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Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies

by Tamara L Jetton, and Cynthia Hynd Shanahan Guilford Publications
Pub Date:
Pbk 274 pages
AU$69.00 NZ$72.17
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From leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines. Chapters focus on how to help students successfully engage with texts and ideas in English/literature, science, math, history, and arts classrooms. The book shows that while general strategies for reading informational texts are essential, they are not enough—students also need to learn processing strategies that are quite specific to each subject and its typical tasks or problems. Vignettes from exemplary classrooms illustrate research-based ways to build content-area knowledge while targeting essential reading and writing skills.

> Presents an effective, uniquely integrated approach to teaching content areas while supporting literacy skills.
> Competing titles offer generic strategies for literacy across disciplines; this book offers discipline-specific strategies.
> Leading authorities share cutting-edge research and connect it directly to classroom experience.
> Jetton's Adolescent Literacy Research and Practice is a consistent seller.

1. Learning from Text: Adolescent Literacy from the Past Decade, Tamara L. Jetton and Richard Lee
2. The Challenges of Reading Disciplinary Texts, Zhihui Fang
3. How Disciplinary Experts Read, Cynthia Shanahan
4. A Model for Teacher Planning with Text in the Academic Disciplines, Tamara L. Jetton and Richard Lee
5. Learning with Text in English/Language Arts, Troy Hicks and Susan Steffel
6. Learning with Text in Science, Cynthia Shanahan
7. Reconceptualizing Literacy and Instruction for Mathematics Classrooms, Daniel Siebert and Roni Jo Draper
8. Learning with Texts in History: Protocols for Reading and Practical Strategies, Bruce VanSledright
9. Learning with Text in the Arts, Kathleen Moxley, James Batcheller, Larry Burditt, Sue Gamble, Alan J. Gumm, Johanna Paas, and Judy Thurston

"This volume rewards the interested reader many times over. The editors offer a classic blend of accomplished authors providing important insights on a topic of great value. The book addresses both theory and practice. It describes not only how students construct meaning in the different content domains, but also how they use this constructed meaning in discipline-related acts of literacy. The evolution in understanding disciplinary literacy is reflected in the Common Core State Standards and the National Assessment of Educational Progress; this book provides the means to meet the demand for high-quality teaching in this area."--Peter P. Afflerbach, PhD, Department of Curriculum and Instruction, University of Maryland"Meeting the needs of current and future teachers alike, this book makes explicit what many educators take for granted--the notion that middle and high school students must learn to read, write, and think in qualitatively different ways when entering into content-area classrooms. It provides background knowledge about the habits of mind held by experts and teachers in each content area, as well as specific information about teaching adolescents to adopt those habits of mind and ways of reading. As undergraduate and graduate coursework in teacher preparation programs increasingly focus on content-area literacy, this book will surely be of great use as a text."--Jacy Ippolito, EdD, School of Education, Salem State University, Massachusetts"Many secondary literacy coaches I have worked with--most of whom are former English teachers--lack a clear understanding of how literacy works in mathematics, history, science, and other content-area classrooms. This book provides much-needed background on literacy in disciplinary contexts, not only for literacy coaches in junior high and high schools, but also for teachers, administrators, and researchers. It is an exciting time in adolescent literacy, and this volume is an important contribution."--Leslie S. Rush, PhD, Department of Secondary Education, University of Wyoming
Edited by Tamara L. Jetton, PhD, Department of Teacher Education and Professional Development, Central Michigan University; and Cynthia Shanahan, EdD, Council on Teacher Education, University of Illinois at Chicago