Making literacy real for "high-risk" adolescent emerging readers: An innovative application of readers' workshop

Journal of Adolescent and Adult Literacy

Volumn 44, Issue 4, 2000, Pages 308-318

  Taylor, Sheryl V ^a   Nesheim, Dennis W ^b  

^a UNIVERSITY OF COLORADO   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039890372     PISSN: 10813004     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (11)

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2. Au, K. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace College.
3. Burke, C. (1980). The reading interview: 1977. In B.P. Farr & D.J. Strickler (Eds.), Reading comprehension: Resource guide (pp. 82-108). Bloomington, IN: School of Education, Indiana University.
4. Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
5. Clarke, M.A., Davis, A., Rhodes, L.K., & Baker, E.D. (1996). High achieving classrooms for minority students: A study of three teachers. Washington, DC: U.S. Department of Education.
6. Hagerty, P. (1992). readers' workshop: Real reading. New York: Scholastic.
7. Hansen, J. (1987). When writers read. Portsmouth, NH: Heinemann.
8. Harste, J.C. (1978). Understanding the hypothesis: It's the teacher that makes the difference: Part II. Reading Horizons, 18, 89-98.
9. Heath, S. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, England: Cambridge University Press.
10. Labov, W. (1972). Language in the inner city. Philadelphia, PA: University of Pennsylvania Press.
11. Shannon, S.M. (1990). English in the barrio: The quality of contact among immigrant children. Hispanic Journal of Behavioral Sciences, 12, 256-275.