What's Hot in Adolescent Literacy 1997-2006

Cassidy, Jack; Garrett, Sherrye Dee; Barrera, Estanislado S.

doi:10.1598/jaal.50.1.4

Cited by 15 publications

(8 citation statements)

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“…Richard Allington, who would become president of the International Reading Association several years later, challenged the Panel's assumptions, methodology, and findings in his iconoclastic book Big Brother and the National Reading Curriculum (Allington, 2002). of venues (Cassidy, 2002;Cassidy & Cassidy, 2004a;Cassidy, Garrett, & Barrera, 2006;Cassidy & Valadez, in press;Cassidy, Valadez, Garrett, & Barrera, 2010;Cassidy & Wenrich, 1998a).…”

Section: Literacy Trends and Issues: A Look At The Five Pillars And Tmentioning

confidence: 99%

Literacy Trends and Issues: A Look at the Five Pillars and the Cement That Supports Them

Cassidy

Valadez

Garrett

2010

The Reading Teacher

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The parallel paths of the impact of the report of the National Reading Panel and the 14 years of the What's Hot survey, which is published annually in Reading Today are traced in this article. The authors look at the “five pillars” (phonemic awareness, phonics, fluency, vocabulary, and comprehension) of literacy instruction and how they have fared on the What's Hot list. They also describe the policies and research that may have influenced the degree of attention being paid to a given topic. The pillars would not be standing without scientific evidence‐based research—the cement on which they are based—therefore, scientific evidence‐based data is included in the analysis. The authors conclude that three of the pillars—phonemic awareness, phonics, and fluency—are receiving less attention than previously. They also note that vocabulary and comprehension, the keystones of reading, are receiving increased attention. تصف هذه المقالة المسارات المتوازية لوقع تقرير اللجنة الوطنية للقراءة والاستفتاء بعنوان واتس هوط الذي بدأ منذ 14 سنة وهو منشور في مجلة القراءة اليوم سنوياً. ينظر المؤلفون إلى ((الأركان الخمسة)) (أي الوعي الصوتي وعلم الصوت والمرونة والمفردات والاستيعاب) من تعليم معرفة القراءة والكتابة وأين تظهر هذه الأركان على قائمة واتس هوط. بالإضافة إلى ذلك يصفون السياسات والأبحاث العلمية التي أثرت في درجة إعارة الانتباه إلى موضوع معين. ولم تقم هذه الأركان بدون أبحاث علمية مبنية على التجارب—وهذا هو الأساس الذي تبني الأبحاث عليه—وبالتالي الأبحاث العلمية المبنية على التجارب معروضة في التحليل. وانتهى المؤلفون إلى الفكرة بأن ثلاثة من الأركان—الوعي الصوتي وعلم الصوت والمرونة—لا تسترعي نفس المقدار من الانتباه كما كانت عليه من قبل. ويذكرون أيضاً أن المفردات والاستيعاب، حجرا القراءة الأساسيان يسترعيان مقداراً أكبر من الانتباه. 本文追溯历来全美阅读研究小组报告及14年来每年在《今日阅读》发表的《什么是最热门的专题?》的调查两者所产生的影响。本文审视读写教学的「五个支柱」(音素意识、语音、流畅度、词汇知识、阅读理解)及这些支柱在《什么是最热门的专题?》的出现率。本文亦论述一些可能影响对某个专题的注意程度的政策与研究。如果没有以科学证据为基础的研究（支柱的水泥基础），这些支柱是不会屹立起来的，本文因此也有以科学证据为基础的研究资料分析。本文在结论中指出，现时这些支柱其中的三项音素意识、语音、流畅度比以往得到较少的注意，而词汇知识与阅读理解却比以往得到较多的注意。 On fait un parallèle dans cet article entre l'impact qu'a eu la National Reading Panel et les 14 ans de l'enquête What's Hot qui est publiée chaque année dans Reading Today. Les auteurs examinent les « cinq pillards » (conscience phonémique, phonétique, fluidité, vocabulaire, et compréhension) de l'enseignement de la littératie et ce qu'il en est advenu dans la liste What's Hot. Ils présentent aussi les politiques et les recherches qui ont pu avoir un effet sur l'attention portée à un sujet donné. Les pillards ne se concevant pas sans recherche scientifique basée sur des faits — c'est le ciment sur lequel ils se fondent —des données basées sur la recherche ont par conséquent été inclues dans cette analyse. Les auteurs concluent que trois des cinq pillards — la conscience phonémique, la phonétique, la fluidité — reçoivent moins d'attention que par le passé. Ils remarquent également que le vocabulaire et la compréhension, pierres angulaires de la lecture, retiennent de plus en plus l'attention. В статье прослеживается сходство между отчетами,...

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Section: Literacy Trends and Issues: A Look At The Five Pillars And Tmentioning

confidence: 99%

Literacy Trends and Issues: A Look at the Five Pillars and the Cement That Supports Them

Cassidy

Valadez

Garrett

2010

The Reading Teacher

Self Cite

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“…5 In 2007, the National Endowment for the Arts followed up its 2004 report, Reading at Risk, with To Read or Not to Read: A Question of National Consequence. Thus, adolescent literacy, which had not even appeared on the IRA's "What's Hot" list until 2001, had been elevated to "very hot" by 2006 (Cassidy, Garrett, & Barrera, 2006).…”

Section: The Responsementioning

confidence: 99%

Adolescent Literacy: Putting the Crisis in Context

Jacobs¹

2008

Harvard Educational Review

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In this article, Vicki Jacobs argues that as the nation strives to improve the literacy achievement of U.S. adolescents, educators must reframe the current "crisis" as a critical point on a continuum of historical efforts to address the particular challenges of postprimary-grade reading. Specifically, Jacobs examines the definition of adolescent literacy in the context of reading stages, which explain the contiguous and continuous relationship between primary-grade and later reading. She also discusses how historical relationships between skill and process instruction and between reading specialists and content-area faculty have contributed to the issues we face at this particular point on the continuum. Jacobs concludes by highlighting the opportunities ahead for researchers, policymakers, and practitioners who are positioned to respond to the adolescent literacy crisis and improve adolescent literacy achievement.

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“…Also, it did not display the specific features of an education movement until the mid1990s when its relevant concepts were applied in the classroom and discussed in countries such as Australia, New Zealand, South Africa and England. However, according to a 2006 survey (Cassidy et al 2006) among 25 prominent literacy leaders, 24 respondents said that critical literacy was 'not hot', and 20 of these 25 respondents urged that critical literacy become a hot issue for the new millennium. That is, critical literacy is a research and teaching orientation that merits further consideration.…”

Section: Introductionmentioning

confidence: 99%

Critical literacy and a picture-book-based dialogue activity in Taiwan

Kuo

2009

Asia Pacific Educ. Rev.

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In order to fill in the research gap related to the theory and practice of critical literacy in Taiwan, this article describes an English Conversation activity offered during the 2005 spring semester at a university in southern Taiwan. The article uses a critical instructional model to analyze students' team dialogues as responses to a picturebook-based exercise. The informants in the study included the instructor and his 26 students. This research is a qualitative case study in that it employs various descriptive data (e.g. students' team dialogues and reflection papers) in an attempt to (1) investigate the extent to which the goals of critical literacy were achieved in the classroom and (2) arrive at some implications for the implementation of critical literacy in Taiwan. This study suggests that instruction based on social-issue picture books is effective not only in promoting literacy learning but also in eliciting meaningful themes for students. Second, it shows that language learning is best understood as socially constructed. Critical instruction should promote not only textcentred responses but also reader responses to social issues; this can lead to more critical stances for students. Third, the study suggests that a critical literacy curriculum should progress from personal/cultural resources to critical social practices and critical stances. Finally, enthusiasts of critical literacy should not insist on including all dimensions of the analytical model used in the study. Instead, teachers should consider their students, teaching purposes and teaching contexts when they use elements from the critical literacy instructional model.

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What's Hot in Adolescent Literacy 1997-2006

Abstract: as a teacher of English, speech, and journalism, and he has since taught every level from seventh grade through PhD students. He has taught in rural, urban, and suburban public school districts and has held faculty appointments at several universities.

Cited by 15 publications

References 2 publications

Literacy Trends and Issues: A Look at the Five Pillars and the Cement That Supports Them

Literacy Trends and Issues: A Look at the Five Pillars and the Cement That Supports Them

Adolescent Literacy: Putting the Crisis in Context

Critical literacy and a picture-book-based dialogue activity in Taiwan

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