Description
About the Author
William G. Brozo, PhD, is Emeritus Professor of Literacy at George Mason University. A former secondary school teacher, he has authored numerous articles and books on a range of literacy topics, and is a contributing author to the iLit intervention program for struggling readers. Dr. Brozo has served on the editorial board of the Journal of Adolescent and Adult Literacy and as a columnist for Thinking Classroom and The Reading Teacher. He is a past member of the Commission on Adolescent Literacy and the Adolescent Literacy Committee of the International Literacy Association, as well as past chair of the PISA/PIRLS Task Force. He has provided technical support for USAID, the World Bank, and UNESCO.
Fenice B. Boyd, PhD, is Professor of Literacy; Senior Associate Dean for Diversity, Equity, Justice, and Inclusion; and Associate Dean for Faculty Affairs at the University at Buffalo/m-/State University of New York. A former middle school teacher, she is author of numerous articles and books. Dr. Boyd has served as President of the Literacy Research Association (LRA), associate editor of the Journal of Literacy Research, and department editor of the policy and advocacy section for the Journal of Adolescent and Adult Literacy. She is a recipient of the Albert J. Kingston Award from the LRA and is a past member of the Commission on Adolescent Literacy of the International Literacy Association.
Chinwe H. Ikpeze, PhD, is Assistant Professor at St. John Fisher University in Rochester, New York. A former high school English teacher, she is author or coauthor of many journal articles and author or coeditor of several books. Dr. Ikpeze is an education consultant who specializes in teacher professional development on such topics as culturally responsive teaching, classroom management, and student engagement and motivation.
Table of Contents
Preface
1. Adolescent Literacies and Identities Inside and Outside of School
2. Developing Diverse LearnersaEURO (TM) Literacy Competence across Disciplines
3. Practices for Expanding Text Comprehension
4. Generative Artificial Intelligence and Adolescent Literacy: Reimagining Teaching and Learning
5. Assessment for Literacy Growth and Disciplinary Learning
6. Creating Motivating Contexts for Literacy and Learning
7. Developing Academic Vocabulary Knowledge
8. Writing to Learn in the Disciplines
9. Reading and Learning from Multiple Sources
10. Strategic Literacy and Learning Processes
References
Index