What would make them read more? Insights from Western Australian adolescents

The link between recreational book reading and improved literacy performance is consistently supported by educational research. Increasing engagement in recreational book reading remains imperative for English teachers, though how to best facilitate this in a secondary context is an object of contention, with limited research in this field. The West Australian Study in Adolescent Book Reading explored attitudes and engagement in recreational book reading. Student responses provide valuable insight directly from the target group that can help to shape best practice for adolescent literacy educators. Findings are presented around six key themes, and include strategies for choice, access to attractive and diverse books, time availability, time allocation, concentration and encouragement.     

初中语文诵读教学的行动研究

诵读是语文学习的基本方式。开展课堂语文诵读学习活动,推行课外系列诵读活动,实施多元诵读评价,可以有效提高学生语文学习的兴趣,增强学生的语文素养。     

Adolescent Literacy in Europe — An Urgent Call for Action

This article focuses on the literacy of the adolescents who, in most European countries, are about to leave or have recently left basic education with the assumption that they have the command of functional literacy as required in and for further studies, citizenship, work life and a fulfilling life as individuals. First, the overall performance level in the EU member countries with a special focus on poor literacy is examined. Also, the most persistent inequities in adolescent literacy are reviewed, including the gender gap, the socio-economic gap, the migrant gap and the digital gap. Secondly, the focus turns to developing adolescent literacy and reading education in Europe in a constantly changing global context with increasing literacy demands calling for a lifelong and a life-wide development of literacy. The article outlines elements of effective literacy education for adolescents in Europe.     

Environmental Action as Context for Youth Development

This study explored the practices of teachers, nonformal science educators, community organizers, youth program managers, and other educators facilitating youth participation in local environmental action, as well as the experiences of some of the youth involved. We conducted narrative interviews with 33 educators facilitating youth environmental action in communities throughout the United States and group interviews with 46 youth participating in nine environmental action programs in New York State. Through interpretation of educators' stories and youths' reflections, we discovered strong parallels with theory and empirical research in the youth development literature suggesting environmental action is a valuable context for positive youth development.     

基于核心素养的中学英语文学阅读课程实践与思考

《中国学生发展核心素养》提出"全面发展的人"的培养目标,学科教师要在课程实施中落实学生核心素养的发展。基于核心素养的中学英语文学阅读教学实践从语言学习、认知发展、社会生活三方面促进学生的发展。在语言学习目标层面,学生在准确理解故事文本基础上,通过准确拼读、流利朗读、正确复述、互动讨论、创新表演、创意写作等系列活动,提高语言理解、赏析和创意表达能力;在认知发展层面,学生在语言交流活动中培养思维的逻辑性、批判性和创新性,掌握语言知识学习策略,提升分析和解决问题能力、元认知能力;在社会生活层面,学生通过一系列阅读、思考和创作分享活动,形成正确的人生观、价值观,培养自尊、自信、自强的良好品格,学会做人、做事,提高文明素养和社会责任感。     

Meeting the challenge of limited literacy resources for adolescents and adults with intellectual disabilities

For adolescents and adults with mild to moderate intellectual disabilities (or, in the UK, learning disabilities or learning difficulties), the achievement of successful engagement with, and construction of meaning from, texts necessitates the implementation and use of specifically designed and adapted teaching strategies and resources. The careful selection and application of appropriate resources is vital to allow learners with intellectual disabilities to engage and participate with texts in positive, enjoyable and meaningful ways. The challenge for teachers of adolescents and adults with intellectual disabilities is to overcome the limited availability of suitable literacy resources for these learners. In this article, Michelle Morgan, who teaches literacy at the University of Queensland, and Karen Moni, director of the secondary programmes in the School of Education at the University of Queensland, identify the literacy needs and reading practices of adolescents and adults with intellectual disabilities based upon findings from an action research investigation. They go on to explore ways in which teachers can meet the challenge of limited resources for these learners through the specific and deliberate adaptation and creation of suitable texts.     

Curriculum Materials for Vocational Youth Organizations

Middle and Secondary teachers often find it difficult to help their students read textbooks and other instructional materials. In order to ensure they read the text, teachers may rely on “round robin reading” and other ineffective strategies. In this article, the authors explain why this strategy hinders comprehension, fluency and development of independent reading skills and provide alternative, research-based reading instructional strategies for adolescents.     

国外英语阅读研究的新进展——对我国大学英语阅读教学的意义

本文重点讨论了国外英语阅读研究的新进展,英语教师应懂得如何对阅读过程和阅读结果进行科学评价。近年,阅读策略教学已成为英语阅读教学的一个趋势,英语教师应懂得科研方法,在阅读教学中要了解学生的需求、兴趣和能力。     

The Influence of Music Distraction upon Reading Efficiency

ABSTRACT

The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl &; K. Heubach, 2005 Stahl, S. A. and Heubach, K. 2005. Fluency-oriented reading instruction. Journal of Literacy Research, 37: 25–60. [Crossref], [Web of Science ®] , [Google Scholar]), which incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading is scaffolded by expert readers. The other approach is Wide-Reading Instruction (M. R. Kuhn, 2005 Kuhn, M. R. 2005. A comparative study of small group fluency instruction. Reading Psychology, 26: 127–146. [Taylor &; Francis Online] , [Google Scholar]), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students.