets the road! The authors treat struggling students as people who want to read and learn, rather than just 'nonreaders.' At each step along the way, teachers are encouraged to reflect on how they might integrate or modify their instruction using the research and strategies discussed. The information in this book can make you a more confident, empathic, and successful teacher." - Brandon Abdon, English teacher, Ft. Thomas (Kentucky) Public Schools, and President, Kentucky Council of Teachers of English, USA "Finally, a book on struggling readers that eschews deficit models and incorporates students' funds of knowledge into the classroom. The authors provide a framework for envisioning instruction that welcomes students into the classroom community, instead of viewing them as people who need to be fixed. They encourage teachers to become more conscious in their assumptions, language choices, and practices - and to share these with the students. This is an ideal text for English language arts methods courses; experienced teachers will also find it useful and encouraging." - W. Douglas Baker, Department of English Language and Literature, Eastern Michigan University, USA

Leigh A. Hall, School of Education, University of North Carolina at Chapel Hill, USA, Leslie D. Burns, College of Education, University of Kentucky, USA and Elizabeth Carr Edwards, College of Education, Georgia Southern University, USA

This book provides classroom-tested methods for engaging struggling middle grade readers - even those who appear to have given up - and fostering their success. The emphasis is on constructing respectful, encouraging learning environments that incorporate students' diverse literacies, cultural interests, and prior knowledge and skills into instruction. Chapters outline effective, innovative strategies for instruction and assessment in comprehension, vocabulary, text-based discussion, critical reading, and other core areas. Realistic classroom examples are included throughout, including applications of nontraditional texts. Other useful features include reflection questions at the end of each chapter. This book will be important reading for english/language arts teachers in grades 6-9, reading specialists and coaches, and teacher educators. It may also serve as a text in such courses as Adolescent Literacy, Teaching English Language Arts, and Reading Methods in the Middle Grades.

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